Unit E - Reactions of Metals and Metal Compounds

D-F-Unit Guides.
qxd 16-Jun-04 3:08 PM Page 7
Print current page (1 page) 6
E Reactions of metals and metal Unit guide

compounds
M W
p ? Where this unit fits in Prior learning
This unit builds on:
t u 8E Atoms and elements and 8F Compounds and mixtures. In 7E Acids and alkalis, pupils
To make good progress, pupils starting this unit need to:
• name some metals, understand that they are elements,
will have observed neutralisation reactions, and in 7F Simple chemical reactions, they will and give some of their characteristics
^ _ have identified that there are chemical reactions between acids and metals and between • know that atoms join together in different ways when
acids and carbonates. However, they are unlikely to have considered the other products of chemical reactions take place
ET ET these reactions. • have represented some elements and compounds by
symbols and formulae
The concepts in this unit are: • understand that chemical reactions can be represented
TY PC metals and non-metals, reactions of acids with metals, metal oxides and metal by word, particle and symbol equations and have
carbonates, symbols and formulae, word equations. carried out tests to identify hydrogen and carbon
G K This unit leads onto: unit 9F Patterns of reactivity.
dioxide.
Framework yearly teaching objectives – Particles

• Identify evidence which indicates that a chemical reaction has taken place, such as the association of energy transfer with chemical change.
• Recognise that chemical reactions can be modelled by assuming that atoms can rearrange themselves, and that this can happen in only a limited
number of ways, for example: A + B → AB, AB + CD → AD + CB.
• Use the particle rearrangement model to: predict the names and formulae for products that might be formed from given reactants; write word and
symbol equations for some simple reactions; explain how acids react with bases and neutralisation occurs.
• Describe how metals react with oxygen, water, acids and oxides and solutions of salts of other metals.
Expectations from the QCA Scheme of Work

At the end of this unit …
… most pupils will … … some pupils will not have made so … some pupils will have
much progress and will … progressed further and will …
in terms of scientific enquiry NC Programme of Study Sc1 2b, c, d, e, f, g, i, j, k, l, m, o, p
• make observations and use these to identify similarities in • make observations of chemical reactions, • explain the steps they took to
chemical reactions and show that there are patterns in these prepare a high-quality sample of
• use preliminary work to decide on a method for preparing a salt • identify where they found difficulties in a salt.
and suggest ways in which their method could be improved. preparing a salt.
in terms of materials and their properties NC Programme of Study Sc3 1a, d, f, 2h, 3a, e; Sc4 5a
• describe how metals react with acids and how acids react with • identify that hydrogen is produced when • represent chemical compounds
metal carbonates, metal oxides and alkalis many metals react with acids, and carbon by formulae and combine these
• identify evidence which indicates that a chemical reaction has dioxide when acids react with carbonates, into symbol equations
taken place and describe tests for hydrogen and • use knowledge of reactions to
• represent reactions by word equations, identify patterns in these carbon dioxide make predictions about other
and produce general equations • state that the production of a new material reactions
• name a variety of salts and describe the uses of some of them. is evidence of a chemical reaction.
Suggested lesson allocation (see individual lesson planning guides)

Direct route
E1 E2 E3 E4 E5 Booster 3
What is a metal? Salt on the Acids attack Acids attack Acids and metal Focus on particles 1 –
roads metals carbonates oxides Physical changes
Extra lessons (not in Pupil book)

E5 Investigate: Review and assess progress
Making salts (distributed appropriately)
Misconceptions
Pupils often confuse metallic elements with other metallic materials and similarly non-metallic elements with non-metallic materials.
‘Nitrate and sulphate are elements.’ It is useful to describe nitrate and carbonate as groups that often stay together in chemical reactions.
Pupils may be confused by the word salt and teachers might like to take potassium chloride as an example of a salt that is not common salt.
Additional information
With some pupils, teachers may wish to concentrate on some new topics, but with others spend time recapping previous work.
Health and safety (see activity notes to inform risk assessment)
Hazcards should be consulted and risk assessments made for all materials used. In this unit, pupils:
• explore the properties of metallic and non-metallic elements • use solutions of acids, alkalis and metal salts, which may be hazardous • evaporate
salt solutions prepared in a variety of ways • plan and carry out an investigation into the preparation of a salt.
© Harcourt Education Ltd 2004 Catalyst 3

This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 1
D-F-Unit Guides.qxd 16-Jun-04 3:08 PM Page 8

Lesson planning
E1 What is a metal? guide
M W Learning objectives
i The uses of metals.
ii Metals are shiny, good conductors of electricity and heat energy; some metals are magnetic and most metals are solids at room temperature.
p ? Scientific enquiry
iii Use tables and graphs to present melting point data for metals. (Framework YTO Sc1 9e)
t u iv Analyse melting point data for metals, possibly using ICT. (Framework YTO Sc1 8d)
^ _
Suggested alternative starter activities (5–10 minutes)
UG Introduce the unit Share learning objectives Problem solving Brainstorming Capture interest
Unit map for Reactions of • Describe some uses of metals. ‘Why doesn’t it work?’ Metal names and uses. Show pupils photos of
metals and metal • Describe how metals behave. Cartoons for class large-scale metal uses.
compounds. • Use graphs and charts to discussion. Catalyst Interactive
present data. (Sc1) Presentations 3
Suggested alternative main activities

Activity Learning Description Approx. Target group
objectives timing
see above C H E S
Textbook E1 i and ii Teacher-led explanation and questioning OR Pupils work individually, 20 min R/G G R S
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity E1a Practical ii and iii Thermal conductivity A short activity to compare the thermal 20 min ✔
conductivity of different metals.
Activity E1b Paper ii, iii and iv Data about metals Pupils draw graphs of data about metals. They 20 min ✔
work in groups to justify the uses of metals by discussion about the
data.
Suggested alternative plenary activities (5–10 minutes)

Review learning Sharing responses Group feedback Word game Looking ahead
Pupils work in groups to list Pupils feed back to whole Sentence completion by Matching exercise to Pupils discuss how to identify gold,
metal properties. group the outcomes of Activity whole group on board. cover main points of copper and iron and speculate on
E1b, and discuss reasons for the lesson. their reactivity.
using graphs to process data. Catalyst Interactive Presentations 3
Learning outcomes
Most pupils will ... Some pupils, making less progress Some pupils, making more progress
will ... will ...
• describe the properties of metals and make • describe some of the properties of metals • identify metals that are single elements
generalisations about their uses • interpret melting point data for metals with and those that are mixtures of substances
• interpret melting point data for metals. help. • interpret and use melting point data for
metals
• explain how metals have been used in the
past, e.g. to make jewellery.
Key words Out-of-lesson learning

conduct electricity, conduct thermal energy, red only: cast iron, alloy Homework E1
Textbook E1 end-of-spread questions
Activity E1b
Make fact files about metallic elements to report back to the
class/construct a database
Find out about how metals have been used in the past


Lesson planning
E2 Salt on the roads guide
i When a base neutralises an acid, a salt and water are made.
ii The name of the salt comes from the names of the acid and base used to make it.
p ? iii Write word equations.
Scientific enquiry
t u iv Make observations using pH paper (optionally dataloggers) to identify when neutralisation has taken place.
^ _
Suggested alternative starter activities (5–10 minutes)
UG Recap last lesson Share learning objectives Problem solving Brainstorming Capture interest
Pupils identify typical • Describe how salts are made from Pupils watch a demo and Uses of common salt. Safe handling of acids.
properties of metals. acids and bases. think what happens when
• Work out the names of salts. acids react with metals and
• Use pH paper to tell when carbonates.
neutralisation happens. (Sc1)

objectives timing
see above C H E S
Textbook E2 i, ii and iii Teacher-led explanation and questioning OR Pupils work individually, 20 min R/G G R S
Activity E2a Practical/ICT i, ii, iii and Making sodium chloride Pupils make sodium chloride crystals using 30 min ✔ ✔
iv hydrochloric acid and sodium hydroxide solution. Demonstration to
show pupils that neutralisation can be followed using datalogging
equipment.
Activity E2b Discussion ii and iii Equations for salts Pupils use cut and paste to complete equations 10 min ✔ ✔ (✔)
for making salts. Extension: pupils write symbol equations.

True/false game. Groups combine to discuss Groups compare salt crystals Anagram activity. Pupils suggest what else
outcomes of Activity E2b. from Activity E2a with other acids react with.
groups and with commercial
crystals.
Learning outcomes
Most pupils will ... Some pupils, making less progress Some pupils, making more progress
will ... will ...
• describe how a salt and water are made when • describe one example of making a salt by • represent chemical compounds by formulae
acids are neutralised by bases neutralisation and combine these into symbol equations
• represent examples of neutralisation with general • represent neutralisation with a general and a • use knowledge of reactions to make
and specific word equations specific word equation naming the salt predictions about other reactions
• name a variety of salts. correctly. • interpret a pH curve.

salt Homework E2
Find out the names of salts used in household products or medicines.


Lesson planning
E3 Acids attack metals guide
i Many metals react with acids, causing corrosion.
ii Acids react with metals, producing a salt and hydrogen gas.
iii Be able to test for hydrogen.
t u iv Discuss whether there is enough evidence to support conclusions based on experimental outcomes. (Framework YTO Sc1 9e)
^ _
UG Suggested alternative starter activities (5–10 minutes)
Recap last lesson Share learning objectives Problem solving Brainstorming (1) Brainstorming (2)
True/false game. • Describe how metals react with Pupils consider why metals Pupils predict Pupils suggest why metal
acids. take different amounts of observations when reactions are a nuisance.
• Test for hydrogen. time to corrode. magnesium is added to
• Decide if you have enough Catalyst Interactive acid.
evidence to make conclusions Presentations 3
from experiments. (Sc1)

objectives timing
see above C H E S
Textbook E3 i, ii and iii Teacher-led explanation and questioning OR Pupils work 20 min R/G G R S
individually, in pairs or in small groups through the in-text
questions and then onto the end-of-spread questions if time allows.
Activity E3a Practical ii, iii and iv Metals and acids reactions Pupils carry out and compare the 25 min ✔ ✔
reactions of magnesium, zinc and copper with three different acids.
They discuss what conclusions can be made based on the evidence
they gather.
Activity E3b Practical ii, iii and iv Investigate: Tin cans Pupils investigate the reaction of food acids 15 min ✔ ✔
with iron and tin. They select a range of fruits and vegetables and (to set up –
investigate whether they react with iron and tin to decide whether look at it
they are suitable for canning. next lesson)

Quick quiz. Whole-class discussion of Pupils work as groups Write a question game. Pupils predict the outcomes
similarities and differences in to discuss Activity E3a of Activity E3b.
the reactions from Activity E3a. Question 3.
Learning outcomes
Most pupils will ... Some pupils, making less progress will ... Some pupils, making more progress will ...
• describe how metals react with acids • identify that hydrogen is produced when many • describe how a range of metals react with acids
• describe the test for hydrogen. metals react with acids and the implications of this for the food canning
• describe the test for hydrogen industry
• know whether there is enough evidence to make • be able to balance chemical equations
a conclusion. • suggest what further work needs to be carried
out to provide firm evidence for conclusions.

red only: balanced equation Homework E3
Look for examples of metal corrosion in the locality


Lesson planning
E4 Acids attack carbonates guide
i Carbonates neutralise acids, producing a salt, water and carbon dioxide gas.
ii The production of new materials and energy changes are evidence of a chemical reaction taking place.
iii Be able to use a thermometer or temperature probe to follow a temperature change in a reaction.
t u
^ _ Suggested alternative starter activities (5–10 minutes)

Recap last lesson Share learning objectives Problem solving Brainstorming Capture interest
UG
Pupils look at • Describe how metal carbonates react Pupils classify salts in Pupils brainstorm their Show a demo of fizzy
outcomes of Activity with acids. terms of the acids used previous learning about sherbet and acid rain on
E3b from previous • Identify when a chemical change to make them. chemical changes. limestone.
lesson. happens.
• Measure temperature changes and record
them in tables and graphs. (Sc1)

objectives timing
see above C H E S
Textbook E4 i and ii Teacher-led explanation and questioning OR Pupils work individually, 20 min R/G G R S
Activity E4a Practical i, ii and iii Making copper sulphate Pupils make copper sulphate from copper 30 min ✔
carbonate and sulphuric acid. They evaluate their evidence to
consider ideas about chemical change and metal reactions.
Demonstration to show pupils that the temperature changes in the
reaction can be followed electronically.
Activity E4b Discussion i Equations for carbonates Pupils use cut and paste to complete 20 min ✔ ✔ (✔)
equations for making salts. Extension: pupils write symbol equations.

Group team quiz. Whole-class discussion to Groups compare Pupils work in pairs Pupils think about what salts would be made
feed back outcomes of responses to Activity to complete Cloze when minerals are ‘leached’ using acids.
Activity E4a. E4b. sentences. Catalyst Interactive Presentations 3
Learning outcomes
• describe how metal carbonates react with • identify that carbon dioxide is produced when • represent the reaction between calcium carbonate
acids acids react with carbonates and hydrochloric acid by a balanced chemical
• identify evidence which indicates that a • describe the test for carbon dioxide equation
chemical reaction has taken place • state that the production of a gas is evidence • given a short passage in a foreign language,
• represent reactions with metal carbonates of a chemical reaction. explain the universality of chemical symbols and
by word equations, identify patterns in formulae
these and produce general equations • describe a range of applications of the reaction
• name the salts produced and describe the between carbonates and acids.
uses of some of them
• describe the test for carbon dioxide.

None Homework E4
Survey which indigestion tablets contain calcium carbonate


Lesson planning
E5 Acids and metal oxides guide
i Acids react with many metal oxides, producing a salt and water.
ii Know the uses of some important salts.
iii Identify evidence for a reaction taking place.
t u

UG
Quick test. • Describe how metal oxides Pupils examine labels and Concept cartoon to Demo of reactions of rusty
react with acids. ‘hunt the salt’. stimulate brainstorming iron and corroded coins
• Identify evidence of a uses of salts. with acid.
reaction taking place. (Sc1)

objectives timing
see above C H E S
Textbook E5 i and iii Teacher-led explanation and questioning OR Pupils work individually, 20 min R/G G R S
Activity E5a Practical i, ii and iii Oxides and acids Pupils investigate what happens when metal oxides 25 min ✔ ✔ (✔)
react with acids. They look for evidence that a reaction has
happened.
Activity E5b Paper ii Uses of salts Pupils learn the uses of some salts by a matching 15 min ✔ (✔)
exercise involving the name, use and formula of several salts.

Review learning Sharing responses Group feedback Word game Looking back
How many different ways Group spokesperson feeds Groups combine to discuss Writing crossword clues. Pupils revise and
can you make a salt? back outcomes of Activity Activity E5b. consolidate knowledge from
E5a. the unit.
Learning outcomes
• describe how metal oxides react with acids • state that a colour change is evidence of a • represent the reaction between copper oxide and
• identify evidence which indicates that a chemical reaction. sulphuric acid by a balanced chemical equation
chemical reaction has taken place • explain how chemical bonds form and how some
• represent reactions by word equations, atoms form groups and make bonds as a group
identify patterns in these and produce • name a variety of salts and describe their uses.
general equations
• name a variety of salts and describe the
uses of some of them.

None Homework E5
Activity E5b


Lesson planning
E5 Investigate: Making salts guide
i Investigate ways of making a salt.
ii Use preliminary work to find out if a possible approach is practicable. (Framework YTO Sc1 9c)
iii Evaluate methods in terms of how the yield and purity could be improved.
t u

UG Setting the context Introduce the apparatus Safety Brainstorming Problem solving
Group/class discussion Check key techniques: Group work to produce safe Pupils consider the different Pupils criticise a method for
about the uses of salts. • reacting working guidelines. methods of making the making a salt.
• filtering same salt.
• evaporating.
Investigation
objectives timing
see above C H E S
Activity E5c Practical i, ii and iii Making salts Pupils plan a method for making a salt. They carry out 50 min ✔ ✔ ✔
their experiment and record the yield.

Review learning Group feedback Analysing Evaluating
Teacher-led review about the type Groups describe their Teacher-led discussion on Teacher-led brainstorm to think about scaling
of salt produced. investigation to the class. improving yield and purity. up salt making to an industrial scale.
Learning outcomes
• use preliminary work to decide on a • identify where they found difficulties in • explain the steps they took to prepare a
method for preparing a salt and suggest preparing a salt. high-quality sample of a salt.
ways in which their method could be
improved.

Unitmaps.qxd 18-Jun-04 11:36 AM Page 5
E Reactions of metals and Unit map

metal compounds
M
p ?
t u
^ _ Metals Metal compounds

UG
Metals and metal

compounds
Acids and
Acids and metal
metals
oxides
Acids and metal

carbonates
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
base hydrochloric acid

carbon dioxide hydrogen
chemical changes lighted splint
chemical reaction limewater
conduct electricity magnetic
conduct thermal neutralisation
energy neutralise
chloride salt salts
elements shiny solids
fizzing strong
high melting point water

E-Starters.qxd 01-Apr-04 10:59 AM Page 1
E1 What is a metal? Starters
M Suggested alternative starter activities (5–10 minutes)

p ? Introduce the unit Share learning
objectives
Problem solving Brainstorming Capture interest
t u Unit map for Reactions of • Describe some uses of ‘Why doesn’t it work?’ Metal names and uses. Show pupils photos of
metals and metal metals. cartoons for class large-scale metal uses.
^ _ compounds. • Describe how metals

behave.
discussion. Catalyst Interactive
Presentations 3
• Use graphs and charts to
UG LP present data. (Sc1)
Introduce the unit

● Either draw the outline of the unit map on the board ➔ Unit map
then ask pupils to give you words to add, saying where to
add them. Suggest some words yourself when necessary
to keep pupils on the right track.
● Or give out the unit map and ask pupils to work in
groups deciding how to add the listed words to the
diagram. Then go through it on the board as each group
gives suggestions.
Share learning objectives

● Ask pupils to write a list of FAQs they would put on a
website telling people about what a metal is. Collect
suggestions as a whole-class activity, steering pupils
towards those related to the objectives. Conclude by
highlighting the questions you want them to be able to
answer at the end of the lesson.
Problem solving
● Pupils discuss the cartoons on the Pupil sheet (this can be ➔ Pupil sheet
copied onto an OHT for full class discussion).
Questions
● Discussion in groups or as a class can focus on how 1 Why doesn’t it work?
metals behave differently to other materials (an
2 Why are metals used instead?
introduction to thinking about properties).
Brainstorming
● Pupils work in pairs to list the names and uses of as many
metals as possible (a short time-limit can be given).
● Combine pairs into larger groups or have a whole-class
feedback to compile a larger list.
● A variation on this activity which works well for less
able pupils is to ask them to list some uses of metals first,
and then to try to name the metals that are involved in
each use.
Capture interest
● Show pupils photographs of large scale uses of metals. ➔ Catalyst Interactive Presentations 3
● Discuss the importance of metals to our lives. Ask pupils
‘How will you be using metals today?’

M Problem solving
p ?
t u
^ _
UG LP
TN
a glass hammer a plastic pan electrical cable a wooden
made of string car engine
For each picture, answer the following questions
1 Why doesn’t it work?


This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
Problem solving
a glass hammer a plastic pan electrical cable a wooden

made of string car engine
For each picture, answer the following questions
1 Why doesn’t it work?


E2 Salt on the roads Starters

p ?
Pupils identify typical • Describe how salts are made from Pupils watch a demo and Uses of common salt. Safe handling of acids.
t u properties of metals. acids and bases. think what happens when
• Work out the names of salts. acids react with metals
• Use pH paper to tell when and carbonates.
^ _ neutralisation happens. (Sc1)
UG LP
Recap last lesson
● Show pupils the list of properties of materials from the Pupil sheet as ➔ Pupil sheet
an OHT. Ask pupils to sort out which properties belong to metals.
● Ask pupils to give a use of a metal that depends on each property
(e.g. used to make pans because of high melting point).

● Write learning objectives on board and illustrate why it is important Equipment
that we know about these ideas. Tell pupils that metal salts have many empty bottles of the
uses e.g. they are made in huge quantities for the cosmetics and following showing names of
pharmaceutical industries. salts; shower gel; shampoo;
bubble bath; indigestion
● Tell pupils examples e.g. magnesium and calcium carbonate in
medicines; (Optional)
indigestion remedies, many metal salts are in make-up, shampoos and
Digital microscope and light
shower gels (you can show labels if there is time, possibly via a digital
projector
microscope and light projector).
● Tell pupils that salts are made from acids, and ask them why it is
important that we can check that the pH is neutral before salts are used.
Problem solving
● Demonstrate the reaction of magnesium metal and calcium carbonate Equipment
powder with dilute hydrochloric acid. two test tubes in rack; eye
protection; 0.4 mol/dm3
● Ask pupils ‘Why does the bubbling stop?’ Focus discussion on what
hydrochloric acid; small
might be used up and what evidence there is from the appearance of
pieces of magnesium
the test tubes (no magnesium left, plenty of calcium carbonate left).
ribbon; powdered calcium
● Ask them to predict and then show them what happens when more carbonate and spatula
magnesium and more calcium carbonate are added.
Brainstorming
● Ask pupils what common salt is used for. Encourage them to think Equipment
beyond the flavouring of food e.g. dishwashers, contact lens solutions, packaging showing the
saline drips and medicines, salting winter roads, historical uses such as words ‘salt’, ‘brine’,
salting meat and battlefield antiseptic. ‘sodium chloride’ or ‘saline’
e.g. medicines such as
● Show them some packaging labels and identify the different names
‘Dioralyte’; contact lens
e.g salt, brine, sodium chloride, saline.
saline; hot dogs or tuna in
brine; dishwasher salt; table
Capture interest salt
Show pupils some stock bottles of acids with ‘corrosive’ labels. Tell pupils Equipment
that they will be working with acids in the lesson. In pairs, ask them to bottles of dilute
produce a ‘Safe Working’ procedure to show how they will keep hydrochloric and sulphuric
themselves safe. acid; clearly visible hazard
warning corrosive signs

E2 Salt on the roads Starters
M Recap last lesson

p ?
t u high melting point

^ _
UG LP
low melting point
TN
shiny
solid
liquid
gas
conduct electricity
good insulator
conduct heat
hard
can be shaped

E3 Acids attack metals Starters

p ? Recap last lesson Share learning objectives Problem solving Brainstorming (1) Brainstorming (2)
True/false game. • Describe how metals react Pupils consider why metals Pupils predict observations Pupils suggest why metal
t u with acids. take different amounts of when magnesium is added to reactions are a nuisance.
• Test for hydrogen. time to corrode. acid.
^ _ • Decide if you have enough

evidence to make conclusions
Catalyst Interactive
Presentations 3
from experiments. (Sc1)
UG LP
Recap last lesson
● Read out these statements and ask pupils to hold up cards Statements
to say whether they are True or False. (Pupils can be 1 Salt is only used for adding to food. (F)
allowed to confer and vote as a group).
2 Alkalis neutralise acids to make salts. (T)
3 Sodium chloride salt is made every
time an acid is neutralised. (F)
4 pH paper tells us whether something is
Share learning objectives acid, alkali or neutral. (T)
● Write objectives on the board. Tell pupils that it is very 5 Different acids make different salts. (T)
important that scientists study the reaction of acids with
6 To get salt out of a solution, you heat it
metals, for example, in the motor industry steel car
until it boils dry. (F)
bodies are ‘pickled’ by dipping them in acid to get a very
clean surface for painting.
Problem solving
● Pupils look at images of different metals in varying stages ➔ Catalyst Interactive Presentation 3
of corrosion.
● Ask pupils to think about what factors affect how quickly Suggestions
metals corrode away. type of metal (e.g. gold does not rust);
conditions (e.g. wet or warm); acid rain
Brainstorming (1)
● Show pupils a test tube half full of dilute hydrochloric Equipment
acid. Add pH solution. 0.4 mol/dm3 hydrochloric acid; pieces of
magnesium ribbon; UI solution; chart;
● Ask them to list as many things as possible that they will
goggles; test tube in rack; bung; splint;
see happen when you add pieces of magnesium to the
matches
acid. Make a list of suggestions on the board.
● Then carry out the demo to see if they are right (you
could carry out the lighted splint test for hydrogen to
show them that the gas is made).
Brainstorming (2)
● Show pupils some examples of heavily corroded metals
and tell them that corrosion is one example of metals
reacting with other substances in the air.
● Ask pupils to brainstorm a list of reasons why corrosion is
a nuisance e.g. safety of vehicles, bridges, engines will not
work, difficulties with surgical implants e.g. artificial hips
etc.
● Establish that how metals react is a very important area
for scientists to understand so that they can predict how
metals will behave when they are used over long periods
of time.
E4 Acids attack carbonates Starters

p ? Recap last lesson Share learning
objectives
Problem solving Brainstorming Capture interest
t u Pupils look at outcomes of • Describe how metal Pupils classify salts in terms Pupils brainstorm their Show a demo of fizzy
Activity E3b from previous carbonates react with of the acids used to make previous learning about sherbet and acid rain on
^ _ lesson. acids.
• Identify when a chemical
them. chemical changes. limestone.
change happens.
UG LP • Measure temperature
changes and record them
in tables and graphs. (Sc1)
Recap last lesson

● Pupils look at the experiments they set up last lesson
(Activity E3b).
● Pupils record, analyse and conclude by answering the
questions on Activity E3b.

● Write the learning objectives on the board. Discuss the
importance of knowing about the reactions of
carbonates and acids by using examples such as the use
of carbonates in indigestion remedies, and the need to
know how building materials such as plaster, mortar and
cement will stand up to weathering due to acid rain.
Problem solving
● Pupils look at the list of salts from the Pupil sheet. ➔ Pupil sheet
Ask them to arrange them into three columns
depending on the acid used to make them.
Brainstorming
● Demonstrate an indoor firework or sparkler. Equipment
indoor firework or sparkler and matches;
● Ask pupils to brainstorm and list evidence that a
heatproof mat
chemical change has happened.
Ideas
energy given out as light and heat; new
products made (ashes and gases into
the air); the change cannot be reversed
Capture interest
Demonstrate:
● Why sherbet fizzes on the tongue. Add water via a Equipment
dropper to ‘sherbet’ powder in a test tube. 2 test tubes in rack; ‘sherbet’ powder made
by mixing equal quantities of powdered
● Why limestone statues erode. Drop dilute acid onto
citric acid and sodium hydrogen carbonate;
limestone chips on a watch glass.
water and dropper; limestone (or marble)
● Tell pupils that both involve a reaction between an acid chips on a watch glass; dilute (0.4 mol/dm3)
and a metal carbonate (sherbet is a mixture of sodium hydrochloric acid and a dropper
hydrogen carbonate and citric acid).

E4 Acids attack carbonates Starters
M Problem solving
p ? 1 Work out which salts can be made from the acids in the table.
t u 2 Write the correct salts in the correct columns.
^ _ 3 Which salts are left over?
UG LP
TN
Salts
magnesium copper sulph

sodium chlori
de loride ate
sulphate zinc ch
magnesium
magnesium sodium
calcium nitrate nitrate citrate fluoride
Hydrochloric acid Sulphuric acid Nitric acid

E5 Acids and metal oxides Starters

p ? Recap last lesson Share learning objectives Problem solving Brainstorming Capture interest
Quick test. • Describe how metal oxides react Pupils examine labels and Concept cartoon to Demo of reactions of rusty
t u with acids. ‘hunt the salt’. stimulate brainstorming iron and corroded coins
• Identify evidence of a reaction uses of salts. with acid.
^ _ taking place. (Sc1)
UG LP Recap last lesson

● Give the questions to the pupils to write individual ➔ Pupil sheet
answers. Pupils combine into groups to produce a
Answers
‘group best answers’ version.
1 neutralisation; 2 hydrogen; 3 carbon
● Check group answers through feedback and discussion. dioxide; 4 magnesium chloride;
5 corrosive.
● Write the learning objectives on the board. Generate
interest by telling pupils that they will be learning how
to make salts that are the same as those they see used in
medicines and cosmetics.
Problem solving
● Pupils look at labels from cosmetics and medicines and, Equipment
working as a group, make a list of the salts whose names range of packaging showing labels of salts
they recognise. that the pupils will recognise (metal
carbonates, chlorides, sulphates and
● More able pupils can suggest the names of the acids
nitrates) e.g. fertilisers, shower gels,
from which the salts have been made.
deodorants, shampoos, bubble baths,
medicines, table salts
Brainstorming
● Show pupils the concept cartoon from the Pupil sheet. ➔ Pupil sheet
● Ask them what they would say in response. Pupils work
in groups to come up with a list of different uses of as
many different metal salts they can think of and then
feed into a whole class list on the board.
Capture interest
● Show pupils rusty iron items and dirty copper coins. Equipment
2 beakers of 0.4 mol/dm3 hydrochloric
● Ask them to predict what will happen when they are
acid; corroded iron items, e.g. rusty nails,
dropped into acid.
dirty, dull copper coins; forceps; watch
● Use forceps to drop the nail and coin into beakers of glass; goggles
acid.
● Look at them at intervals during the lesson as the acid
dissolves the corrosion.
● Tell pupils that the acid is reacting with metal
compounds (oxides and carbonates) on the surface of
the metal to reveal the ‘fresh’ shiny metal underneath.

M Recap last lesson

p ? Write down what these definitions describe:
t u1 This word means getting rid of acid.
^ _ 2 This gas is made when metals react with acids.
3 This gas is made when carbonates react with acids.
UG LP
4 This salt is made when magnesium is dropped into
TN hydrochloric acid.
5 This is the name of the hazard warning symbol for acids.

Sheet 1 of 1
Recap last lesson

Write down what these definitions describe:
1 This word means getting rid of acid.

2 This gas is made when metals react with acids.
3 This gas is made when carbonates react with acids.
4 This salt is made when magnesium is dropped into
hydrochloric acid.
5 This is the name of the hazard warning symbol for acids.

M Brainstorming
p ? What would you say in reply to your friend who says this about salt?
t u
^ _
The only thing
UG LP I use salt for is
TN to put it on my
chips

Sheet 1 of 1
Brainstorming
What would you say in reply to your friend who says this about salt?
The only thing

I use salt for is
to put it on my
chips

E5 Investigate: Making salts Starters

p ? Setting the context Introduce the apparatus Safety Brainstorming Problem Solving
Group/class discussion Check key techniques: Group work to produce safe Pupils consider the different Pupils criticise a method for
t u about the uses of salts. • reacting working guidelines. methods of making the making a salt.
• filtering same salt.
^ _ • evaporating.
UG LP Setting the context

● Ask pupils to work in small groups. Pupils look back at their notes
and Pupil book to find the name and use of two salts.
● Ask a member of each group to write one salt and its use on the board.
● Give an overview of the importance and usefulness of metal salts.
Tell pupils that their investigation will focus on making one salt.
Introduce the apparatus

● Show pupils a solid (un-named) and an acid. Ask for a volunteer to Equipment
explain how to react the solid with the acid until the acid is just used calcium carbonate powder on
up. Other pupils suggest how to improve the volunteer’s method. watch glass; measuring cylinder
and beaker; dilute hydrochloric
● Show pupils the equipment used for filtering and evaporating.
acid (0.4 mol/dm3); spatula and
● Ask for further volunteers to explain how to filter and then how to glass rod; filter funnel; paper;
safely evaporate solutions. Other pupils suggest improvements. evaporating basin; heating
apparatus; goggles
Safety
● Ask pupils in pairs to list the hazards in this investigation. Different
groups can work on different aspects e.g. handling acids, handling
salts that may be harmful, safe evaporating procedures.
● Pupils decide how to minimise the danger presented by each hazard.
● Pairs report back to a class discussion during which a final set of
safety procedures is listed on the board for the whole investigation.
Brainstorming
This starter works well with more able pupils.
● Pupils work in groups to make a list of different ways of making:
a named sulphate salt (e.g. from metals, metal carbonates or metal
oxides with sulphuric acid); a named chloride salt; a named nitrate
salt.
● Each group should be given a different named salt e.g. copper
sulphate, and asked to make a list of different reactions that would
produce their salt and a quick outline of how they would go about it. ➔ Pupil sheet
● Use plenary discussion to tell pupils that not all methods work e.g. Answers
copper does not react with sulphuric acid 1 She lost some salt on the
bench. Washing the residue
washed salt into the solution (a
Problem solving good idea); 2 She contaminated
● Show pupils the salt preparation outline on the Pupil sheet as an OHT. her salt using a dirty glass rod;
3 Add solid a little at a time. Try
● Ask them to answer the questions.
not to spill any solution. Make
sure all equipment is clean.
Washing the residue is a good
idea.

E5 Investigate: Making salts Starters
M Problem solving
p ?
t u
^ _
UG LP
TN
1 Eve added all her solid to the acid and then

stirred them together using a glass rod.
2 Eve thought there was a lot of solid on the filter paper.

She washed it by pouring water through it.
Some of her solution splashed on the bench.
3 Eve stirred her solution as it evaporated using the glass rod.
1 How did Eve’s method affect how much salt she made?
2 How did Eve’s method affect how pure her salt was?
3 How could Eve improve her method.

E-Teachers.qxd 01-Apr-04 11:03 AM Page 1

Teacher
E1a Thermal conductivity activity notes
M Type Purpose Differentiation

p ? Practical A short activity to compare the thermal conductivity of different metals. Core
t u Running the activity

This uses rods that can be bought from educational laboratory suppliers for this
^ _ purpose. The rods have a strip of heat-sensitive plastic along one side. The
UG LP plastic changes colour when heated. Pupils use hot water to heat one end of the
rods, and observe the colour change.
TC Extended activity: pupils can process the outcome of the experiments using
graphs or worksheets. This can feed into the data analysis in Activity 1b. As a
short plenary, the results from different groups can be compared to discuss how
reliability of the measurements can be increased.
Expected outcomes
Some metals are better conductors than others. The best is usually copper. The
metals available will vary according to the supplier.
Pitfalls
Make sure the rods are never heated with a Bunsen. There should only be a
small amount (about 1 cm depth) of hot water in the bottom of the beaker.
Safety notes
Pupils should take care when pouring the hot water.
Answers
1 D
2 a Whichever is the best conductor.
b Whichever is the least good conductor.
3 Cost, looks, durability, ‘washability’, hardness (should not scratch easily),
strength (should not bend under turning force produced by contents of
pan).

E-Technician.qxd 01-Apr-04 11:04 AM Page 1

Technician
E1a Thermal conductivity activity notes
M Type Description Differentiation

p ? Practical A short activity to compare the thermal conductivity of different metals. Core
t u Equipment
For each group: For the class:
^ _
● set of metal rods each with attached ● kettle for boiling water
UG LP thermometer of temperature-sensitive
plastic
TN ● 250 cm3 beaker
● ruler
● stopwatch
For your information

Running the activity
This uses rods that can be bought from educational laboratory suppliers for this
purpose. The rods have a strip of heat-sensitive plastic along one side. The
plastic changes colour when heated. Pupils use hot water to heat one end of the
rods, and observe the colour change.
Expected outcomes
Some metals are better conductors than others. The best is usually copper. The
metals available will vary according to the supplier.
Pitfalls
Make sure the rods are never heated with a Bunsen. There should only be a
small amount (about 1 cm depth) of hot water in the bottom of the beaker.
Safety notes
Pupils should take care when pouring the hot water.

E-Activities.qxd 01-Apr-04 11:01 AM Page 1

Activity
E1a Thermal conductivity Core
M W You are going to compare different metals, to see which The water will
is the best conductor of thermal energy. be hot, so pour
p ? carefully.
Do not handle switches
t u Equipment or sockets with wet
hands.
^ _ ● beaker ● one rod of each type
UG LP
● ruler ● boiling water
● stopwatch A B C D E
TN TC
1 Look at the diagram. Which rod is the
hottest?
Obtaining evidence
1 Look at a rod. On the surface is a
special thermometer made of plastic.
When the temperature of the rod
increases, the plastic will change colour.
2 Make sure you know which rod is
which.
3 Boil some water using a kettle.
4 Pour a small amount of water into your
beaker. It should only be about 1 cm
deep.
5 Put in your rods and start the
stopwatch.
6 After 2 minutes, rank the metals in water
order, putting the best conductor at metal with temperature
scale stuck on
the top.
7 Record your results.
Considering the evidence

2 Which of the metals would you use for:
a the bottom of a saucepan? Give your reasons.
b the handle of a saucepan? Give your reasons.
3 What else would you consider when deciding what metal to

use to make saucepans?


Teacher
E1b Data about metals activity notes

p ? Paper Pupils draw graphs of data about metals. They work in groups to justify the uses of
metals by discussion about the data.
Core
t u
^ _ This activity demands that pupils think about what type of graph will be
suitable for presenting the data. This can be decided via class discussion. Pupils
UG LP need to understand that the discrete nature of the data means that continuous
graphs are not suitable. It is not intended that all pupils draw all graphs – they
should work as a group to produce a ‘group set’ to accompany the discussion
activity.
Most pupils will be able to design their own graph axes and scales. Less able
pupils may need support in choosing an appropriate scale for their graph.
Pupils work in groups on the uses of metals. Each group can be asked to work
on a different numbered box. Boxes 1 and 2 are more suitable for more able
pupils, boxes 3 and 4 are much simpler, suitable for Core and less able pupils.
ICT opportunities
For more able pupils, it would be possible to set up a spreadsheet for the data
and subsequent graphs.
Pupils can find more information about metals and their uses at these websites:
WebElements Periodic table
RSC’s chemical science network: visual interpretation of the Table of Elements
section
British Royal Mint: coin specification section
Answers
1 Silver has the highest electrical conductivity but would be too expensive to
use on a large scale. Copper is used most widely because it has the second
highest electrical conductivity but is more widely available and cheaper
than silver. Aluminium is used for overhead cables because it is less dense
than copper, even though it is not such a good conductor.
2 Sodium has a low melting point and so can be used as a liquid at
temperatures of over 100 oC, unlike most other metals. Its thermal capacity
is low compared to other metals, but these could not be used as coolants
because they would not melt until much higher temperatures. It can be
pumped easily because it is not very dense.
3 Tungsten has a very high melting point so will not melt when it gets hot.
Pupils may also link its high density to the likelihood that it will be very
hard.
4 Copper is a very good conductor of heat so that the heat is passed to the
water easily.


Activity
E1b Data about metals Core
M W Metals have a very wide range of uses. In this activity you are
going to look at some data about properties of different
p ?
metals. You will use this information to explain why each
t u metal is used for a particular job.
^ _
Metal Melting point Electrical Thermal (heat) Density
UG LP (oC) conductivity conductivity (g/cm3)
TN (x 108S/m) (W/cm/K)
copper 1100 0.6 3.9 8.9
aluminium 660 0.4 2.4 2.7
tungsten 3400 0.2 1.9 19.4
silver 960 0.7 4.2 11.0
sodium 98 0.2 1.4 1.0
1 Work as a group to draw suitable graphs to show this

information.
2 Look at the information given below. In your group, use
information from the table and your graphs to explain why
each metal is the best choice for these uses.
1 Most electrical cables are made from copper.

Aluminium is used to make overhead electricity
cables between pylons. Silver is not used for
electrical cables.
2 Sodium is used to cool nuclear reactors. The

cooling system is designed to melt the metal
and pump it around the reactor. Sodium
absorbs the heat and conducts it away.
3 Tungsten is used in high-speed drill bits.

Friction makes the bits very hot when they
are drilling.
4 Heating elements and hot water tanks are

usually made from copper.


Teacher
E2a Making sodium chloride activity notes

p ? Practical Pupils make sodium chloride crystals using hydrochloric acid and sodium hydroxide solution.
Demonstration to show pupils that neutralisation can be followed using data logging
Core, Extension
ICT
equipment.
t u
^ _ Running the activity

Core: The activity should be carried out in groups of two or three. Show pupils how to
UG LP carry out the method, giving particular attention to the technique of using a glass rod
to test for acidity using litmus paper.
TC
Pupils compare their crystals to crystals of commercial common salt. They will notice
that the crystals vary in size – this is due to the rate at which they form (fast-forming
crystals are smaller).
If the pupils are going to compare crystals as a group feedback Plenary, they need to leave
their evaporating dishes on the front bench when they have finished their preparation.
Extension: The activity should be carried out in groups of two or three or as a teacher
demonstration. The experiment may be carried out using burettes instead of dropping
pipettes.
An optional demonstration can be carried out to show how the pH changes during
neutralisation by using a burette to add sodium hydroxide 1cm3 at a time and following
the pH change using a probe attached to a data logger. More able pupils should notice
that the graph of pH against volume added shows a steep step at the end point. It is
almost impossible to make an exactly neutral solution. Pupils can attempt to make an
exactly neutral solution on a test-tube scale using universal indicator to show the pH.
Extended activity: More able pupils can consider how to adapt their crystallisation method
to produce different sizes of crystals.
Expected outcomes
Pupils will obtain sodium chloride crystals by neutralisation.
Pitfalls
The drop testing can be messy unless pupils use very small drops. Encourage them to
work tidily and keep their tiles clean.
Safety notes
Eye protection should be worn. Pupils should be warned about the risks of handling acids
and alkalis and procedures for dealing with spills and splashes on the skin.
ICT opportunities
Go to the following website and search for ‘acids and bases’: Rader’s Chem4kids.
Answers
Core:
1 hydrochloric acid + sodium hydroxide → sodium chloride + water
2 a more sodium hydroxide would be needed b more salt made.
Extension:
3 pH probes give reading in decimal places/more accurate. Readings can be recorded
automatically, so less need for people to follow the process manually (this saves costs
of wages in industry). Less intrusive to use a probe which creates less contamination
of the product.


Technician
E2a Making sodium chloride activity notes

p ? Practical Pupils make sodium chloride crystals using hydrochloric acid and sodium hydroxide solution. Core, Extension
Extension task uses a pH sensor to check for neutralisation.
t u
Equipment
^ _ For each group:
UG LP ● 10 cm3 measuring cylinder, small beaker, glass rod, dropping pipette, white tile,
evaporating dish, beaker of suitable size for water bath, bunsen, mat, tripod, gauze
TN ● 0.4 mol/dm3 solutions of both hydrochloric acid and sodium hydroxide
● concentration of solutions: it is important that 10cm3 acid needs more than 9cm3
sodium hydroxide for neutralisation. [As close to 10 cm3 as possible, so it is ideal to test
it out before the lesson.]
● litmus paper
● (optional) Universal indicator and test tubes
● access to commercial salt crystals, e.g. table salt, rock salt, ‘sea salt’ larger crystals
Additional equipment for extension
● solutions as above
● pH sensor or probe attached to datalogger with screen or hand-held pH sensor

Core: The activity should be carried out in groups of two or three. Show pupils how to
carry out the method, giving particular attention to the technique of using a glass rod to
test for acidity using litmus paper.
Pupils compare their crystals to crystals of commercial common salt. They will notice that
the crystals vary in size – this is due to the rate at which they form (fast-forming crystals are smaller).
If the students are going to compare crystals as a group feedback Plenary, they need to
leave their evaporating dishes on the front bench when they have finished their preparation.
Extension: The activity should be carried out in groups of two or three pupils or as a teacher
demonstration. The experiment may be carried out using burettes instead of dropping pipettes,
if preferred.
An optional demonstration can be carried out to show how the pH changes during neutralisation
by using a burette to add sodium hydroxide 1cm3 at a time and following the pH change using a
probe attached to a data logger. More able pupils should notice that the graph of pH against volume
added shows a steep step at the end point. It is almost impossible to make an exactly neutral solution.
Pupils can attempt to make an exactly neutral solution on a test-tube scale using universal indicator to
show the pH.
Extended activity: More able pupils can consider how to adapt their crystallisation method to produce
different sizes of crystals.
Expected outcomes
Pupils will obtain sodium chloride crystals by neutralisation.
Pitfalls
The drop testing can be messy unless pupils use very small drops. Encourage them to
work tidily and keep their tiles clean.
Safety notes
Eye protection should be worn.
Pupils should be warned about the risks of handling acids and alkalis and procedures for
dealing with spills and splashes on the skin.

Activity
E2a Making sodium chloride Core
M W In this activity, you are going to make sodium chloride Wear eye
(common salt) by neutralising hydrochloric acid with sodium protection.
p ? Take care
hydroxide. You will use an indicator (litmus) to show when the
handling
t u acid has been neutralised. acid. Wash
it off if you get any
^ _ on yourself.
drops of
UG LP sodium
hydroxide
TN TC Litmus paper goes red
in acid.
glass rod litmus paper

tile
10 cm3
hydrochloric
acid
+ evaporating dish
9 cm3
sodium hydroxide
1 Put 10 cm3 hydrochloric acid into a beaker.

2 Use a glass rod to put a small drop from your beaker
water
onto a piece of litmus paper. The red colour shows
that the drop contains acid.
3 Add 9 cm3 sodium hydroxide to your beaker and stir it
using the glass rod.
4 Test a drop using a fresh piece of litmus paper (it
should still show that there is acid left).
5 Add sodium hydroxide a few drops at a time. Test a
drop from the beaker each time, until the litmus does not turn red – you have now
used up all the acid (it is neutralised).
6 Pour the solution you have made into an evaporating dish. Heat the solution gently
using a water bath.
7 Stop heating when crystals start to appear, and leave the dish to cool.
8 Use a hand lens to look at your crystals and compare them to ‘salt’ crystals sold in
shops.
1 Write a word equation for making sodium chloride.

2 The hydrochloric acid and sodium hydroxide you used were of the same
concentration.
a If you used very concentrated acid, how would this change the amount of sodium
hydroxide you would need?
b How would this change the amount of sodium chloride you made?


Activity
E2a Making sodium chloride Extension
M W In this activity, you are going to make sodium chloride by Wear eye
neutralising hydrochloric acid with sodium hydroxide. You protection.
p ? Take care
will use a pH meter to show when the neutralisation has handling
t u happened. acid. Wash
^ _ 1 Put 10 cm3 of hydrochloric acid on yourself.
UG LP into a beaker.
9 cm3 sodium
2 Add 9 cm3 of sodium hydroxide hydroxide solution
TN TC solution (alkali). Stir well.
3 Use a pH meter or sensor to
measure the pH. Add more alkali
drop by drop until the pH is 7, or
close to 7. Stir well while doing this. pH sensor/meter
4 Pour the solution into an
evaporating dish.
5 Heat the solution gently over a
water bath to evaporate the water.
When crystals start to appear, turn
off the Bunsen burner then remove 10 cm3
the evaporating dish and leave it to hydrochloric acid evaporating dish
cool.
6 Use a hand lens to look at your
crystals and compare them to ‘salt’
crystals sold in shops.
1 Write a word equation for making water

sodium chloride.
2 The hydrochloric acid and sodium
hydroxide you used were of the
same concentration.
a If you used very concentrated

acid, how would this change the
amount of sodium hydroxide you would need?
b How would this change the amount of sodium chloride
you made?
3 Most people who measure pH as part of their job use pH

probes instead of indicator paper. What are the
advantages of using pH probes?


Teacher
E2b Equations for salts activity notes

p ? Discussion Pupils use cut and paste to complete equations for making salts.
Extension: pupils write symbol equations.
Core (Extension), Help
t u
^ _ Remind pupils of the equation for neutralisation of an acid using a metal
hydroxide. Encourage them to work as a group before they stick their final
UG LP equations in the book.
Although not of concern to pupils, note that the reaction between calcium
hydroxide and sulphuric acid may, in practice, give a milky precipitate because
calcium sulphate is sparingly soluble, rather than the colourless solution
usually associated with reactions between metal hydroxides and acid.
Core: Cut and paste equations from Core worksheet.
Help: Cut and paste equations from Help worksheet.
Extension: Use provided formulae to produce symbol equations.
Answers
Core/Help:
hydrochloric acid + potassium hydroxide → potassium chloride + water
sulphuric acid + calcium hydroxide → calcium sulphate + water
nitric acid + sodium hydroxide → sodium nitrate + water
Core/Extension:
HNO3 + NaOH → NaNO3 + H2O
HCl + KOH → KCl + H2O


Activity
E2b Equations for salts Core
M W Salts have many different uses. You are going to write word
equations to show how some useful salts can be made.
p ?
Sodium nitrate is used to make fireworks and rocket fuels
t u
explode.
^ _ Potassium chloride can be used instead of sodium chloride to
UG LP flavour food.
Calcium sulphate is used in plaster for walls and broken arms!
TN
1 Cut out the boxes and discuss how they can be arranged to
make equations for making the salts named above. Stick them
in your book in the right order.
Remember: acid + alkali (metal hydroxide) → salt + water
→ + + hydrochloric calcium potassium water

acid sulphate hydroxide
→ + + water nitric acid sulphuric acid potassium
chloride
→ + + sodium water calcium sodium
hydroxide hydroxide nitrate
Extension
2 Use these formulae to write symbol equations for making
potassium chloride and sodium nitrate.
Hydrochloric acid: HCl
Nitric acid: HNO3
Water: H2O
Sodium hydroxide: NaOH
Potassium hydroxide: KOH
Potassium chloride: KCl
Sodium nitrate: NaNO3


Activity
E2b Equations for salts Help
M W Salts have many different uses. You are going to write word
equations to show how some useful salts can be made.
p ?
Sodium nitrate is used to make fireworks and rocket fuels explode.
t u
Potassium chloride can be used instead of sodium chloride to
^ _ flavour food.
UG LP Calcium sulphate is used in plaster for walls and broken arms!
TN 1 Look at the word equations below. Some of the words are missing.
The boxes contain the missing words. Cut them out and discuss
where they go. When you are sure, stick them in their correct
places.
Remember: acid + alkali (metal hydroxide) → salt + water
+ potassium hydroxide → potassium chloride +
sulphuric acid + → + water
+ → sodium nitrate + water
hydrochloric calcium
acid sulphate
nitric
water
acid
sodium calcium
hydroxide hydroxide


Teacher
E3a Metals and acids reactions activity notes

p ? Practical Pupils carry out and compare the reactions of magnesium, zinc and copper with three
different acids. They discuss what conclusions can be made based on the evidence they
Core, Help
gather.
t u

Demonstrate how to add magnesium safely to acid in a test-tube rack and show how to
UG LP carry out the test for hydrogen. Pupils carry out the magnesium experiments. A short
discussion of outcomes would be useful here (see below). Pupils then compare the
TC reactions of zinc and copper.
Note: The pupils are asked to record a temperature change during the experiment. Ideas
about chemical change and energy change do not occur until next lesson. At this point,
the temperature change needs to be treated as evidence that a change is happening in the
test tube. This idea will be further developed to consider chemical change formally in the
next lesson.
Core: A table to copy is provided for magnesium. Pupils draw their own tables for the
other metals.
Help: Blank tables are available for pupils to record their observations.
Expected outcomes
Discuss the outcomes in terms of the similarities (e.g. hydrogen always made, magnesium
reacts and dissolves) and differences (different salts made, a difference in rate may be
seen). Pupils may also notice that there is a temperature increase during the reaction.
Pupils discuss the conclusions given in 3 within their groups. They need to look at what
evidence supports, or does not support each conclusion. They should realise that not all
metals (e.g. copper) react with acid, but when reactions do happen they usually involve the
evolution of hydrogen and a temperature increase. The salt made depends on the acid used.
More able pupils may be interested to compare the formulae for the three acids and link
the idea that sulphuric acid usually reacts faster because it contains two hydrogen atoms
(i.e. twice as much ‘acid’) per molecule.
Pitfalls
The test for hydrogen is tricky. The pupils need to allow the gas to build up before
testing. When using zinc, not enough hydrogen is given off for the test to be reliable.
Pupils may well fill in ‘Salt formed’ row in the table for copper salts. As copper does not
react, there is no salt formed! This line in the table has been omitted on the Help sheet.
Safety notes
Eye protection should be worn and pupils reminded of how to handle acids and what to
do if they get any on their skin.
Answers
1 Magnesium reacts and dissolves, hydrogen is made (lighted splint pops), temperature
increase.
2 Sulphuric acid reacts faster, different salts made.
3 1 Not all metals react with acids.
Statements 2 and 3 are correct.
4 The salt made depends on the acid.
4 Answers will vary.


Technician
E3a Metals and acids reactions activity notes

p ? Practical Pupils carry out and compare the reactions of magnesium, zinc and copper with three
different acids. They discuss what conclusions can be made based on the evidence they
Core, Help
gather.
t u
^ _ Equipment
For each group:
UG LP
● test tubes, bungs, thermometer and rack
TN ● 0.4 mol/dm3 hydrochloric, sulphuric and nitric acid
● small pieces of magnesium, zinc and copper
● splints and access to a lighted Bunsen

Demonstrate how to safely add magnesium to acid in a test-tube rack and show
how to carry out the test for hydrogen. Pupils carry out the magnesium
experiments. A short discussion of outcomes would be useful here (see below).
Pupils then compare the reactions of zinc and copper.
Note: The pupils are asked to record a temperature change during the
experiment. Ideas about chemical change and energy change do not occur until
next lesson. At this point, the temperature change needs to be treated as
evidence that a change is happening in the test tube. This idea will be further
developed to consider chemical change formally in the next lesson.
Core: A table to copy is provided for magnesium. Pupils draw their own tables
for the other metals.
Help: Blank tables are available for pupils to record their observations.
Expected outcomes
Discuss the outcomes in terms of the similarities (e.g. hydrogen always made,
magnesium reacts and dissolves) and differences (different salts made, a
difference in rate may be seen). Pupils may also notice that there is a
temperature increase during the reaction.
Pupils discuss the conclusions given in 3 within their groups. They need to
look at what evidence supports, or does not support each conclusion. They
should realise that not all metals (e.g. copper) react with acid, but when
reactions do happen they usually involve evolution of hydrogen and a
temperature increase. The salt made depends on the acid used.
More able pupils may be interested to compare the formulae for the three acids
and link the idea that sulphuric acid usually reacts faster because it contains
two hydrogen atoms (i.e. twice as much ‘acid’) per molecule.
Pitfalls
The test for hydrogen is tricky. The pupils need to allow the gas to build up
before testing. When using zinc, not enough hydrogen is given off for the test
to be reliable.
Pupils may well fill in ‘Salt formed’ row in the table for copper salts. As copper
does not react, there is no salt formed! This line in the table has been omitted
on the Help sheet.
Safety notes
Eye protection should be worn and pupils reminded of safe acid handling.


Activity
E3a Metals and acids reactions Core
M W Most metals react with acids to make hydrogen and a salt. In Wear eye
this activity you are going to look for evidence for the similarities protection.
p ? Take care
and differences when different metals react with different acids. handling
t u acid. Wash
Obtaining evidence
^ _ on yourself.
UG LP
Pop!
TN TC
thermometer
magnesium
hydrochloric
acid
thermometer
1 Add hydrochloric acid to a test tube until it is a quarter full.

Take the temperature of the acid.
2 Add a small piece of magnesium.
3 Insert a bung in the top of the tube to allow the gas to build up,
and carry out the ‘lighted splint’ test to show that it is hydrogen.
4 Take the temperature of the acid after the reaction has finished.
5 Repeat the experiment, using magnesium with sulphuric acid and
then with nitric acid.
Presenting the results

6 Copy and complete the following table to show what you see
and give the names of the salts that are made.


Activity
E3a Metals and acids reactions (continued) Core
M W magnesium magnesium magnesium

p ? and hydrochloric and sulphuric and nitric
acid acid acid
t u
observations
^ _
UG LP
temperature
TN TC change
result of
hydrogen test
name of salt
formed

1 What changes did you see when magnesium reacts with
different acids?
2 What differences are there in the reaction of magnesium with
different acids?
7 Carry out the experiments again to investigate the changes

when zinc and then copper are added to separate test tubes
containing the three acids.
8 Draw a table to record your observations.
Evaluating
3 Eve carried out the experiment and wrote these conclusions in
her book. Decide which conclusions fit the evidence and
which do not.
1 All metals react with acids.

2 When metals react with acids, hydrogen bubbles off.
3 Metals and acids give out energy when they react.
4 Magnesium always makes the same salt when it reacts
with acids.
4 Re-write Eve’s conclusions so that they fit the evidence.


Activity
E3a Metals and acids reactions Help
M W Use these tables to record your observations.

p ?
magnesium and magnesium and magnesium and
t u
hydrochloric acid sulphuric acid nitric acid
^ _
observations
UG LP
TN TC
temperature
change
result of
hydrogen test
name of salt
formed
zinc and zinc and zinc and

observations
temperature
change
result of
hydrogen test
name of salt
formed
copper and copper and copper and

observations
temperature
change
result of
hydrogen test


Teacher
E3b Investigate: Tin cans activity notes

p ? Practical Pupils investigate the reaction of food acids with iron and tin. They select a range of
fruits and vegetables and investigate whether they react with iron and tin to decide
Core, Help
whether they are suitable for canning.

t u

Pupils should work in groups of two or three.
UG LP
Core: The activity is in two parts. Pupils first test the effects of citric acid on iron
TC and tin. They then test some fruits and vegetables. The method is given on the
activity sheet. The experiment will need to be left until next lesson for the
results to be seen. Pupils can then record, analyse, and conclude as a starter
activity.
Help: Pupils use the Core activity sheet for the experimental method, then
record their results and answer the questions on the Help sheet.
Note that the investigation could be extended to find out whether the food will
have a greater reaction if it is left in the can for longer.
Expected outcomes
Pupils should find that the acid foods react with the iron and in some cases also
with the tin. This can lead to discussions about why tin cans are made of iron
(steel) coated with tin.
Pitfalls
Pre-testing is necessary since results will vary with different foods.
Safety notes
Remind pupils to handle the powdered metals with care as they can irritate
the skin.
Hands should be washed afterwards.
Remind pupils not to eat the food samples.
ICT opportunities
A history of the can, how cans are made, and a time line can be found on the
website: Can Central – information about the can industry.
Answers
Core:
1 iron
2 acid
3 Tin reacts less than iron with the acid in the food.
4 Foods which react with both metals would be unsuitable (refer to acid
content).
Help:
1 iron, tin, reacted, acid, tin, iron, tin


Technician
E3b Investigate: Tin cans activity notes

p ? Practical Pupils investigate the reaction of food acids with iron and tin. They select a range of
fruits and vegetables and investigate whether they react with iron and tin to decide
Core, Help
whether they are suitable for canning.

t u
^ _ Equipment
For each group:
UG LP ● 2 test tubes ● samples of fruits and
● 2 spatulas vegetables, e.g. lemons,
TN ● citric acid crystals onions, carrots, tomatoes,
● iron powder rhubarb, apples
● tin powder ● pestle and mortar
● knife ● spotting tile
● chopping board ● glass rod
or ceramic tile ● dropper pipette

Pupils should work in groups of two or three.
Core: The activity is in two parts. Pupils first test the effects of citric acid on iron
and tin. They then test some fruits and vegetables. The method is given on the
activity sheet. The experiment will need to be left until next lesson for the
results to be seen. Pupils can then record, analyse, and conclude as a starter
activity.
Help: Pupils use the Core activity sheet for the experimental method, then
record their results and answer the questions on the Help sheet.
Note that the investigation could be extended to find out whether the food will
have a greater reaction if it is left in the can for longer.
Expected outcomes
Pupils should find that the acid foods react with the iron and in some cases also
with the tin. This can lead to discussions about why tin cans are made of iron
(steel) coated with tin.
Pitfalls
Pre-testing is necessary since results will vary with different foods.
Safety notes
Remind pupils to handle the powdered metals with care as they can irritate
the skin.
Hands should be washed afterwards.
Remind pupils not to eat the food samples.
ICT opportunities
A history of the can, how cans are made, and a timeline can be found on the
website: Can Central – information about the can industry.


Activity
E3b Investigate: Tin cans Core
M W Some foods contain acids e.g. citric acid. Food cans are made Wear eye
of steel (mainly iron) and tin. You are going to find out how protection.
p ? Handle
the acids in food affect iron and tin. powdered
t u metals
with care. Wash
Part A: Obtaining evidence
^ _ hands afterwards. Do
not eat food samples.
UG LP 1 Take two test tubes and add
2 cm3 of water to each test tube.
TN TC 2 Dissolve half a spatula of citric acid
crystals in each tube. iron tin
3 Put half a spatula of iron powder into powder powder
one of the test tubes, and half a
spatula of tin powder into the other
test tube. citric acid
4 Write down your observations in
a results table.
food 1 food 2 food 3 food 4

Part B: Obtaining evidence
5 Choose four different fruits or water added
vegetables. iron + water added
6 Mash each food to a pulp.
tin + water added
7 Place one spatula of each food on
three wells of a spotting tile.
8 Add one drop of water to each food sample.
9 Mix the food in each well with a clean glass rod.
10 Do not add anything to the first sample of each food.
11 Add a few grains of iron powder to the second sample of each food.
12 Add a few grains of tin powder to the third sample of each food.
13 Leave till next lesson.
14 Record your results (you will need to draw a table).

1 Which metal reacted most with the foods?
2 What kind of substance do some foods contain that reacts with metals?
3 Why do you think that tin cans are made of iron that has been coated
with tin?
4 Do you think that any of the foods you tested are unsuitable for canning?
Explain.


Activity
E3b Investigate: Tin cans Help
M W Use these tables to record your observations.

p ?
Part A: Presenting the results
t u
Test tube Observation
^ _
citric acid
UG LP and iron
TN TC
citric acid
and tin
Part B: Presenting the results

Observations
Water only Iron and Tin and

Name of food added water added water added

1 Complete the sentences. Choose words from this list to fill in the gaps.
acid alkali iron reacted tin
The metal that reacted the most with the food was .
The metal that reacted the least with the food was .
Iron with the in food more than with
the .
Food cans are made of steel, which contains mostly .
This has been coated with .


Teacher
E4a Making copper sulphate activity notes

p ? Practical Pupils make copper sulphate from copper carbonate and sulphuric acid. They evaluate
their evidence to consider ideas about chemical change and metal reactions.
Core
Demonstration to show pupils that the temperature changes in the reaction can be
t u followed electronically

UG LP Highlight the importance of careful handling of the substances involved. Pupils may need
reminding how to carry out filtering and evaporating safely. Tell pupils to wait between
TC additions of copper carbonate to check that each spatulaful is fully reacted before adding
more. The final crystals can be compared to ‘stock’ copper sulphate crystals.
Extended activity: More able pupils can record the temperature changes after each spatula is
added – they will need to introduce timing e.g. adding small spatulas every 15s. This data
can be graphed. The end of the reaction will be identifiable by the maximum temperature
recorded. Pupils can compare the results across groups. Ask them to evaluate reasons why
the temperature changes vary between groups.
Other relevant material

Skill sheet 5: Drawing charts and graphs
Expected outcomes
Pupils should see that they have made some copper sulphate crystals.
Core: Pupils need to be confident at handling the techniques of adding solid to just excess
and using evaporation to feed into the investigation.
Extended activity: Pupils should be able to evaluate evidence for a chemical change. They
should realise that to make the experiment reliable they need to control how much
carbonate is added each time.
Pitfalls
Pupils may add too much copper carbonate too quickly – good technique is to just reach
excess.
Safety notes
Eye protection is needed. 0.4 mol/dm3 sulphuric acid is classified ‘irritant’. Copper salts are
harmful. Pupils need to handle substances carefully and wash off any splashes on the skin
immediately. Evaporation should stop when crystals start forming to stop ‘spitting’. Care
needs to be taken with hot apparatus.
ICT opportunities
A demonstration can be carried out (this can be run alongside the pupil activity), using a
temperature probe and data logger. The graph can be used as part of a plenary discussion to
discuss reasons why the temperature stops increasing.
Answers
1 No more fizzing when more solid is added, no further temperature change, solid no
longer reacts/dissolves.
2 copper carbonate + sulphuric acid → copper sulphate + water + carbon dioxide
3 new substance made (e.g. copper sulphate and fizzing due to carbon dioxide), energy is
given out, reaction is not easily reversed.


Technician
E4a Making copper sulphate activity notes

p ? Practical
ICT
Pupils make copper sulphate from copper carbonate and sulphuric acid. They evaluate
their evidence to consider ideas about chemical change and metal reactions.
Core
Demonstration to show pupils that the temperature changes in the reaction can be
t u followed electronically.
^ _ Equipment
UG LP For each group:
● copper carbonate ● beaker of size suitable for water bath
TN ● 0.4 mol/dm3 sulphuric acid ● heating apparatus: Bunsen, tripod, mat, gauze
● spatula ● samples of copper sulphate crystals (to look at) of
● thermometer varying size if possible
● beaker, 100 ml measuring cylinder ● Extension pupils may request a stopclock
● filter funnel and paper, evaporating dish
Demo (optional):
● Datalogger and temperature probe

Skill sheet 5: Drawing charts and graphs

Highlight the importance of careful handling of the substances involved. Pupils may need reminding
how to carry out filtering and evaporating safely. Tell pupils to wait between additions of copper
carbonate to check that each spatulaful is fully reacted before adding more. The final crystals can be
compared to ‘stock’ copper sulphate crystals.
Extended activity: More able pupils can record the temperature changes after each spatula is added –
they will need to introduce a timing e.g. adding small spatulas every 15s. This data can be graphed.
The end of the reaction will be identifiable by the maximum temperature recorded. Pupils can
compare the results across groups. Ask them to evaluate reasons why the temperature changes vary
between groups.
Expected outcomes
Pupils should see that they have made some copper sulphate crystals.
Core: Pupils need to be confident at handling the techniques of adding solid to just excess and using
evaporation to feed into the investigation.
Extended activity: Pupils should be able to evaluate evidence for a chemical change. They should realise
that to make the experiment reliable they need to control how much carbonate is added each time.
Pitfalls
Pupils may add too much copper carbonate too quickly – good technique is to just reach excess.
Safety notes
Eye protection is needed. 0.4 mol/dm3 sulphuric acid is classified as an ‘irritant’. Copper salts are
harmful. Pupils need to handle substances carefully and wash off any splashes on the skin
immediately. Evaporation should stop when crystals start forming to stop ‘spitting’. Care needs to be
taken with hot apparatus.
ICT opportunities
A demonstration can be carried out (this can be run alongside the pupil activity), using a temperature
probe and data logger. The graph can be used as part of a plenary discussion to discuss reasons why
the temperature stops increasing.


Activity
E4a Making copper sulphate Core
M W Copper sulphate is a salt with many important uses. It is toxic Wear eye
and is used as a wood preserver because it kills the fungi that protection.
p ? Copper
rot wood. sulphate is
t u harmful.
You are going to make some copper sulphate by reacting Clean up any
^ _ copper carbonate with sulphuric acid. splashes immediately.
Take care with hot
UG LP apparatus.
copper carbonate
TN TC
thermometer
copper
20 cm3 sulphate
sulphuric solution
acid
Obtaining the evidence

evaporating dish
1 Put 20 cm3 sulphuric acid into a beaker.
2 Take the temperature of the acid.
3 Add a spatula of copper carbonate, stir it gently using
the thermometer and look for any changes you see.
Make a note of the temperature on rough paper.
water
4 When the reaction stops, repeat step 3.
5 Stop adding copper carbonate when no more
changes happen.
6 Your beaker now contains ‘left over’ solid copper
carbonate. Filter this off, carefully collecting the
copper sulphate solution you have made in an
evaporating dish.
7 Heat your solution gently over a water bath. Stop
heating when crystals appear and leave your dish
to cool.

1 What evidence did you see to show that the reaction
had stopped?
2 Write an equation for the reaction.
3 What evidence is there that this is a chemical change?


Teacher
E4b Equations for carbonates activity notes

p ? Discussion Pupils use cut and paste to complete equations for making salts.
Extension: pupils write symbol equations.
t u
^ _ Core: Pupils cut out the boxes and discuss how they can be arranged. They should not stick
them down until they are sure they are correct. (Note: the equation for iron sulphate uses
UG LP iron (II) compounds, not iron (III). Iron tablets contain iron (II) sulphate.)
Help: An alternative sheet is provided for help with the equations partially completed.
Extension: Pupils use provided formulae to write formulae equations for the reactions.

Skill sheet 15: Word equations
Skill sheet 33: More word equations
Answers
Core/Help:
iron carbonate + sulphuric acid → iron sulphate + water + carbon dioxide
calcium carbonate + hydrochloric acid → calcium chloride + water + carbon dioxide
magnesium carbonate + sulphuric acid → magnesium sulphate + water + carbon dioxide
Extension:
FeCO3 + H2SO4 → FeSO4 + CO2+ H2O
MgCO3 + H2SO4 → MgSO4 + CO2+ H2O


Activity
E4b Equations for carbonates Core
M W You are going to write word equations to show how some

useful salts can be made using metal carbonates and acids.
p ?
Iron sulphate is used to make ‘iron tablets’ for people who are
t u
anaemic.
^ _ Calcium chloride is packed into little bags with new cameras to
UG LP keep them dry during storage.
Magnesium sulphate is used in medicines for upset stomachs.
TN
1 Cut out the boxes and discuss how they can be arranged to
make equations for making the salts named above. Stick them
in your book in the right order.
Remember: metal carbonate + acid → salt + water +

carbon dioxide
→ + + hydrochloric calcium potassium carbon

acid carbonate carbonate dioxide
→ + + water sulphuric sulphuric magnesium
acid acid sulphate
→ + + iron sulphate carbon iron carbonate calcium
dioxide chloride
+ + + carbon dioxide water water
Extension
2 Use these formulae to write symbol equations for making iron

sulphate and magnesium sulphate.
Water: H2O
Carbon dioxide: CO2
Magnesium carbonate: MgCO3
Magnesium sulphate: MgSO4
Iron carbonate: FeCO3
Iron sulphate: FeSO4
Sulphuric acid: H2SO4


Activity
E4b Equations for carbonates Help
M W
You are going to write word equations to show how some useful
p ?
salts can be made using metal carbonates and acids.
t u
Iron sulphate is used to make ‘iron tablets’ for people who are anaemic.
^ _ Calcium chloride is packed into little bags with new cameras to keep
UG LP them dry during storage.
Magnesium sulphate is used in medicines for upset stomachs.
TN
1 Look at the word equations below. Some of the words are missing.
The boxes contain the missing words. Cut them out and discuss
where they go. When you are sure, stick them in their correct places.
Remember: metal carbonate + acid → salt + water + carbon dioxide
+ sulphuric acid → iron sulphate + + carbon dioxide
calcium carbonate + → + water +
+ → magnesium sulphate + +
iron hydrochloric
water
carbonate acid
calcium sulphuric magnesium

chloride acid carbonate
carbon carbon
water
dioxide dioxide


Teacher
E5a Oxides and acids activity notes

p ? Practical Pupils investigate what happens when metal oxides react with acids. They look for
evidence that a reaction has happened.
t u
^ _ Ask pupils to predict the names of the salts that will be made when the oxides and acids react together.
They fill in the first column of the table.
UG LP
Pupils then carry out the first reaction, between copper oxide and nitric acid. At this point you may stop
TC the lesson briefly to discuss the outcomes before the pupils continue to help focus on the main evidence to
look for. Key points to stress are that the oxide disappears as it reacts with the acid (use the word ‘react’
rather than ‘dissolves’). The point should be made that this change is less clearly seen than when acids
react with metals or carbonates as there is no gas made, hence no fizzing. Pupils should note that there is a
temperature increase, which is further evidence of a reaction happening. They fill in the second column of
the table.
Core: Pupils carry out the rest of the activity and look for evidence of a chemical change happening.
Help: There is an additional sheet available so that pupils do not need to copy the table. The names of the
salts are given for the pupils to select from and additional support is given with observations.
Extension: Pupils write word equations for the reactions they see and identify reasons why reactions
between oxides and acids are more difficult to follow.
Expected outcomes
Core/Help: When oxides react with acids, the oxide disappears, there is a temperature increase and, for
copper oxide, the solution turns blue/green.
Extension: As above, plus awareness that oxide reactions are less easily followed as there is no gas made.
Pitfalls
Pupils may think that oxides ‘dissolve’ in acids. This is not the case – they react to form products that are
soluble, and so it is the products that dissolve. This is not a key teaching point, but more able pupils should
use the word ‘react’ throughout. The fact that oxides are insoluble can be shown by adding an oxide to a
test tube of water.
Safety notes
Most 0.4 mol/dm3 acids are classified as ‘irritant’. Most metal salts are harmful. Care needs to be taken and
any splashes on the skin should be washed off with water immediately. Eye protection should be worn.
Answers
Core:
1 Reactions happen in every case.
2 Metal oxides disappear. All reactions give a temperature increase. Copper oxide reacts to form a
blue/green solution.
Extension:
3 Any two equations from:
copper oxide + nitric acid → copper nitrate + water
zinc oxide + hydrochloric acid → zinc chloride + water
copper oxide + sulphuric acid → copper sulphate + water
magnesium oxide + hydrochloric acid → magnesium chloride + water
4 Both zinc and zinc carbonate produce gases so it is easier to see fizzing.


Technician
E5a Oxides and acids activity notes

p ? Practical Pupils investigate what happens when metal oxides are added to acids. They make
predictions and look for evidence that a reaction has happened.
t u
Equipment
^ _ For each group:
UG LP ● copper oxide, zinc oxide, magnesium oxide

● 0.4 mol/dm3 sulphuric acid, nitric acid, hydrochloric acid
TN ● test tubes, racks, spatulas
● thermometer

Ask pupils to predict the names of the salts that will be made when the oxides
and acids react together. They fill in the first column of the table.
Pupils then carry out the first reaction, between copper oxide and nitric acid. At
this point you may stop the lesson briefly to discuss the outcomes before the
pupils continue to help focus on the main evidence to look for. Key points to
stress are that the oxide disappears as it reacts with the acid (use the word
‘react’ rather than ‘dissolves’). The point should be made that this change is less
clearly seen than when acids react with metals or carbonates as there is no gas
made, hence no fizzing. Pupils should note that there is a temperature increase,
which is further evidence of a reaction happening. They fill in the second
column of the table.
Core: Pupils carry out the rest of the activity and look for evidence of a
chemical change happening.
Help: There is an additional sheet available so that pupils do not need to copy
the table. The names of the salts are given for the pupils to select from and
additional support is given with observations.
Extension: Pupils write word equations for the reactions they see and identify
reasons why reactions between oxides and acids are more difficult to follow.
Expected outcomes
Core/Help: When oxides react with acids, the oxide disappears, there is a
temperature increase and, for copper oxide, the solution turns blue/green.
Extension: As above, plus awareness that oxide reactions are less easily followed
as there is no gas made.
Pitfalls
Pupils may think that oxides ‘dissolve’ in acids. This is not the case – they react
to form products that are soluble, and so it is the products that dissolve. This is
not a key teaching point, but more able pupils should use the word ‘react’
throughout. The fact that oxides are insoluble can be shown by adding an
oxide to a test tube of water.
Safety notes
Most 0.4 mol/dm3 acids are classified as ‘irritant’. Most metal salts are harmful.
Care needs to be taken and any splashes on the skin should be washed off with
water immediately. Eye protection should be worn.


Activity
E5a Oxides and acids Core
M W Metal oxides react with acids to make salts. In this experiment Wear eye
you are going to carry out some reactions and look for evidence protection.
p ? Wash off all
that a reaction has happened. splashes on
t u the skin
with water
Planning and predicting
^ _ immediately and
take care when
UG LP 1 Make a larger copy of this table and fill in the first column to handling acids.
show what salt might be produced.
TN TC
Oxide and acid Predicted name of salt Evidence that a reaction
produced happens
copper oxide and

nitric acid
zinc oxide and

hydrochloric acid
copper oxide and

sulphuric acid
magnesium oxide and

hydrochloric acid
Obtaining evidence spatula of oxide

2 Carry out the reactions one at a time.
3 First, fill a test tube a quarter full of acid and
measure its temperature.
4 Add a small amount of the solid you are testing.
5 Look for evidence that a reaction is happening.
thermometer
Fill in the second column of your table.

1 Decide whether or not a reaction happened in acid
each test tube.
2 What evidence shows a reaction happening?
3 Write word equations for two of the reactions that Extension

happened during this investigation.
4 Zinc chloride can be made by reacting zinc metal, zinc oxide or
zinc carbonate with hydrochloric acid. Suggest reasons why it is
more difficult to see the reaction happening if zinc oxide is used.

Activity
E5a Oxides and acids Help
M W Use these tables to record your predictions and observations.

p ?
Oxide and acid Predicted name of salt Evidence that a reaction
t u made happens
^ _ copper oxide and
UG LP nitric acid
TN TC zinc oxide and

hydrochloric acid
copper oxide and

sulphuric acid
magnesium oxide and

hydrochloric acid
Predicting
1 Use the salt names below to help you fill in the first column of
the table.
copper sulphate
zinc chloride
copper nitrate
magnesium chloride
Obtaining evidence
2 Use the questions below to help you look for evidence that a
reaction is happening. Fill in the second column of your table.
● What happens to the solid?

● Do you see any changes in the solution?
● Is there any temperature change?


Teacher
E5b Uses of salts activity notes

p ? Paper Pupils learn the uses of some salts by a matching exercise involving the name, use and
formula of several salts.
Core (Extension)
t u
^ _ Pupils work either individually or as a group to work out how to place correctly
the cut outs. The final version can be stuck into their books.
UG LP
Core: Pupils match names, uses and formulae.
Extension: Pupils design their own table to show the elements in each salt and
classify each element as a metal or non-metal.
ICT opportunities
Pupils could search the Internet for images to show uses of salts to print off and
contribute to a class display.
Answers
Core:
Barium meal: picture of X-ray: BaSO4
Soldering: picture of circuit board: ZnCl2
Contact lenses: picture of eye and lens: NaCl
Photography: picture of camera and negative: AgBr
Fertiliser: picture of tractor: KNO3
Extension:
Name Formula Metal elements Non-metal elements
Barium sulphate BaSO4 barium sulphur, oxygen

Zinc chloride ZnCl2 zinc chlorine
Sodium chloride NaCl sodium chlorine
Silver bromide AgBr silver bromine
Potassium nitrate KNO3 potassium nitrogen, oxygen


Activity
E5b Uses of salts Core
M W Many things that we use every day contain metal salts. In this activity
you will be learning about the uses and formulae of some useful salts.
p ?
1 Cut out the boxes below. Match each description with a picture and
t u
a formula and stick them into your book.
^ _
Description Picture Formula
UG LP
TN Barium meal KNO3

Hospital patients swallow
barium sulphate before they
have a stomach X-ray.This shows
up very clearly on the X-ray.
Soldering AgBr
Zinc chloride is used to help
solder electronic components
to circuit boards. It keeps the
join between metals very clean.
Photography NaCl
Silver bromide is used
to make photo film. It
goes dark when light hits
it to make a negative.
Contact lenses ZnCl2

Sodium chloride dissolves
in water to make ‘saline
solution’. This is used to
clean and store contact lenses.
Fertiliser BaSO4
Farmers add potassium
nitrate to soil in their fields.
This makes crops grow
faster and bigger.
2 Make a table showing what elements each salt contains. Extension

Show whether each element is a metal or a non-metal.


Teacher
E5c Investigate: Making salts activity notes

p ? Practical Pupils plan a method for making a salt. They carry out their method and record
the yield.
Core, Help
Resource (C, H, E)
t u
^ _ This activity develops investigative skills in preliminary trialling, planning and evaluating. It
is not intended that pupils handle numerical variables in carrying out this activity, but they
UG LP should measure and present the quantities of acid they use and the mass of salt they make.
TC Give pupils the briefing cards. These are graded at Help, Core and Extension (see below).
Pupils should carry out preliminary reactions on a test-tube scale. They will need to look back
in their notes to see how they prepared sodium chloride and copper sulphate to help them
devise a method for their preparation. Stress to pupils that their method needs to clearly state
what quantity of acid they intend to use and needs also to cover the safety precautions
they will take.
Core: Pupils are given a choice of two metal compounds to use. They need to decide which
one to use before they start their detailed planning (if different groups choose different
compounds, any differences in yield of salts can be used later in plenary discussions). Core
pupils can either plan their method by looking back at their books or, if time is tight, can use
the Help cards to support their planning.
Help: Pupils are given a single reaction. They need to sequence their method using the
available Help cards and to decide on suitable quantities to use. The Help cards should be
given to the pupils already cut out, so that they work out the sequence of the investigation
themselves.
Extension: Pupils need to decide what acid to use and to plan the more demanding method
using indicator to show neutralisation point. These pupils should not use the Help cards –
pupils will need to look back at, and adapt, their method for making sodium chloride
(Activity E2a). They should include a word equation in their report.
Expected outcomes
Pupils make a sample of salt and have a mass value for the quantity of the salt they make.
Pitfalls
Check that the amounts of acid the pupils are proposing to use are reasonable.
Safety notes
Most 0.4 mol/dm3 acids are classified as ‘irritant’. Most metal salts are harmful. Care needs to
be taken and any splashes on the skin should be washed off with water immediately. Eye
protection should be worn.
Answers
Core:
1 Some salt will be left on all ‘wet’ apparatus e.g. reaction beaker, filter funnel. This loss
could be minimised by rinsing these with water and adding the water to the evaporating
dish. The residue on the filter paper could be similarly washed to flush out any salt. Any
glass rods taken out of the solution (e.g. for pH testing) also remove small amounts of salt.
More able pupils may suggest the use of a pH meter instead to minimise losses.
2 Cleanliness of all apparatus and of person making salt (washing hands etc). Traces of some
of the reactants may still be mixed with the salt and these are very difficult to remove.


Technician
E5c Investigate: Making salts activity notes

p ? Practical Pupils plan a method for making a salt. They carry out their method and record
the yield.
Core, Help
Resource (C, H, E)
t u
Equipment
^ _ For each group:
UG LP Note: different groups will need different substances, the chemicals named will be needed across the class.
● test tubes, rack, dropping pipettes, spatulas, glass rods
TN ● 0.4 mol/dm3 hydrochloric and sulphuric acid, sodium hydroxide, potassium hydroxide
● copper oxide, copper carbonate, zinc carbonate, magnesium oxide, magnesium carbonate,
copper, zinc
● Universal indicator paper and charts, white tile
● beaker, evaporating dish and beaker suitable for water bath, filter funnel and paper, Bunsen,
tripod, gauze, mat
For Extension:
● 0.8 mol sodium hydroxide. This is to ensure equal quantities of acid and alkali can be used. (It is
ideal to test it out before the lesson.)

This investigation develops investigative skills in preliminary trialling, planning and evaluating. It is
not intended that pupils handle numerical variables in carrying out this activity, but they should
measure and present the quantities of acid they use and the mass of salt they make.
Give pupils the briefing cards. These are graded at Help, Core and Extension (see below). Pupils
should carry out preliminary reactions on a test-tube scale. They will need to look back in their
notes to see how they prepared sodium chloride and copper sulphate to help them devise a method
for their preparation. Stress to pupils that their method needs to clearly state what quantity of
acid they intend to use and needs also to cover the safety precautions they will take.
Core: Pupils are given a choice of two metal compounds to use. They need to decide which one to
use before they start their detailed planning (if different groups choose different compounds, any
differences in yield of salts can be used later in plenary discussions). Core pupils can either plan
their method by looking back at their books or, if time is tight, can use the Help cards to support
their planning.
Help: Pupils are given a single reaction. They need to sequence their method using the available Help
cards and to decide on suitable quantities to use. The Help cards should be given to the pupils
already cut out, so that they work out the sequence of the investigation themselves.
Extension: Pupils need to decide what acid to use and to plan the more demanding method using
indicator to show neutralisation point. These pupils should not use the Help cards – pupils will need
to look back at, and adapt, their method for making sodium chloride (Activity E2a). They should
include a word equation in their report.
Expected outcomes
Pupils make a sample of salt and have a mass value for the quantity of the salt they make.
Pitfalls
Check that the amounts of acid the pupils are proposing to use are reasonable.
Safety notes
Most 0.4 mol/dm3 acids are classified as ‘irritant’. Most metal salts are harmful. Care needs to be
taken and any splashes on the skin should be washed off with water immediately. Eye protection
should be worn.


Activity
E5c Investigate: Making salts Core
M W You are going to make a salt. You will be given a briefing card Wear eye
showing information about the salt you will make. You need protection.
p ? Wash off any
to carry out test-tube trials to choose the best method for splashes of
t u making your salt. acids or
solutions on the skin
^ _ immediately with water.
Planning and predicting
UG LP
1 Look at the Briefing Card for the salt you will make.
TN TC Try out the reaction or reactions in test tubes as a Think about ...
preliminary trial. For the test-tube trial use a quarter of ● Does the reaction
work?
a test tube of acid and a small amount of solid. ● Is it easy to see when
the reaction stops?
2 Use the trial test-tube results to help you plan how you will
make your salt. Look back in your book to find a similar
experiment that you have done before. Use this to help you
decide on quantities and method.
3 Write a plan to show how you will make your salt.
Obtaining evidence and presenting the results

4 Carry out your plan.
5 Record how much acid you used and weigh the salt to find
out how much salt you made. Show your readings clearly
using a table. Keep your salt to show to other groups.
Evaluating
1 Do you think you ‘lost’ any salt during your investigation?
How could you adapt your method to make sure you made
the maximum amount of salt from the acid you started with?
2 Suppose you were making your salt to use in a medicine. How
could you adapt your method to make sure your salt was as
pure as possible?


Activity
E5c Investigate: Making salts Help
M W
p ?
Reacting metal oxides and carbonates with acids
t u
1 Put 20 cm3 acid in the beaker.
^ _ metal oxide
2 Add your metal oxide or metal or metal carbonate
UG LP
carbonate, a spatula at a time.
TN TC
3 Stop adding when you can see acid
no more changes.
Filtering
1 Set up your filter using a funnel
and filter paper.
2 Filter your mixture and collect the filter paper

salt mixture
solution in an evaporating dish.
funnel
evaporating dish
evaporating dish
Evaporating
1 Heat your solution gently over a water bath.
2 Stop heating when you can see crystals

water
appearing.
3 Leave your dish to cool.


Activity
E5c Investigate: Making salts Resource
M W Briefing Cards
p ?
t u
1 Help
^ _ Salt name: Copper chloride
UG LP Suggested method: Add copper carbonate to hydrochloric acid.
(Use the Help Cards to help you plan your method.)
TN TC
2 Help
Salt name: Zinc sulphate
Suggested method: Add zinc carbonate to sulphuric acid.
(Use the Help Cards to help you plan your method.)
3 Core
Salt name: Magnesium chloride
Suggested method: Either react magnesium oxide with hydrochloric acid or
react magnesium carbonate with hydrochloric acid.
(You need to carry out test-tube trials to decide which method to use.)
4 Core
Salt name: Copper chloride
Suggested method: Either react copper oxide with hydrochloric acid or react
copper carbonate with hydrochloric acid.
(You need to carry out test-tube trials to decide which method to use.)
5 Extension
Salt name: Sodium sulphate
Suggested method: React sodium hydroxide solution (an alkali) with a
suitable acid.
(You need to choose which acid to use and decide how you will use an indicator
or pH sensor to tell when you have exactly neutralised the sodium hydroxide.)
6 Extension
Salt name: Potassium chloride
Suggested method: React potassium hydroxide solution (an alkali) with a
suitable acid.
(You need to choose which acid to use and decide how you will use an indicator
or pH sensor to tell when you have exactly neutralised the sodium hydroxide.)

E-Plenaries.qxd 01-Apr-04 11:04 AM Page 1
E1 What is a metal? Plenaries
M Suggested alternative plenary activities (5–10 minutes)

p ? Review learning Sharing responses Group feedback Word game Looking ahead
Pupils work in groups to Pupils feed back to whole group Sentence completion Matching exercise to Pupils discuss how to identify
t u list metal properties. the outcomes of Activity E1b, and by whole group on cover main points of gold, copper and iron and
discuss reasons for using graphs to board. the lesson. speculate on their reactivity.
^ _ process data. Catalyst Interactive Presentations 3
UG LP Review learning
● Pupils work in groups to brainstorm a list of metal
properties. Help them to get started by modelling an
example e.g. ‘metals are usually grey’, ‘metals are shiny’ etc.
● Ask pupils how you could use their list to tell the difference
between a piece of metal and a piece of wood, glass or
plastic. Discuss how electrical conductivity can be used to
distinguish metals from other materials.
Sharing responses
● Pupils look at their work for Activity E1b. Discuss reasons
for presenting data using graphs, e.g. patterns are more
easily seen, metals that have very different properties are
more easily identified, some people understand charts more
easily than numbers, charts are more visually appealing.
● Pupils feedback on their group discussions about the uses of
the metals. Choose a different group to discuss each
example. Ask other groups to suggest additional points that
arose in their group discussion.
Group feedback
● Write the sentences below on the board. Pupils use them as Sentences
basis for group discussion on the similarities and differences 1 Metals have similar properties to
between metals. each other, for example...
● Pupils need to think about the range of properties of metals 2 Metals have different properties from
e.g. colour, melting points, conductivity etc. They may each other, for example...
‘look ahead’ by discussing that different metals have
different corrosion resistances.
Word game
● Pupils match words to their descriptions. They will have ➔ Pupil sheet
met the words in this lesson.
Looking ahead
● Write the words ‘Gold’, ‘Copper’ and ‘Iron’ on the board. ➔ Catalyst Interactive Presentations 3
Show the photos of the metals and ‘fool’s gold’. Ask pupils
to brainstorm how you could tell one metal from another.
Place this into context by telling them that ‘fool’s gold’
looks like gold but actually contains iron and copper.
Ask them to go beyond the appearance (which can be
deceptive) to suggest more reliable and sophisticated ideas
e.g. hardness/melting points/checking physical properties
against data book values.
● Pupils discuss what would happen if a lump of each metal
was buried in the garden for 10 years. This looks ahead to
work on chemical properties of metals in coming lessons.

M Word game
p ?
iron All metals conduct this.
t u
^ _ This metal is used to make steel for cars,

aluminium
UG LP bridges and machinery.
TN
This is the temperature that metals
melting point
change from solids to liquids.
element A metal is this if it contains

all the same type of atoms.
electricity This metal conducts electricity almost as well as

copper. It is used for overhead electricity cables.

Sheet 1 of 1
Word game
iron All metals conduct this.
aluminium This metal is used to make steel for cars,

bridges and machinery.
This is the temperature that metals

melting point
change from solids to liquids.
element A metal is this if it contains

all the same type of atoms.
electricity This metal conducts electricity almost as well as

copper. It is used for overhead electricity cables.

E2 Salt on the roads Plenaries

True/false game. Groups combine to discuss Groups compare salt crystals from Activity E2a Anagram activity. Pupils suggest what
t u outcomes of Activity E2b. with other groups and with commercial crystals. else acids react with.
^ _ Review learning
UG LP ● Read out the statements about making salts on the teacher sheet and ➔ Teacher sheet
ask pupils to decide if the statements are true or false.
Sharing responses
● Pupils combine groups so that two groups make a larger group. They
compare their equations from Activity E2b.
● Pupils feed into a whole-class discussion any differences in responses
between the groups.
Group feedback
● Ask pupils to put their finished crystals from Activity E2a on the Equipment
front bench. Also have commercial salt crystals on show (preferably display of commercial salt
of varying sizes). Give pupils time to look at the display and then crystals e.g. table salt; rock
feed into whole class discussion reasons for the different appearances salt; ‘sea salt’ larger crystals on
of the crystals. evaporating dishes or Petri
dishes on teacher’s bench
● Ideas include, purity (due to method), quantity made (amount of
starting materials and care with method), amount of solution left
(heating time), size of crystals (crystals are smaller if they form faster).
Pupils can think about how salt for human consumption has to pass
rigorous quality control tests.
Word game
● Pupils solve anagrams relating to key lesson points. ➔ Pupil sheet
● Then pupils make up their own to test each other.
Looking ahead
● The question can be set for individuals or groups to consider and Question
suggest answers to. They then share responses with other pupils. What else do acids react with?
Make it clear that they may not know the answers and need to
suggest their ideas.
● Suggestions can be summarised and recorded in the Pupils’ books to
reconsider in future lessons.
● If they are slow with ideas, suggest considering the effect of acid on
everything in sight – what would be affected? They may suggest
skin/people, metals, some rocks. They need to be steered away from
‘everything’ – acids do not attack glass or plastics, which is why they
can be stored safely in these materials (road tankers carrying acids are
sometimes glass-lined).

M Review learning
Teacher sheet
p ?
Read out the statements below and ask pupils to answer true or false.
t u
^ _
Statement True/False
UG LP
TN
1 Salt is used mainly for flavouring food. F
2 If you make a salt using hydrochloric acid, T

the salt will be a chloride.
3 If you filter a solution of salt, the salt stays F

on the filter paper.
4 The best way to make salt crystals is to boil F

salty water until it is dry.
5 Neutralising an acid makes a salt. T
6 A pH meter can be useful when you are T

making a salt.

M Word game
p ?
1 These sentences contain words with jumbled letters. Work out what the word
t u should be.
The chemical name for the salt we put on food is DUSIOM LDHICROE.
^ _ When a base reacts with an acid, the acid is UEDNERTSIAL.
UG LP Strong KAASLIL are pH 14.
2 Make up some of your own sentences containing words with jumbled letters, about
TN
ideas from this lesson. Give them to another group to work out.

Sheet 1 of 1
Word game
should be.
When a base reacts with an acid, the acid is UEDNERTSIAL.
Strong KAASLIL are pH 14.

Sheet 1 of 1
Word game
should be.
When a base reacts with an acid, the acid is UEDNERTSIAL.
Strong KAASLIL are pH 14.

E3 Acids attack metals Plenaries

Quick quiz. Whole-class discussion of Pupils work as groups to Write a question game. Pupils predict the outcomes
t u similarities and differences in discuss Activity E3a of Activity E3b.
the reactions from Activity E3a. Question 3.
^ _
Review learning
UG LP ● Read questions. Allow pupils time to confer to produce Questions or clues
a ‘group version’ of the answers. 1 This gas pops when lit.
● Use plenary discussion to make a class version of the 2 This salt is made when magnesium
correct answers. reacts with hydrochloric acid.
3 When we see this we know that a
Sharing responses gas is being made.
● As a whole class ask pupils to brainstorm a list of 4 What acid do you need to use to
similarities and differences in the way zinc, copper and make a sulphate?
magnesium react with acids. 5 This metal does not react with dilute
● Put their ideas into context by asking them why iron, acids.
rather than either magnesium or copper is used to make 6 What is the pH of an acid?
cars (they may need prompting to remember from
lesson E1 that iron is much more abundant, and
Answers
therefore cheaper, than copper).
1 hydrogen
2 magnesium chloride
Group feedback 3 bubbles/fizzing
4 sulphuric acid
● Pupils combine groups so that two groups make a larger
5 copper (accept silver or gold too)
group. They compare their answers to 3 from Activity
6 1-6/less than 7
E3a to see where they agree or differ.
● A spokesperson from each group feeds into a whole
class plenary to show areas of agreement and
differences.
Word game
● Give pupils the list of answers. Ask them to devise ➔ Pupil sheet
questions to result in each answer.
● Ask pupils to swap their questions to see if they can
answer each others.
Looking ahead
● Ask pupils to consider the experiment about tin cans
from Activity E3b. Ask them to work as a group to make
a list of what they think they will observe when they
look at their experiment next lesson. Encourage them to
list observations, such as colour changes, rather than
more general statements, such as ‘it will react’.

M Word game
p ?1 Work in pairs to make up some questions that would give
t u these answers.
^ _ 2 Swap your questions with another pair and see if you can
answer each others’ questions.
UG LP
TN
hydrogen copper iron chloride
magnesium chloride fizzing neutralised

and water

Sheet 1 of 1
Word game
1 Work in pairs to make up some questions that would give
these answers.
2 Swap your questions with another pair and see if you can
answer each others’ questions.
hydrogen copper iron chloride
magnesium chloride fizzing neutralised

and water

E4 Acids attack carbonates Plenaries

Group team quiz. Whole-class discussion to feedback Groups compare responses Pupils work in pairs Pupils think about what salts
t u outcomes of Activity E4a. to Activity E4b. to complete Cloze would be made when minerals are
sentences. ‘leached’ using acids.
^ _ Catalyst Interactive Presentations 3
UG LP Review learning
● Pupils work in small groups. Ask them to look at their work
from this lesson and compile three (or more) questions to
ask another group.
● Combine two groups into larger groups. They test each
other on the questions they have written.
Share responses
● Whole-class discussion to brainstorm what changes were
seen during Activity E4a, including maximum temperature
changes observed.
● Ask the pupils, ‘Which observations show that a chemical
change is happening?’ Focus discussion of ideas of new
products and energy changes.
● Ask the pupils, ‘Why did different groups make slightly
different observations?’ Focus on how the instructions for
the experiment could be adapted to make more reliable
observations between groups e.g. controlling the size of
spatulas added, controlling the time of each addition,
taking averages etc.
Group feedback
● Pupils combine groups so that two groups make a larger
group. Ask them to compare the outcomes of Activity E4b.
A group spokesperson feeds back to the class either the
group version of the correct answers, or highlights where
disagreements occur.
Word game
● Pupils complete the Cloze activity on the Pupil sheet in ➔ Pupil sheet
pairs.
Answers: acids; magnesium chloride;
carbon dioxide; sulphuric acid;
chlorides; nitric
Looking ahead
● Brief pupils about using acid leaching to extract metal ➔ Teacher sheet
compounds (see Teacher sheet).
● Show pupils samples of some minerals and ask them to ➔ Catalyst Interactive Presentations 3
suggest what compounds are made during acid leaching.

M Word game
p ?Work in pairs to work out the missing words in the sentences
t u below.
^ _ Metal carbonates react with to make salts.
UG LP For example, magnesium carbonate reacts with hydrochloric acid

to make a salt called . The magnesium
TN
carbonate fizzes because a gas is made at the same time.
This gas is called .
Different acids make different salts. acid makes

sulphates.
Hydrochloric acid makes and acid

makes nitrates.

Sheet 1 of 1
Word game
Work in pairs to work out the missing words in the sentences
below.
Metal carbonates react with to make salts.
For example, magnesium carbonate reacts with hydrochloric acid

to make a salt called . The magnesium
carbonate fizzes because a gas is made at the same time.
This gas is called .
Different acids make different salts. acid makes

sulphates.
Hydrochloric acid makes and acid

makes nitrates.

M Looking ahead
p ? Teacher sheet
t u
● Tell pupils that many metals occur in nature as metal compounds. One way
^ _ of getting the valuable metal compound out of the mineral is by ‘leaching’
using acid. This involves reacting the metal compound in the mineral with
UG LP acid so it forms a solution that can be washed out of the waste rock (this is
used even on old spoil heaps).
TN ● Show pupils some mineral samples and write their names on the board. Ask
them quick questions about the acid leaching to encourage them to think
about the names of the salts that would be made. More able pupils should
understand that the metal compound involved does not matter – the name
of the salt depends on the metal in the compound and the acid only (this
will feed in to work on oxides next lesson).
Examples of questions to ask:
1 If I leached copper compounds using sulphuric acid, I would make... .
2 If I leached lead compounds using nitric acid, I would make...
3 If I leached zinc compounds using hydrochloric acid, I would make...
4 What would you see if you poured sulphuric acid on a mineral
containing copper carbonate?

E5 Acids and metal oxides Plenaries

p ? Review learning Sharing responses Group feedback Word game Looking back
How many different ways Group spokesperson feeds back Groups combine to discuss Writing crossword clues. Pupils revise and consolidate
t u can you make a salt? outcomes of Activity E5a. Activity E5b. knowledge from the unit.
^ _ Review learning
UG LP ● Pupils use cards to choose different reactants to make ➔ Pupil sheet
the same salt. Give them the cards on the pupil sheet
and ask them to choose substances that could be reacted
to make copper sulphate, calcium chloride and
magnesium sulphate.
● Ask more able pupils ‘When making copper sulphate,
why is it easier to use copper carbonate rather than
copper or copper oxide?’ (copper does not react with
dilute acids, copper oxide does not fizz so it is difficult
to tell when the reaction has stopped).
Sharing responses
● Ask a spokesperson from each group to discuss what
they found out from Activity E5a. Each group talks
about a different reaction. They should summarise their
evidence for deciding whether or not a salt was made in
each case.
● Other groups can then challenge them or volunteer
information about any other observations or points that
they have left out.
Group feedback
● Pair two small groups into a larger group so that they
can compare their solutions to Activity E5b.
● Each small group then chooses a spokesperson who has
to talk to their ‘paired’ group about ‘Uses of Salts’ for
one minute without looking at the worksheet. Each
paired group gives their talk.
Word game
● Give pupils a completed crossword. They write clues to ➔ Pupil sheet
the crossword. Groups can combine to compare the
clues that they write to decide which clues are ‘best’.
Looking back
● Pupils revise and consolidate knowledge for the unit. ➔ Unit map
They can use the Unit map, Pupil checklist or the Test
yourself questions. ➔ Pupil checklist
➔ Test yourself

M Review learning
p ?
t u
copper calcium copper
^ _ magnesium
oxide oxide carbonate
UG LP
TN
magnesium magnesium calcium calcium
carbonate oxide hydroxide carbonate
sulphuric hydrochloric
acid acid

Sheet 1 of 1
Review learning
copper calcium copper

magnesium
oxide oxide carbonate
magnesium magnesium calcium calcium

carbonate oxide hydroxide carbonate
sulphuric hydrochloric
acid acid

M Word game
p ? Write clues for the completed crossword.
t u Clues 1
N I T R I C
^ _ 1 across (6) E
2 3 4
M A G N E S I U M
UG LP 2 across (9)
C A T
TN 5 across (5) 5
O X I D E L R
6 across (6,7) D T A
L
7 across (8) 6
C A R B O N D I O X I D E
1 down (10) S
7
3 down (4) H Y D R O G E N
4 down (4)

Sheet 1 of 1
Word game
Write clues for the completed crossword.
1
Clues N I T R I C
E
1 across (6)
2 3 4
M A G N E S I U M
2 across (9) A T
C
5
5 across (5) O X I D E L R
6 across (6,7) D T A
L
7 across (8) 6
C A R B O N D I O X I D E
1 down (10) S
7
3 down (4) H Y D R O G E N
4 down (4)

E5 Investigate: Making salts Plenaries

p ? Review learning Group feedback Analysing Evaluating
Teacher-led review about the Groups describe their Teacher-led discussion on improving Teacher-led brainstorm to think about
t u type of salt produced. investigation to the class. yield and purity. scaling up salt making to an industrial
scale.
^ _
Review learning
UG LP ● Ask pupils to put their finished salt on the front bench with a label
giving its name.
● Pupils look at the salts that different groups have made.
● Ask pupils what reasons they can give for the different appearance of
the salts on display (e.g. quantity (amount of acid used), colour (metal
in the salt), size of crystals etc.)
Group feedback
● Each group prepares a poster or OHT to tell the whole class how they ➔ Pupil sheet
carried out their investigation. Pupils may need help to design the
flow chart.
● A spokesperson from each group feeds back to the whole class by
giving a short oral presentation based on their poster (see Pupil sheet
for framework).
● If time is tight, the posters could be used for display, without oral
feedback, or each spokesperson could speak briefly without preparing
a poster.
Analysing
● Ask pupils to volunteer their ideas about how the yield and purity of
their salt could be improved ( 1 and 2 on the Activity sheet). The
problem solving Pupil sheet from the starter activity could be used
here.
● If different groups have made the same salt, their yields can be
compared and discussed.
● Contextualise this discussion by talking about how important it is to
make maximum yields in chemical factories to increase profitability.
Wasting valuable, raw materials (e.g. in the manufacture of fertilisers
or medicines) is costly, and purity is necessary in the preparation of
salts for human consumption (e.g. food and medicines.)
Evaluating
● Ask pupils to brainstorm ideas to draw a factory-sized version of a salt
making process (e.g. big reaction vessel with pipes to take acid in,
hoppers to take solid carbonate in, tips into big filter, pipes to
evaporating pans). This can be fun rather than technical.
● Ask them what ‘capital costs’ would be involved – what equipment
would need to be bought? What would the running costs be (e.g. fuel,
wages, raw materials)?

M Group feedback
p ?Choose a spokesperson from your group. Make a poster or an
t u OHT to tell the rest of the class about your investigation. Your
poster needs to show:
^ _
1 The name of your salt.
UG LP
2 How you made your salt. Don’t forget to include:
TN the amounts of substances you used
●
● each step of your method.

You can show this either by writing numbered ‘steps’ or by
designing a flow chart.
3 Anything you feel did not work as well as you hoped.
4 Anything you feel worked very well.

Sheet 1 of 1
Group feedback
Choose a spokesperson from your group. Make a poster or an
OHT to tell the rest of the class about your investigation. Your
poster needs to show:
1 The name of your salt.

2 How you made your salt. Don’t forget to include:
the amounts of substances you used
●
● each step of your method.

You can show this either by writing numbered ‘steps’ or by
designing a flow chart.
3 Anything you feel did not work as well as you hoped.
4 Anything you feel worked very well.

E-Specials.qxd 12-May-04 3:54 PM Page 1
E1 What is a metal? Specials
M W 1 Use some of these words to fill in the gaps.

p ?
electrical conductors heat insulators shiny
t u
^ _ electrical insulators weak liquids magnetic solids

UG LP
able to be shaped heat conductors strong gases
A
a Metals let heat flow through them easily because they

are .
b Metals let electricity flow easily through them because
they are .
c When metals are polished they are .
d Metals do not break easily. They are .
e A few metals, including iron, are .
f Most metals are at room temperature.
2 Draw lines from the material to its use and to why it is used in that way.
Iron is ... to cover ... because it is a

used ... electrical wires ... good heat conductor.
Plastic is ... to make ... because it is an

used ... electrical wires ... electrical conductor.
Gold is ... to make

... because it is strong.
used ... bridges ...
Aluminium ... to make ... because it stays shiny.

is used ... saucepans ...
Copper ... to make ... because it is an

is used ... jewellery ... electrical insulator.
© Harcourt Education Ltd 2004 Catalyst 3 Sheet 1 of 1

E2 Salt on the roads Specials
M W 1 Use these words to fill in the gaps.

p ?
cancel seven water one neutralise
t u
^ _
alkalis fourteen salt
UG LP
A
a Bases acids. This means they
each other out.
b Bases that dissolve in water are called .
c When an acid and an alkali or a base neutralise each other,
a and are made.
d A strong acid has a pH of .
e A strong alkali has a pH of .
f A neutral solution has a pH of .
2 Use these words to complete the word equations.
hydrochloric zinc chloride
water sodium calcium
sodium hydrochloric
a + → + water
hydroxide acid chloride
zinc hydrochloric
b + → + water
hydroxide acid
c + → + water
iron iron
d + → +

E2 Salt on the roads (continued) Specials
M W 3 Here are the instructions for making the salt sodium chloride.
p ? They have been jumbled up.
t u
AC I D
^ _
UG LP
Mix sodium Measure out Leave to cool Evaporate most

hydroxide and 25 cm3 sodium and let crystals of the water.
hydrochloric hydroxide. grow.
acid. Measure out
25 cm3
hydrochloric acid.
a Write numbers in the boxes to give the correct order.

b What is the name of the acid used?
c What is the name of the alkali used?
d The reactants are called and
.
e The salt made is called .
f The products of the reaction are and

E3 Acids attack metals Specials
M W 1 Write true or false for each sentence.

p ? a All acids have hydrogen in them.
t u
b Some metals react with acids to make oxygen gas.
^ _
UG LP
c Hydrogen gas pops with a lighted splint.
A
d Acids corrode some metals. This means that they ‘eat’

away the metals.
e When a metal reacts with an acid, a salt and hydrogen
gas are made.
2 Clara did an experiment to make crystals of magnesium
sulphate. Here is what she did, but it is all jumbled up.
I left the solution to cool. I could see white crystals of the salt
in the evaporating basin.
I put silvery magnesium ribbon into the sulphuric acid. It fizzed

and disappeared. I added more pieces of magnesium until the
fizzing stopped and there was some magnesium left.
I poured the mixture into a filter paper to get rid of the

magnesium.
I heated the solution of magnesium sulphate until nearly all the

water had evaporated.
a Put Clara’s account into the correct order by writing number

1, 2, 3 or 4 in each box.

E3 Acids attack metals (continued) Specials
M W b What gas is made when magnesium reacts with

p ? sulphuric acid?
t u Circle the correct answer.

^ _ oxygen hydrogen carbon dioxide
UG LP
c Look at what Clara did and then fill in the gaps in
A this word equation.
+ → +
acid sulphate
3 Use these words to complete the word equations.
mag
hydrochloric zinc hydrogen nesiu
m iron
hydrochloric
a iron + → + hydrogen
acid chloride
sulphuric
b zinc + → +
acid sulphate
tin
c tin + → +
acid chloride
magnesium
d + → + hydrogen
acid chloride

E4 Acids attack carbonates Specials
M W 1 Look carefully at this cartoon.

p ?
t u Limestone is
^ _ calcium carbonate.
UG LP Carbonates They make
neutralise acids. carbon dioxide gas.
A
Carbon dioxide turns

limewater milky.
Use the cartoon to help you answer these questions.
a The gas made when carbonates neutralise acids is called

.
b This gas turns limewater .
copper hydrochloric carbon
c + → + water +
carbonate acid dioxide
calcium hydrochloric carbon
d + → + water +
carbonate acid chloride dioxide
2 Look at this word equation.
magnesium sulphuric magnesium carbon
+ → + water +
carbonate acid sulphate dioxide
Write true or false for each sentence.
a Carbon dioxide is one of the reactants.
b There are three products in the equation.
c The salt made is called magnesium chloride.
d Magnesium sulphate and sulphuric acid are the reactants.

E5 Acids and metal oxides Specials
M W 1 David heated copper oxide with sulphuric acid to

p ? make crystals of copper sulphate. He missed out some
words in his method. Use these words to fill in the gaps.
t u
You may need to use some words more than once.
^ _
UG LP filter paper copper water oxide
A
heated sulphate
dissolve sulphuric
I put some black copper powder into the

acid. Then I it. The black powder
reacted and disappeared. The acid turned blue. I added more
black powder until no more would .
I then poured the mixture into a . The blue solution
came through.
I heated the blue solution to evaporate some of the .

I left it to cool and blue crystals of sulphate were left.
The word equation for this reaction is:
copper
+ → + water
acid sulphate
2 Look carefully at these word equations. Each one has a mistake in it.
Circle each mistake. Then write out each equation correctly. The first
one has been done for you.
a copper oxide + sulphuric acid → copper chloride + water
copper oxide + sulphuric acid → copper sulphate + water
b zinc oxide + sulphuric acid → magnesium sulphate + water
c iron oxide + hydrochloric acid → iron sulphate + water

Spe Answers.qxd 6/23/2004 9:19 AM Page 5
E Reactions of metals and metal Specials answers

compounds
M
p ? E1 What is a metal? E3 Acids attack metals
1 a heat conductors 1 a true
t u b electrical conductors b false
c shiny c true
^ _ d strong d true
e magnetic e true
UG f solids 2 a Numbers in boxes – 4, 1, 2, 3.
2 Iron is used … to make bridges … because it is b hydrogen
strong. c magnesium + sulphuric acid →
Plastic is used … to cover electrical wires … magnesium sulphate + water
because it is an electrical insulator. 3 a iron
Gold is used … to make jewellery … because it b zinc, water
stays shiny. c hydrochloric, hydrogen
Aluminium is used … to make saucepans … d magnesium, hydrochloric
because it is a good heat conductor.
Copper is used … to make electrical wires … E4 Acids attack carbonates
because it is an electrical conductor. 1 a carbon dioxide
b milky
E2 Salt on the roads c copper chloride
1 a neutralise, cancel d calcium
b alkalis 2 a false
c salt, water b true
d one c false
e fourteen d false
f seven
2 a sodium E5 Acids and metal oxides
b zinc chloride 1 oxide, sulphuric, heated, dissolve, filter paper,
c calcium water, copper
d hydrochloric, water Word equation: copper oxide + sulphuric acid →
3 a Numbers in boxes – 2, 1, 4, 3. copper sulphate + water
b hydrochloric acid 2 b zinc oxide + sulphuric acid → zinc sulphate +
c sodium hydroxide water or magnesium oxide + sulphuric acid →
d hydrochloric acid, sodium hydroxide magnesium sulphate + water
e sodium chloride c iron oxide + hydrochloric acid → iron
f sodium chloride, water chloride + water or iron oxide + sulphuric
acid → iron sulphate + water

E-Homework.qxd 17-May-04 6:30 PM Page 1
E1 What is a metal? Homework
M W HELP
p ? 1 The list shows some properties of materials.
t u good electrical conductor
insulator
^ _
can be made into wires
UG LP good thermal conductor
A breaks easily
melts above 25 oC
a Give three properties of metals.

b Give two properties of non-metals.
2 Four uses of metals and reasons why they are used are shown
below. Write down each use and match it to the reason for its
use.
Uses Reasons
A Copper is used in electrical wiring 1 because it looks attractive and does not tarnish.
B Mercury is used in thermometers 2 because it can be easily pressed into shape.
C Gold is used for jewellery 3 because it expands a lot when it is heated.
D Aluminium is used for drinks cans 4 because it conducts electricity very well.
CORE
3 a Draw a labelled diagram of the apparatus you would use to
show that a metal was a good conductor of electricity.
b What would you see, using your apparatus, if the following
materials were tested?
i plastic ii steel iii zinc iv carbon (graphite)
4 a What is true about all the atoms in a piece of tin?
b Bronze is an alloy of copper and tin. How many types of atoms

does a sample of bronze contain?

E1 What is a metal? (continued) Homework
M W EXTENSION
p ? 5 The table shows the melting and boiling points of some metals.
t u
Metal Melting point (ºC) Boiling point (ºC)
^ _
Tungsten 3377 5527
UG LP
A Sodium 98 883
Mercury −38 356
Lead 327 1740
Iron 1533 2750
Gold 1063 2707
Aluminium 660 2467
a i Which metal has the smallest temperature range as

a liquid?
ii Which metal has the largest temperature range as a

liquid?
b Give two reasons why tungsten is used in electric filament

lamps.
c Lead forms part of electrical solder, used for joining wires.

Explain why lead can be used for this purpose but mercury
cannot.
d i Which metal will need the most energy, per million

atoms, to boil it?
ii Explain your answer.

E2 Salt on the roads Homework
M W HELP
p ? 1 Copy and complete the following equations:
t u a acid + base → +
^ _ b sulphuric acid + magnesium oxide → + water

UG LP 2 Some of the statements below are true and some are false. For each
one say whether it is true or false.
A
a i Hydrochloric acid makes chloride salts.
ii Strong acids have a pH value of around 14.
iii Neutralisation is not a chemical reaction.
iv Sodium chloride is in the salt they put on the roads.
b For one of the statements in part a that you thought was false write
a correct statement to replace it.
CORE
3 The list shows several chemicals that can be used to make salts.
sodium hydroxide sulphuric acid iron hydroxide

hydrochloric acid zinc oxide potassium hydroxide
a Write down which pair of chemicals you would use to make each
of the salts given below.
i zinc sulphate ii potassium chloride iii iron sulphate
b What other substance is made, as well as the salt, in all the reactions in part a?
c i Write a full word equation to represent the reaction between
sulphuric acid and potassium hydroxide.
ii What would be the pH value of the solution you produced, if you
mixed the reactants in exactly the right amounts?
iii What is the name of the type of reaction that happens?
EXTENSION
4 The chemical formula for copper sulphate is CuSO4.
a i What is the total number of atoms shown in the formula?
ii How many different types of atoms are shown?
b i Give the names of two reactants you could mix together to
make copper sulphate.
ii Write out the full word equation for the reaction you have chosen.
c Briefly outline how you would make copper sulphate using these two reactants.
E3 Acids attack metals Homework
M W HELP
1 Tom does an experiment with some magnesium. He puts it into a
p ?
test tube with some dilute acid.
t u a Write down two things that he would see happening.
^ _ b i What test could Tom use to see if hydrogen was being given off?
UG LP ii What would happen if hydrogen was given off?
A iii Explain why this would happen.
c Copy and complete the word equation below:
magnesium + hydrochloric acid → +

d What would Tom notice if he used gold, instead of magnesium, in the acid?
CORE
2 The information describes how chromium chloride can be obtained from
chromite (a chromium-containing mineral).
Chromite is extracted from a into chromium in a blast

mixture with sand and other furnace. When mixed with an
impurities from the mine. This acid, chromium is converted
gives a reasonably pure sample into chromium chloride
of chromium oxide. The solution.
chromium oxide is converted
a What element is removed from chromium oxide in a blast furnace?

b i What products would be obtained if chromium oxide was mixed
with sulphuric acid?
ii Write a word equation to represent this reaction.
c i What acid would react with chromium to produce chromium chloride?

ii What gas would also be produced during this reaction?
iii Why would it be dangerous for workers in a chromium chloride
plant to smoke near to the reaction vessel?
d i Explain why garden ornaments that have been coated with a thin
layer of chromium might suffer damage from acid rain.
ii What do we call this type of damage to metals?

E3 Acids attack metals (continued) Homework
M W EXTENSION
p ? 3 Aluminium is quite a reactive metal. However, it often does not
appear to react very easily with acids.
t u
^ _ a Explain why aluminium is often unreactive.
UG LP b When aluminium is treated with a solution of mercury

chloride its reactivity with acids can be easily seen.
A
i What does the mercury chloride solution probably remove
from the aluminium to make it become properly reactive?
ii Describe what you would expect to see if this reactive

aluminium is dropped into some sulphuric acid.
iii Write a word equation for the reaction between

aluminium and sulphuric acid.
4 Look at the symbol equation below.
Mg + H2SO4 → MgSO4 + H2
a What is the total number of atoms on the left of the arrow?
b How many atoms, on the right of the arrow, are metallic?

E4 Acids attack carbonates Homework
M W HELP
p ?1 Jenny is doing an experiment with some hydrochloric acid. She adds
a solid to the acid. The acid fizzes. She tests the gas with a lighted splint.
t u
It burns with a squeaky pop.
^ _
a What gas was produced in Jenny’s experiment?
UG LP
b How does this tell you that the solid she used was not a
A metal carbonate?
c i If she had added a metal carbonate, how would she
test the gas given off?
ii What would happen in the test?
d Copy and complete the following word equation:
zinc carbonate + sulphuric acid → +
+ water
e Give two other observations that Jenny might have made that would
show that a chemical reaction was taking place.
CORE
2 Sodium hydrogencarbonate reacts just like sodium carbonate, when
it is mixed with acids. The sherbet centres of some sweets contain a
mixture of solid sodium hydrogencarbonate and solid citric acid.
a The substances involved in the sherbet reaction are:
sodium citrate sodium hydrogencarbonate water

carbon dioxide citric acid
i Write down the three substances from the list that will be
produced when sherbet is mixed in the mouth.
ii Rearrange the substances to write a word equation for the
reaction between sodium hydrogencarbonate and citric acid.
b Why does the sherbet react in the mouth but not inside the sweet?
c Explain why a lighted splint put into the gas produced from sherbet
would go out.
3 Sometimes people complain about having an ‘acid stomach’.
a Explain what causes an ‘acid stomach’.
b Why would taking an indigestion tablet help to improve an ‘acid stomach’?
c The substance in the indigestion tablet is calcium carbonate. Write a
word equation to show how it neutralises the stomach acid.
E4 Acids attack carbonates (continued) Homework
M W EXTENSION
p ? 4 Here is some information about some compounds:
t u Acid rain contains dilute sulphuric acid.
^ _ Limestone is mainly calcium carbonate.
UG LP
Sodium carbonate is soluble in water.
A
Sulphuric acid in lakes kills fish.
Sodium carbonate solution is alkaline.
Calcium carbonate is insoluble in water.

Read the information below:
In Sweden, many lakes have solve the problem by adding

become acidic because acid other compounds to the
rain has fallen and drained lakes from a helicopter.
into them. This is having a They could try adding either
severe effect on the fish stocks powdered calcium
in the lakes, which have fallen carbonate or powdered
dramatically. The Swedish sodium carbonate to the lake
government want to try to water.
a Why might adding calcium carbonate or sodium carbonate

to the lakes solve the problem?
b What would be formed in the lakes if
i powdered calcium carbonate was added?
ii powdered sodium carbonate was added?
c i Using the information from the start of the question, explain

why adding too much sodium carbonate would create a
different problem in the water.
ii Why would this not happen if too much powdered limestone

was added?
d Write down the word equation for the reaction when limestone
is added to acidic lake water.

E5 Acids and metal oxides Homework
M W HELP
p ? 1 a Write down two different correct ways in which you could finish
the sentence below.
t u
^ _ When a metal oxide reacts with an acid ... .
UG LP b List two things you could observe that would show a chemical
reaction had happened when an acid is mixed with an oxide.
A
c Use the chemicals in the list below to copy and complete the word
equations. You will need to use one of them more than once.
trate hydrochloric
zinc ni
water acid zinc oxide
i zinc oxide + nitric acid → +
ii copper oxide + → copper chloride +

iii + sulphuric acid → zinc sulphate +
CORE
2 Write down pairs of substances from the list below to match the
name of each salt to its use. One must be used twice.
Epsom salts flavour

rap evines ing or
preserv
se on g ing foo
ng diseaco d
trolli
con
copper sulph
ate
as a lax
ative setting b e
roken bo chlorid
nes sodium
e
clearing snow
and ice from lcium sulphat
roads ca
3 Cobalt oxide is an olive-green solid, which is insoluble in water. Cobalt

chloride is a pink solid that dissolves in water to give a pink solution.
a Describe what you would see if excess cobalt oxide is warmed with
some hydrochloric acid solution.
b i What happens to the pH of the solution by the end of the reaction?
ii Explain why this happens.
c What forms if the cobalt oxide reacts with sulphuric acid instead of
hydrochloric acid?
E5 Acids and metal oxides (continued) Homework
M W EXTENSION
p ? 4 The formulae of some compounds are given below.
t u Iron sulphate
eO – FeSO
^ _ Iron oxide – F 4
UG LP
Sulphuric acid
– H2SO – H 2O
A 4 Water
a Write a word equation to represent the reaction that would happen

between iron oxide and sulphuric acid.
b Use the formulae above to write the symbol equation for this reaction.
c Where does the water that is made come from?
d i What is the total number of atoms in all of the products?
ii How many different types of atoms are in the products?
e Which acid would you use if you wanted to make iron chloride
instead of iron sulphate?


Homework
E1 What is a metal? mark scheme
M W HELP
Question Answer Mark
p ?
1 a Three from:
t u good electrical conductor; can be made into wires; good thermal
conductor; melts above 25 oC. 3
^ _ b Insulator; breaks easily. 2
UG LP 2 a Correct combinations are:
A 4; B 3; C 1; D 2.
HM All four correct = 3 marks. Deduct 1 mark for each error. 3
Total for Help 8
CORE
3 a Diagram contains:
power supply 1
bulb/buzzer/bell 1
point to connect two terminals to the sample 1
suitable connecting wires all in series. 1
Can be a drawing or a circuit diagram.
b i Lamp does not light up/buzzer does not sound. 1
ii Lamp lights up/buzzer sounds. 1
iii Lamp lights up/buzzer sounds. 1
iv Lamp lights up/buzzer sounds. 1
4 a They are identical/all the same. 1
b Two 1
Total for Core 10
EXTENSION
5 a i Mercury 1
ii Tungsten 1
b It conducts electricity. 1
It has a high melting point. 1
c Lead is solid at room temperature and has a low melting point 1
but mercury would not be solid at room temperature. 1
d i Tungsten 1
ii It has the highest melting point so needs the most energy to reach that
temperature. 1
Total for Extension 8


Homework
E2 Salt on the roads mark scheme
M W HELP
p ?
1 a Salt + water 2
t u
b Magnesium sulphate 1
^ _ 2 a i True 1
UG LP ii False 1
iii False 1
HM
iv True 1
b Either: Strong acids have a pH value of around 1/Strong alkalis have a pH
value of around 14.
Or:
Neutralisation is a chemical reaction. 1
Total for Help 8
CORE
3 a i Zinc oxide and sulphuric acid. 2
ii Potassium hydroxide and hydrochloric acid. 2
iii Iron hydroxide and sulphuric acid. 2
b Water 1
c i Sulphuric acid + potassium hydroxide → potassium sulphate + water 1
Award mark for products only.
ii pH 7 1
iii Neutralisation 1
Total for Core 10
EXTENSION
4 a i 6 1
ii 3 1
b i Copper oxide/copper hydroxide and sulphuric acid.
Accept other correct combinations. 2
ii Copper oxide + sulphuric acid → copper sulphate + water
Accept equations following from choice of base in part b i. 2
c Mix copper oxide with some sulphuric acid in a beaker and stir. 1
Filter off unchanged copper oxide and evaporate the solution. 1


Homework
E3 Acids attack metals mark scheme
M W HELP
p ?
1 a Bubbles/fizzing/effervescence. 1
t u The magnesium would get smaller. Do not accept ‘disappear’. 1
b i A lighted splint. 1
^ _
ii It would burn/explode with a squeaky pop. 1
UG LP
iii Hydrogen forms an explosive mixture with air. 1
HM c Magnesium + hydrochloric acid → magnesium chloride + water 2
Underlined section is pupil response. 1 mark for each substance.
d There would be no reaction/it would not fizz, etc. 1
Total for Help 8
CORE
2 a Oxygen 1
b i Chromium sulphate and water. 2
ii Chromium oxide + sulphuric acid → chromium sulphate + water 2
1 mark for reactants + 1 mark for products
c i Hydrochloric acid. 1
ii Hydrogen 1
iii Hydrogen is flammable/explosive. 1
d i The acid would react with/dissolve the chromium. 1
ii Corrosion 1
Total for Core 10
EXTENSION
3 a A protective coating of aluminium oxide forms over its surface. 1
b i It removes the protective coating. 1
ii Bubbles/fizzing/effervescence. 1
The metal would get smaller. 1
iii Aluminium + sulphuric acid → aluminium sulphate + hydrogen 2
1 mark for reactants + 1 mark for products
4 a 8 1
b 1 1


Homework
E4 Acids attack carbonates mark scheme
M W HELP
p ?
1 a Hydrogen 1
t u
b They give off carbon dioxide. 1
^ _ c i Bubble it through limewater. 1
UG LP ii The limewater would have turned milky. 1

d Zinc carbonate + sulphuric acid → zinc sulphate + carbon dioxide + water 2
HM Underscore shows the pupil’s answer.
e Two from: change colour; get warm; form a solid precipitate etc. 2
Total for Help 8
CORE
2 a i In any order: sodium citrate; water; carbon dioxide. 3
ii Citric acid + sodium hydrogencarbonate → sodium citrate + carbon dioxide +
water 1
b It dissolves in water/saliva so the substances mix properly. 1
c Carbon dioxide does not allow things to burn. 1
Accept equivalent responses.
3 a The stomach makes too much hydrochloric acid. 1
b It would neutralise the acid. 1
c Calcium carbonate + hydrochloric acid → calcium chloride + carbon dioxide +
water 2
Award 1 mark for correct reactants and 1 mark for correct products.
Total for Core 10
EXTENSION
4 a They would neutralise the acid. 1
b i Calcium sulphate 1
ii Sodium sulphate 1
c i The excess sodium carbonate would dissolve in the water 1
making it alkaline. 1
ii Limestone/calcium carbonate is insoluble 1
so would not affect the water/change the pH of the water/would just
sink to the bottom. 1
d Calcium carbonate + sulphuric acid → calcium sulphate + carbon dioxide + 1
water


Homework
E5 Acids and metal oxides mark scheme
M W HELP
p ?
1 a Two correct sentences e.g.
t u When a metal oxide reacts with an acid the acid is neutralised. 1
When a metal oxide reacts with an acid a salt is formed. 1
^ _ Underscores are pupil’s responses.
UG LP b Changes colour; gets warm. 2

c i Zinc nitrate + water (both as products).
HM
ii Hydrochloric acid (as a reactant) and water (as a product).
iii Zinc oxide (as a reactant) and water (as a product).
Award 1 mark if water appears in all three answers as a product.
Award 1 mark for the other missing substance in each equation. 4
Total for Help 8
CORE
2 Epsom salts – as a laxative. 1
Copper sulphate – preventing disease on grapevines. 1
Sodium chloride – flavouring or preserving foods. 1
Sodium chloride – clearing snow and ice from roads. 1
Calcium sulphate – setting broken bones. 1
3 a Some of the olive green solid would react/the amount of solid in the mixture
would decrease. 1
The solution would change colour. 1
b i It would have increased/changed from pH1 to pH7/it would have become
neutral. 1
ii The cobalt oxide neutralises the acid. 1
c Cobalt sulphate 1
Total for Core 10
EXTENSION
4 a Iron oxide + sulphuric acid → iron sulphate + water 2
Award 1 mark for the reactants and 1 mark for the products.
b FeO + H2SO4 → FeSO4 + H2O 2
Award 1 mark for the reactants and 1 mark for the products.
c Hydrogen from the acid and the oxygen from the iron oxide. 1
d 9 1
4 1
e Hydrochloric acid 1

Test-Qust.qxd 6/25/2004 10:32 AM Page 14
E Reactions of metals and metal Test yourself

compounds
M
p ? 1 Tick the descriptions that are true.
t u A metal is:
^ _ a good conductor of heat strong
UG brittle living
A
a solid an electrical insulator
shiny
2 Complete the following passage by choosing from the words below

to fill the gaps. Use each word not more than once only.
liquids
high low metals non-metals solids
Most of the elements are . These are all

at room temperature, except mercury.
Most metals have melting points.
3 Complete this table about metals by filling in the empty boxes.
Metal Use of metal Property related to this use
copper conducts electricity

aluminium saucepans
bridges very hard
gold jewellery
4 When an acid reacts with an alkali, two products are formed. What are they?
1 2
5 15 cm3 of sodium hydroxide solution are measured into a beaker. The pH is 14.
30 cm3 of the same concentration of hydrochloric acid are added, 1 cm3
at a time. The pH of the solution is measured after each addition.
a What is the pH:
i when 15 cm3 of acid have been added? pH
ii when 30 cm3 of acid have been added? pH

E Reactions of metals and metal compounds Test yourself

(continued)
M
p ? b What is this type of reaction called?
t u c What is the name of the salt formed during this reaction?
^ _ 6 When a metal reacts with an acid, two products are formed. What
UG are these two products?
A
7 Look at this list of metals.
sodium
potassium zinc iron copper gold
Choose from the list a metal that:
a reacts violently with dilute hydrochloric acid.
b reacts steadily with dilute hydrochloric acid.
c does not react with dilute hydrochloric acid.
8 Complete this word equation.
magnesium + → +
acid sulphate
9 When metal carbonates react with acids, the gas carbon dioxide is
produced.
Describe a test for carbon dioxide.
Test:
Result:
copper copper
+ → + +
carbonate acid nitrate

E Reactions of metals and metal compounds Test yourself

(continued)
M
11 a These sentences describe how you could make crystals of zinc sulphate, but
p ?
some instructions have been missed out. Fill in the missing instructions.
t u
Add some zinc oxide to dilute sulphuric acid in a test tube.
^ _
Warm the mixture in a beaker of hot water.
UG
A
Evaporate some of the water by boiling the solution.
Filter to get the crystals of zinc sulphate.
b Write a word equation for the reaction between zinc oxide and sulphuric acid.
12 The table below gives the names of some salts and substances that can react to form
these salts. Fill in the empty boxes to complete the table.
Salt Substances that react together to make the salt
hydrochloric acid sodium hydroxide
copper sulphate copper oxide
magnesium nitrate magnesium carbonate
potassium sulphate sulphuric acid
13 Complete these word equations.
aluminium aluminium
a + → + water
oxide acid sulphate
lithium nitric
b + → + water
hydroxide acid
c calcium + → +
acid
potassium hydrochloric
d + → + + water
carbonate acid
Test-Ans.qxd 16-Jun-04 2:55 PM Page 14

Test yourself
E Reactions of metals and metal Answers
compounds
M
p ? 1 Tick the descriptions that are true.
t u A metal is:
^ _ ✓ a good conductor of heat ✓ strong
UG brittle living
TY
✓ a solid an electrical insulator
✓ shiny
2 Complete the following passage by choosing from the words below

to fill the gaps. Use each word not more than once only.
liquids
high low metals non-metals solids
Most of the elements are metals . These are all

solids at room temperature, except mercury.
Most metals have high melting points.
3 Complete this table about metals by filling in the empty boxes.
Metal Use of metal Property related to this use
copper wires conducts electricity

aluminium saucepans conducts heat
iron or tungsten or steel bridges very hard
gold jewellery unreactive
4 When an acid reacts with an alkali, two products are formed. What are they?
1 a salt 2 water
5 15 cm3 of sodium hydroxide solution are measured into a beaker. The pH is 14.
30 cm3 of the same concentration of hydrochloric acid are added, 1 cm3
at a time. The pH of the solution is measured after each addition.
a What is the pH:
i when 15 cm3 of acid have been added? pH 7
ii when 30 cm3 of acid have been added? pH 1


Test yourself
E Reactions of metals and metal compounds Answers
(continued)
M
p ? b What is this type of reaction called? neutralisation
t u c What is the name of the salt formed during this reaction? sodium chloride
^ _ 6 When a metal reacts with an acid, two products are formed. What
UG are these two products?
TY a salt hydrogen
7 Look at this list of metals.
sodium
potassium zinc iron copper gold
Choose from the list a metal that:
a reacts violently with dilute hydrochloric acid. potassium or sodium
b reacts steadily with dilute hydrochloric acid. zinc or iron
c does not react with dilute hydrochloric acid. copper or gold
sulphuric magnesium
magnesium + → + hydrogen
acid sulphate
9 When metal carbonates react with acids, the gas carbon dioxide is
produced.
Describe a test for carbon dioxide.
Test: Bubble the gas through limewater.
Result: Limewater turns cloudy.
copper nitric copper carbon

+ → + water +
carbonate acid nitrate dioxide


Test yourself
E Reactions of metals and metal compounds Answers
(continued)
M
11 a These sentences describe how you could make crystals of zinc sulphate, but some
p ?
instructions have been missed out. Fill in the missing instructions.
t u
Add some zinc oxide to dilute sulphuric acid in a test tube.
^ _
Warm the mixture in a beaker of hot water.
UG
Filter the mixture to remove excess zinc oxide.
TY
Evaporate some of the water by boiling the solution.
Leave the solution to cool.
Filter to get the crystals of zinc sulphate.
b Write a word equation for the reaction between zinc oxide and sulphuric acid.
zinc oxide + sulphuric acid → zinc sulphate + water
12 The table below gives the names of some salts and substances that can react to form
these salts. Fill in the empty boxes to complete the table.
Salt Substances that react together to make the salt
sodium chloride hydrochloric acid sodium hydroxide
copper sulphate sulphuric acid copper oxide

magnesium nitrate nitric acid magnesium carbonate
potassium sulphate sulphuric acid potassium hydroxide
13 Complete these word equations.
aluminium sulphuric aluminium

a + → + water
oxide acid sulphate
lithium nitric lithium

b + → + water
hydroxide acid nitrate
c calcium + → + hydrogen
acid chloride
potassium hydrochloric potassium carbon

d + → + + water
carbonate acid chloride dioxide

D-F-EUTest.qxd 18-Jun-04 1:44 PM Page 9

End of unit test
E Reactions of metals and metal Green
compounds
M
p ? 1 Which of the following changes are chemical reactions?
t u A When magnesium is heated, it changes from shiny silver to a white powder.
^ _ B When chocolate is heated, it goes liquid and then solid.

UG SS C When salt is added to water, a clear liquid is produced.
MS ET D When a marble chip is added to an acid, bubbles are produced. 2 marks
2 a When calcium carbonate is added to hydrochloric acid,

carbon dioxide gas is produced.
How could you prove that the gas is carbon dioxide? 2 marks
b When zinc is added to sulphuric acid, hydrogen gas is produced.

How could you prove that the gas is hydrogen? 2 marks
3 When dilute hydrochloric acid is added to copper carbonate, a salt is produced.
Copy and complete this word equation for the reaction. 2 marks
copper carbonate + hydrochloric acid → copper
+ + water
4 A piece of zinc is added to some dilute sulphuric acid in a test tube.

A chemical reaction takes place.
a i Describe two observations that show a chemical reaction is

taking place. 2 marks
ii Name the salt made in this reaction. 1 mark
iii Name the gas produced. 1 mark
b A piece of magnesium is added to some more dilute sulphuric

acid in another test tube. The metal reacts with the acid.
Describe one way in which this reaction is similar to that of zinc

and dilute sulphuric acid. 1 mark
c Zinc oxide reacts with sulphuric acid as shown in the word equation below.
i Using this information, copy and complete the general

equation below to show how metal oxides react with acids. 1 mark
metal oxide + acid → + water

ii When iron oxide reacts with sulphuric acid, what else is
produced apart from water? 1 mark

End of unit test
E Reactions of metals and metal compounds Green
(continued)
M
p 5 10 cm3 of a dilute solution of potassium hydroxide are placed in a beaker.
?
Dilute nitric acid is then added a few drops at a time and the solution
t u tested with Universal Indicator paper after each addition. When the
^ _ alkali has been neutralised no more acid is added.
UG SS a To what colour does Universal Indicator change to show

MS ET
neutralisation has taken place? 1 mark
b Write a word equation for this neutralisation reaction. 2 marks
c How could crystals of the salt from this reaction be obtained

from the neutral solution? 2 marks
6 Jo reacted copper oxide with dilute sulphuric acid. The diagram shows
her experiment.
a What evidence is there that a chemical change has taken place? 1 mark
copper oxide
dilute
sulphuric
acid
before after
b i How could Jo ensure that all the acid is used up in the experiment? 1 mark
ii Jane said that Jo could also use Universal Indicator paper to
check that the acid was used up.
What colour did Jane predict the indicator would be to show

that all the acid was used up? 1 mark
c Jo wanted to get pure crystals of the product of her experiment.
What two practical steps would she have to take to get the pure
crystals? Give the reason for each. 1 mark
i Step 1: Reason: 1 mark

ii Step 2: Reason: 1 mark


End of unit test
E Reactions of metals and metal Red
compounds
M
p ? 1 A piece of zinc is added to some dilute sulphuric acid in a test tube.
A chemical reaction takes place.
t u
a i Describe two observations that show a chemical reaction is
^ _
taking place. 2 marks
UG SS ii Name the salt made in this reaction. 1 mark
MS ET b A piece of magnesium is added to some more dilute sulphuric
acid in another test tube. The metal reacts with the acid.
Describe one way in which this reaction is similar to that of zinc

and dilute sulphuric acid. 1 mark
c Zinc oxide reacts with sulphuric acid as shown in the word

equation below.
Using this information, copy and complete the general equation

below to show how metal oxides react with acids. 2 marks
metal oxide + → + water
2 10 cm3 of a dilute solution of potassium hydroxide are placed in a

beaker. Dilute nitric acid is then added a few drops at a time and
the solution tested with Universal Indicator paper after each addition.
When the alkali has been neutralised no more acid is added.
a What colour does Universal Indicator change to show

neutralisation has taken place? 1 mark
b Write a word equation for this neutralisation reaction. 2 marks
3 Jo wants to make some copper sulphate. She reacts copper carbonate

with dilute sulphuric acid to make the salt.
a Copy and complete this word equation for the reaction. 2 marks
copper carbonate + sulphuric acid → copper sulphate

+ +
b How could Jo make sure that all of the sulphuric acid is used up during
the reaction to leave a clear, neutral solution? 2 marks
4 a The table on the next sheet shows some substances that are reacted
together, and the products from these reactions. Write answers for
A, B and C to complete this table. 3 marks

End of unit test
E Reactions of metals and metal compounds Red
(continued)
M
p ? Substances reacted together Products of the reaction
t u tin nitric acid A hydrogen
^ _ lead oxide hydrochloric acid B water

UG SS C sulphuric acid calcium sulphate water
MS ET
b Copy and complete this word equation:
tin + → tin nitrate + 2 marks
c Katie measured 50 cm3 of sulphuric acid and 10 g of copper oxide into two separate
beakers on a balance. She carefully mixed the copper oxide with the sulphuric acid
and returned both
beakers to the
balance. The liquid
copper
turned blue, but there dilute
sulphuric oxide
was no change of the
acid 256.89 g 256.89 g
balance reading.
Why did the balance reading remain the same? 2 marks
5 Jo reacted copper oxide with dilute copper oxide

sulphuric acid. The diagram shows
her experiment.
a Jo wanted to get pure crystals of

dilute
the product of her experiment. sulphuric
What two practical steps would acid
before after
she have to take to get the pure
crystals? Give the reason for each.
i Step 1: Reason: 1 mark

ii Step 2: Reason: 1 mark
b Jo wanted her crystals to be as pure as possible. Suggest one

precaution she should take to help achieve this. 1 mark
Jo says her conclusion is that when you react an oxide with an

acid you always get a salt.
c i Does the evidence from her experiment support this conclusion?
Give a reason. 1 mark
ii What should Jo do to test her conclusion? 1 mark


End of unit test
E Reactions of metals and metal mark scheme
compounds
M Green (NC Tier 3–6)
p ? Question Answer Mark Level
1 A and D 1, 1 3
t u
2 a Bubble the gas through limewater. 1 4
^ _ The limewater goes milky or cloudy or forms a white precipitate. 1 4
b Hold a lighted splint to the mouth of a test tube of the gas. 1 4
UG SS You will hear a squeaky pop when the gas ignites. 1 4
MS ET 3 Copper carbonate + hydrochloric acid → copper chloride + carbon
dioxide + water (L4 mark for chloride in correct space L5 mark for carbon 1 4
dioxide in correct space.) 1 5
4 a i Bubbles are seen. 1 5
Heat is given out. 1 5
ii Zinc sulphate. 1 6
iii Hydrogen 1 5
b One from: 1 5
Bubbles are seen.
Heat is given out.
Hydrogen is produced.
A salt or a sulphate is produced.
c i Metal oxide + acid → salt + water (one mark for salt in correct space). 1 6
ii Iron sulphate. 1 5
5 a Colour changes to yellow/green. 1 5
b Potassium hydroxide + nitric acid → potassium nitrate + water
(one mark for each product). 2 6
c Evaporate (most of) the water. 1 5
Leave the (saturated) solution to cool. 1 6
6 a Colour change/turned blue. 1 4
b i Add an excess of copper oxide. 1 5
ii Green 1 5
c i Filter the liquid to remove surplus copper oxide. 1 6
ii Heat the liquid to evaporate the water. 1 6
Scores in the range of: NC Level

4–6 3
7–11 4
12–16 5
17–25 6


End of unit test
E Reactions of metals and metal mark scheme
compounds
M Red (NC Tier 5–7*)
p ? Question Answer Mark Level
1 a i Bubbles are seen; heat is given out. 2 5
t u ii Zinc sulphate. 1 6
^ _ b One from: 1 5
Bubbles are seen; Heat is given out; Hydrogen is produced;
UG SS A salt or a sulphate is produced.
c Metal oxide + acid → salt + water (one mark for acid in correct space,
MS ET one mark for salt in correct space). 2 6
2 a Colour changes to yellow/green. 1 5
b Potassium hydroxide + nitric acid → potassium nitrate + water
(one mark for each product). 2 6
3 a Copper carbonate + sulphuric acid → copper sulphate + water +
carbon dioxide (one mark for water, one mark for carbon dioxide in
any order as products). 2 6
b Add excess copper carbonate or add copper carbonate until some
is left unreacted. 1 7
Filter off the excess solid. 1 7
Accept for two marks:
Keep adding copper carbonate until the mixture is neutral when
tested with Universal Indicator paper.
4 a A Tin nitrate. 1 6
B Lead chloride. 1 6
C Calcium hydroxide or calcium oxide. 1 7
b Nitric acid. 1 6
Water 1 6
c Although a new compound has been made,
there is no change in the total number of atoms. 2 7*
or Mass is conserved. (2 marks)
5 a i Filter the liquid to remove surplus copper oxide. 1 6
ii Heat the liquid to evaporate the water. 1 6
b Make sure the acid was made with distilled water/check the
glassware is clean/cover the experiment to keep out dust. 1 6
c i No – she has only used one acid and one oxide. 1 7
ii Repeat the experiment with different oxides and different acids. 1 7
Scores in the range of: NC Level

5–10 5
11–15 6
16–18 7
19–25 7*

Pupil-Checklist.qxd 17-Jun-04 8:00 PM Page 5
E Reactions of metals and Pupil checklist
metal compounds
M
p ?
Learning outcomes I can do I can do I need to
t u this very this quite do more
well well work on this
^ _
UG I can describe some uses for some
common metals.
I can describe the properties of metals.
I know what is produced when a base

neutralises an acid.
I know how to name salts.
I know what is produced when an acid

reacts with a metal.
I know what causes corrosion.

I can describe how to test for hydrogen.

reacts with a carbonate.
I can list the evidence that a chemical

reaction has taken place.

reacts with a metal oxide.
I can suggest a suitable method for making

a particular salt.
I can use preliminary trials to find out if a

method of making a salt is practicable.

Glossary.qxd 18-Jun-04 11:33 AM Page 6
E Reactions of metals and Glossary

metal compounds
M
p ?
Word Definition
t u
alloy R A hard, brittle alloy of iron and carbon that can be shaped
^ _ by heating and pouring into moulds. R
balanced equation R
UG A hard, strong alloy of iron and carbon that can be bent
cast iron R
without breaking. R
conduct
To pass along or through. Thermal energy can be conducted.
salt Electricity can be conducted.
steel R A metal made of a mixture of metallic elements, or of a
metal and a non-metal. R
A substance formed in a neutralisation reaction.
A chemical equation where the number of atoms on one side

balances the number of atoms on the other side. R

Keywords.qxd 18-Jun-04 11:35 AM Page 5
E Reactions of metals and Key words

metal compounds
M
p ? alloy R conduct
t u balanced equation R salt

^ _ cast iron R steel R
UG

Sheet 1 of 1
E Reactions of metals and Key words
metal compounds
alloy R conduct
balanced equation R salt
cast iron R steel R

Book Answers.qxd 18-Jun-04 12:44 PM Page 12
E Reactions of metals and Book answers

metal compounds
M
p ? E1 What is a metal? b sodium
c iron
Green d Any three from: sodium, magnesium, mercury,
t u a Metals are strong, some do not rust, they are calcium, zinc.
shiny, good conductors of electricity and heat,
^ _ some are magnetic.
e Below –38 °C the mercury would freeze and
break the glass; above 350 °C it would boil and
b Plastic does not conduct electricity, so the wire
UG will be safe to handle when covered with plastic.
break the glass.
1 gold – jewellery
c Plastic is a poor conductor of heat, so the iron – magnets
handles will not get hot. steel – bridges and large buildings
d sodium chromium – plating onto other metals to
e iron prevent rusting
1 a Either copper or aluminium. copper – electric wires
b Any one from: copper, iron, steel or silver – jewellery
aluminium. nichrome – for making heating elements
c Any one from: iron, steel, cobalt or nickel. aluminium – cables between electricity pylons
2 Individual answers. brass – prongs on electrical plugs
3 a There are numerous possible answers, all mercury – thermometers
non-metals. Any one from: wood, glass, sodium – making many chemical compounds
paper, cloth, etc. magnesium – making many alloys
b Appropriate example from the material calcium – making many compounds and in soap
chosen, e.g. saucepan handles from making
wood, etc. tin – plating steel used to make ‘tin’ cans
4 Individual answers. lead – roofing material and in car batteries
zinc – plating metals to prevent rusting
Red Nichrome and brass are alloys.
a Metals are strong, some do not rust, they are Other additional metals and uses may be
shiny, good conductors of electricity and heat, accepted if correct.
some are magnetic. 2 See below.
Dud Dudley
Stone Age made cast iron
gold pieces to be used in industry
Egyptians used Hittites made
gold, silver, copper iron from rocks
and bronze in Henry Bessemer made
jewellery large amounts of cheap
steel for industry
Chinese
invented
cast iron
before 3000 BC 1200 BC 1665 AD 1856

5000 BC
3 a Either mercury or nichrome (alloy). Mercury E2 Salt on the roads

is sometimes used in electrical switches, but
more commonly in thermometers. Nichrome Green
is used in making the elements in heaters and a Neutralisation is the reaction of an acid with an
toasters. alkali to form a salt and water.
b Mercury is a relatively poor conductor of heat b 7
compared to most metals. Its most common c The resulting solution will be either acid or
use is in thermometers because it is a liquid alkaline.
at normal temperatures. d Potassium chloride.
4 Individual answers. e Magnesium chloride.
5 a mercury 1 sodium hydroxide + hydrochloric acid →
b Individual answers based on the expansion of sodium chloride + water
a liquid on heating. potassium hydroxide + hydrochloric acid →
potassium chloride + water
E Reactions of metals and metal Book answers

compounds (continued)
M
2 a 4 A pH sensor is more accurate because it provides
p ? an exact pH number as the neutralisation
Take a solution of
sodium hydroxide proceeds.
t u 5 Water molecules are always composed of the
same atoms, two of hydrogen and one of oxygen.
^ _ 6 a stearic acid + sodium hydroxide →
sodium stearate + water
UG Add a solution of
b Sulphuric acid.
hydrochloric acid of the same
concentration and volume
E3 Acids attack metals
Green
a The zinc is corroded and bubbles are given off;
Mix well to produce or there is fizzing.
a neutral solution b Calcium sulphate.
c Hydrochloric acid.
d tin
1 a iron + sulphuric acid → iron sulphate +
hydrogen
Evaporate b magnesium + sulphuric acid → magnesium
sulphate + hydrogen
2 Bubbles of hydrogen gas would be given off. The
nail would get smaller or disappear as it turned
into iron chloride solution in water.
3 Put a lighted splint near the top of a test tube
Collect crystals of sodium full of a gas. You will hear a ‘pop’ if the gas is
chloride salt hydrogen.
Red
b salt solution a The zinc is corroded and bubbles are given off;
in evaporating or there is fizzing.
heating dish b Zinc nitrate.
mat c i iron
ii Iron is more reactive than tin.
tripod stand iii tin
Bunsen 1 A salt and hydrogen gas.
burner 2 a magnesium + sulphuric acid → magnesium
sulphate + hydrogen
b calcium + hydrochloric acid → calcium
3 Individual answers.
chloride + hydrogen
4 Copper chloride.
c iron + sulphuric acid → iron sulphate +
Red hydrogen
a When the pH =7. 3 The iron nail would react with the hydrochloric
b The volume of acid needed to neutralise the acid. Iron chloride solution and hydrogen gas
alkali was one-tenth the volume of the alkali. would be formed.
1 sodium hydroxide + hydrochloric acid → 4
hydrogen
sodium chloride + water
potassium hydroxide + hydrochloric acid → water
potassium chloride + water
2 Individual answers.
3 a magnesium hydroxide + hydrochloric acid →
magnesium chloride + water
b zinc hydroxide + hydrochloric acid →
zinc chloride + water sulphuric
c calcium hydroxide + sulphuric acid → pieces acid
calcium sulphate + water of zinc
d sodium hydroxide + nitric acid →
sodium nitrate + water

E Reactions of metals and metal Book answers

compounds (continued)
M
5 Put a lighted splint near the top of a test tube 5 Diagram as shown in text. The sodium
p ? full of each of the gases. You will hear a ‘pop’ if carbonate solution reacts with the sulphuric acid
the gas is hydrogen. when the pin breaks the bottle containing the
t u 6 a Sodium and hydrochloric acid. acid. The carbon dioxide produced forces the
b sodium + hydrochloric acid → water from the extinguisher and the foaming
^ _ sodium chloride + hydrogen solution of carbon dioxide puts out the fire.
6 sodium carbonate + nitric acid →
UG sodium nitrate + water + carbon dioxide
E4 Acids attack carbonates
The reactants are sodium carbonate and nitric
Green acid. The products are sodium nitrate, water and
a Carbon dioxide. carbon dioxide.
b A salt, water and carbon dioxide.
c Copper sulphate.
d copper carbonate + sulphuric acid → copper E5 Acids and metal oxides
sulphate + water + carbon dioxide Green
1 a sodium carbonate + hydrochloric acid → a Rust is iron oxide. Rust removers are acid. The
sodium chloride + water + carbon dioxide acid reacts with the iron oxide and leaves a
b Reactants are sodium carbonate and clean surface of iron.
hydrochloric acid. Products are sodium b i filtration
chloride, water and carbon dioxide. ii evaporation
c Sodium chloride. c None of the products was a gas.
2 a Put some copper carbonate in each of two test d magnesium oxide + sulphuric acid →
tubes. Add some hydrochloric acid to one of magnesium sulphate + water
the tubes and sulphuric acid to the other test 1 a Magnesium oxide, sulphuric acid,
tube. Appropriate drawing to show this. magnesium sulphate, water.
b Bubbles are given off from the solution. b The reactants are magnesium oxide and
3 copper carbonate + hydrochloric acid → copper sulphuric acid. The products are magnesium
chloride + water + carbon dioxide sulphate and water.
c Magnesium sulphate.
Red
magnesium oxide + sulphuric acid →
a Carbon dioxide.
magnesium sulphate + water
b The carbon and oxygen in carbon dioxide come
2 There is a colour change. Copper oxide is black
from the rearrangement of the carbon and
but the copper sulphate solution is blue.
oxygen atoms in the carbonate salt.
3 a Calcium oxide and sulphuric acid.
c The symbols of the compounds are the same in
b calcium oxide + sulphuric acid → calcium
any language.
sulphate + water
d i Copper sulphate.
ii copper carbonate + sulphuric acid → copper Red
sulphate + water + carbon dioxide a i filtration
iii Copper carbonate reacts with sulphuric acid ii evaporation
to produce the blue salt copper carbonate, b The oxygen in the magnesium oxide joins the
water and carbon dioxide gas. Heat is also hydrogen in the sulphuric acid to make water.
given off during the reaction. c Hydrochloric acid, sulphuric acid, nitric acid,
1 The buildings contain carbonate minerals. Rain nitric acid.
becomes acid when it falls through the air and 1 There is a colour change. Copper oxide is black
dissolves carbon dioxide. This acid rain reacts but the copper sulphate solution is blue.
with the carbonates in the buildings. 2 a three
2 Chemical symbols are the same in every b The sulphur and the oxygen atoms.
language. 3 a Calcium oxide and sulphuric acid.
3 a Put some copper carbonate in each of two test b calcium oxide + sulphuric acid →
tubes. Add some hydrochloric acid to one of calcium sulphate + water
the tubes and sulphuric acid to the other test 4 a Magnesium sulphate is a laxative. Iron
tube. Appropriate drawing to show this. sulphate is given to people suffering from
b Bubbles given off, heat given off or a colour anaemia.
change. b Individual answers.
4 ethanoic acid + calcium carbonate → calcium 5 iron oxide + hydrochloric acid → iron chloride +
ethanoate + water + carbon dioxide water


Unit E - Reactions of Metals and Metal Compounds

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit E - Reactions of Metals and Metal Compounds

Uploaded by

Copyright:

Available Formats

D-F-Unit Guides.

qxd 16-Jun-04 3:08 PM Page 7

Print current page (1 page) 6

E Reactions of metals and metal Unit guide

Framework yearly teaching objectives – Particles

Expectations from the QCA Scheme of Work

in terms of scientific enquiry NC Programme of Study Sc1 2b, c, d, e, f, g, i, j, k, l, m, o, p

Suggested lesson allocation (see individual lesson planning guides)

Extra lessons (not in Pupil book)

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

^ _ Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

^ _ Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

^ _ Suggested alternative starter activities (5–10 minutes)

Suggested alternative plenary activities (5–10 minutes)

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

E Reactions of metals and Unit map

^ _ Metals Metal compounds

Metals and metal

Acids and metal

base hydrochloric acid

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

E1 What is a metal? Starters

M Suggested alternative starter activities (5–10 minutes)

^ _ compounds. • Describe how metals

Introduce the unit

Share learning objectives

© Harcourt Education Ltd 2004 Catalyst 3

Print current page (1 page) 6

E1 What is a metal? Starters

For each picture, answer the following questions

1 Why doesn’t it work?

© Harcourt Education Ltd 2004 Catalyst 3

E1 What is a metal? Starters

a glass hammer a plastic pan electrical cable a wooden

For each picture, answer the following questions