Doing SC

Project Management
Executive Director: Professor Denis Goodrum, FACE (Australian Academy of Science)

Director of Curriculum Development: Jef Byrne
Director of Professional Learning and Strategic Development: Dr Kerrie Wilde
Web and Digital Co-ordinator: Dr Jen Liu
Administrative Coordinator: Katie Ryan
Administrative Officer: Kathy Hamilton
This resource was written by: Dr Brenda Grieve and Dr Kerrie Wilde.
Science by Doing would like to thank Spinks and Suns for the design and development of this resource.
Funding Acknowledgement
Science by Doing is supported by the Australian Government.
Disclaimer
The views expressed herein do not necessarily represent the views of the Australian Government, Department of
Education or Education Services Australia.
These materials are intended for education and training only. Every effort is made to ensure the accuracy of the
information presented in these materials. We do not assume liability for the accuracy or completeness of the information
contained within. The Australian Academy of Science accepts no responsibility for any loss or damage whatsoever
suffered as a result of direct or indirect use or application of any of these training materials.
This unit incorporates a number of chemicals and chemical processes for experimental and investigative purposes. The
appropriate and applicable risk assessment and policies should be implemented by a suitably trained teacher on each
occasion, as relevant to each school’s standards, teaching environment and context. Teacher demonstrations should only
be undertaken by a suitably qualified and trained teacher following a full risk assessment and safety analysis.
© Australian Academy of Science, 2015
• You may freely use this resource for non-commercial educational purposes but please acknowledge the resource
and the Australian Academy of Science as the source. Please note there are third party items in this resource that are
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• Under no circumstances may copies be sold in any form.
ISBN 978-0-85847-369-0-388-1
Published by the Australian Academy of Science
GPO Box 783
Canberra ACT 2601
Telephone: 02 6201 9400
Fax: 02 6201 9494
www.science.org.au
CONTENTS
Unit map 2
The periodic table of elements 3
PART 1: PERIODIC RAP! 4-21 PART 4: REACTION RATE 44-52

Activity 1.1 Periodic rap! 5 Activity 4.1 How fast can it go? 45
Activity 1.2 What’s in a period? 10 Activity 4.2 Changing reaction rate 46
Activity 1.3 Periodic patterns 12 Activity 4.3 Catalysts 49
Activity 1.4 Formulae and equations 15 Activity 4.4 Controlled experiment 51
Activity 1.5 Who’s in your group? 18 Activity 4.5 Sulfuric acid – king of chemicals 52
Activity 1.6 Is the chemistry right? 20
PART 5: FUTURE CHEMISTRY – FUEL 53-61
PART 2: SCIENCE INVESTIGATIVE JOURNALISM 22-25 Activity 5.1 Future Chemistry – where to? 54
Activity 2.1 Science journalism 23 Activity 5.2 Super carbon 55
Activity 2.2 Investigative journalism 24 Activity 5.3 Carbon is everywhere! 58
Activity 5.4 Making the car go 59
Activity 5.5 Combustion of organic compounds 61
PART 3: METALS 26-43
Activity 3.1 What is a metal? 27
Activity 3.2 The activity series of metals 29
PART 6: FUTURE CHEMISTRY – PLASTIC 62-75
Activity 3.3 Metals from ores 31 Activity 6.1 What is a polymer? 63
Activity 3.4 Electrolysis 33 Activity 6.2 Plastic from petroleum 66
Activity 3.5 Metals we use 36 Activity 6.3 Polymer properties 67
Activity 3.6 Corrosion 38 Activity 6.4 Making plastic 71
Activity 3.7 Protecting metals 41 Activity 6.5 Natural polymers 72
Activity 6.6 Recycling 75
Glossary 76
1
R T 1 PART 3
PA
IODIC METAL
S
PER P!
RA
PART 2
SCIENTIFIC
TIVE
INVESTIGA
M
JOURNALIS
PART
4
REAC
TION
RATE
PART 6
FUTU
CHEM RE
ISTR PART 5
PLAST Y -
IC FUTURE
CHEMISTRY -
FUEL
Icon
Meaning Digital interactive Hands-on inquiry Classroom activity Notebooking Discussion

2
THE
1 2
H 66 He
Hydrogen
1.008
15
P
68
Er
53
I
8
O Dy I 53 6
C
Helium
4.003
3 4 5 6 7 8 9 10
Li Be B C N O F Ne
Lithium
11
6.94
Beryllium
12
9.012 TABLE OF THE ELEMENTS 13
Boron
10.81
14
Carbon
12.011
Nitrogen
15
14.007
Oxygen
15.999
16
Fluorine
18.998
Neon
20.180
S
17 18
Na Mg
Sodium Magnesium
Al
Aluminum
Si
Silicon
P
Phosphorus Sulfur
Cl
Chlorine
Ar Argon
22.990 24.305 26.982 28.085 30.974 32.06 35.45 39.948
20
Ca
19 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K
Potassium Calcium
Sc
Scandium
Ti
Titanium
V
Vanadium
Cr Mn Fe
Chromium Manganese Iron
Co
Cobalt
Ni
Nickel
Cu Zn Ga Ge As
Copper Zinc Gallium Germanium Arsenic
Se
Selenium
Br
Bromine
Kr
Krypton
39.098 40.078 44.956 47.867 50.942 51.996 54.938 55.845 58.933 58.693 63.546 65.38 69.723 72.630 74.922 78.971 79.904 83.798
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb
Rubidium
Sr
Strontium
Y
Yttrium
Zr
Zirconium
Nb Mo Tc
Niobium Molybdenum Technetium
Ru Rh Pd Ag Cd
Ruthenium Rhodium Palladium Silver Cadmium
In
Indium
Sn Sb
Tin Antimony
Te
Tellurium
I
Iodine
Xe
Xenon
84.468 87.62 88.906 91.224 92.906 95.95 [98] 101.07 102.906 106.42 107.868 112.414 114.818 118.71 121.760 127.6 126.904 131.293
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
Cs Ba
Cesium Barium
La
Lanthanum
Hf
Hafnium
Ta
Tantalum
W
Tungsten
Re Os
Rhenium Osmium
Ir
Iridium
Pt
Platinum
Au Hg
Gold Mercury
Tl
Thallium
Pb Lead
Bi
Bismuth
Po
Polonium
At
Astatine
Rn Radon
132.905 137.327 138.905 178.49 180.948 183.84 186.207 190.23 192.217 195.084 196.967 200.592 204.38 207.2 208.980 [209] [210] [222]
87 88 89 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
Fr
Francium
Ra Ac
Radium Actinium
Rf
Rutherfordium
Db Sg Bh Hs
Dubnium Seaborgium Bohrium Hassium
Mt
Meitnerium
Ds Rg Cn Uut Fl Uup Lv Uus Uuo
Darmstadtium Roentgenium Copernicium Ununtrium Flerovium Ununpentium Livermortium Ununseptium Ununoctium
[223] [226] [227] [267] [268] [269] [270] [269] [278] [281] [280] [285] [286] [289] [289] [293] [294] [294]
58 59 60 61 62 63 64 65 66 67 68 69 70 71
Ce
Cerium
Pr
Praseodymium
Nd Pm Sm Eu Gd Tb
Neodymium Promethium Samarium Europium Gadolinium Terbium
Dy Ho
Dysprosium Holmium
Er Tm Yb
Erbium Thulium Ytterbium
Lu
Lutetium
140.116 140.908 144.242 [145] 150.36 151.964 157.25 158.925 162.50 164.930 167.259 168.934 173.054 174.967
90 91 92 93 94 95 96 97 98 99 100 101 102 103
Th
Thorium
Pa
Protactinium
U
Uranium
Np Pu Am Cm Bk
Neptunium Plutonium Americium Curium Berkelium
Cf
Californium
Es Fm Md No
Einsteinium Mermium Mendelevium Nobelium
Lr
Lawrencium
232.038 231.036 238.029 [237] [244] [243] [247] [247] [251] [252] [257] [258] [259] [262]
alkali alkaline transition basic noble

metal earth metal metalloid non-metal metal halogen gas lanthanide actinide
metal
CHEMICAL PATTERNS PERIODIC TABLE 3

PART 1: PERIODIC RAP!
1
PART
Activity 1.1 Periodic rap!
Activity 1.2 What’s in a period?
Activity 1.3 Periodic patterns
Activity 1.4 Formulae and equations
Activity 1.5 Who’s in your group?
Activity 1.6 Is the chemistry right?
CHEMICAL PATTERNS PART 1 4

1.1
ACTIVITY TYPE
ACTIVITY PERIODIC RAP!

esh your knowledge of common
Play these revision games to refr
mic structure.
elements, their properties and ato
ELEMENTS
How d BINGO!
the pe oes
r
table iodic Instructions:
help u
under s
stand Step 1
chemi
stry? In pairs, place a copy of the periodic
table in front of you. Colour or mark
ten random elements found in the
rows (periods) and columns (groups)
nominated by your teacher.
Step 2
Your teacher will call out an element.
They may use its name or symbol,
e.g., Lithium or Li and describe a
particular characteristic. Can you find
it on the periodic table? If you have it
coloured, place a disk on top.
Step 3
Repeat step 2 until there is a
class winner (BINGO!) with all ten
elements called out.
Step 4
Round 2 - Select another ten
elements using a different colour or
mark. This time your teacher may use
clues like “group 1 metal often used
in batteries” and ask the class to
guess it. How will your BINGO luck
go this time around?
CHEMICAL PATTERNS PART 1 PERIODIC RAP! 5

ACTIVITY 1.1 PERIODIC RAP! CONTINUED
ELEMENTS
Instructions: HINT: Listen carefully

Step 1 to the neighbouring
Place your hand in the bag and element descriptions
select a mystery element from the by your classmates for
first four rows of the periodic table. property clues.
Step 2
Discuss it with a partner and refer Step 4
to the interactive periodic table to On instruction from the teacher, hold
learn more about its properties. your element in front of you and
Is it a metal? Is it a gas at room form a “human” periodic table with
temperature? Where is it found and the class. Your teacher will time you.
what is it used for? Is there anything How long did you take? How did you
unusual or special about this work out where to stand?
element? Does your element have
Step 5
? ?
?
any similar properties with the one
Quickly swap your element with
selected by your partner?
another. How quickly can you form
Step 3 a second “human” periodic table?
When invited by your teacher, stand What information did you use to
up and describe the element to the achieve this?
class in 20 seconds.

–
–
+
– + –
+ +
AM I?
–
Instructions: –
Step 1
Revise the atomic parts and structure
of elements.
Step 2
Who am I? Your teacher will provide
some clues relating to the atomic
structure (e.g. number of protons)
and/or position (e.g. group 1 and
period 2) of a mystery element found
in the first four rows of the periodic
table. In pairs, and without looking
at a periodic table, quickly draw the
likely atomic configuration for the
element and label it.
Step 3
Your teacher will provide one or
more further clues by describing
properties of the element. Can you
name it?
Step 4
Your teacher will repeat this with
less familiar elements. Can you
still predict and draw the atomic
structure of the element? Could you
predict a property of this element?

Examine
the electron –
What do we What is the configuration for –
know about pattern for each of these and
beryllium, filling their decide which is 4p
boron and electron 5n
a metal, a light
bromine? W shells? density semimetal
hat do
–
t he ato es and non-metal.

–
numb mic
e
atomi r and
c mas
sugge s
st?
These are representative diagrams of atomic structure. How do the electrons move within the shells?
SEMIMETALS OR METALLOIDS
Separating the metals and the non-metals in the –
periodic table, is a group of elements known as the – – – –
–
semimetals or the metalloids. They include boron,
–
–
– –
silicon, germanium, arsenic, antimony, and tellurium. – – –
The electronegativities and ionization energies of –
–
–
– – –
the metalloids are between those of the metals and – –
nonmetals, so the metalloids exhibit 35p –
45n 5p
characteristics of both classes. –
6n
The intermediate conductivity of – –
–
–
metalloids means they tend to make – – –
–
good semiconductors. What else can
–
–
you find out about the metalloids? – – – –
–

H
53
I
HOME
provides easy navigation to Before you go
all of the different sections. to the digital
resource
NOTEBOOK PROMPTS PART 1: THE
PERIODIC TABLE
assist you to share your ideas
familiarise yourself
and understandings.
with the key
These symbols indicate navigation features.
discussion and
notebooking.
PIN ICONS
provide the navigation for
each particular section.
HINTS
focus your inquiry and provide
questions to help you connect
your ideas.
What do you
already know about
elements and the periodic
table? Click here to learn
more through interactive
games and quizzes in
Activity 1.1.
6 2 25 6 13 15 85 52 86 16
C He Mn I C Al
53
P At Te Rn S
1.2
ACTIVITY TYPE
ACTIVITY WHAT’S IN A PERIOD?

PART A: EXAMINING THE ELEMENTS
How do the
What to use: Teacher demonstration
elements vary as
you move across Each GROUP will require: Your teacher will show you samples
the periodic table? • samples of period three elements
or refer to the digital images of
sodium, phosphorus and chlorine. phosphorus
We will investigate e.g. magnesium, aluminium,
period three. silicon, sulfur, argon Step 1
• data table Draw up a table as shown below.
• Science by Doing Notebook.
Step 2
Use your observations, the Find out
HAVE YOU GOT YOUR LAB COAT AND more digital resource and the data
SAFETY GOGGLES ON? HAIR TIED BACK AND
ENCLOSED SHOES?
1
sheet to complete the table.
2
chlorine
H
Hydrogen
He Helium
1.008 4.003
3 4 5 6 7 8 9 10
Li
Lithium
Be
Beryllium
B
Boron
C
Carbon
N
Nitrogen
O
Oxygen
F
Fluorine
Ne Neon
6.941 9.012 10.811 12.011 14.007 15.999 18.998 20.180
11 12 13 14 15 16 17 18
Na Mg
Sodium Magnesium
Al
Aluminum
Si
Silicon
P
Phosphorus
S
Sulfur
Cl
Chlorine
Ar
Argon
22.990 24.305 26.982 28.086 30.974 32.066 35.453 39.948
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr Cl- Na+ Cl-
sodium
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
39.098 40.078 44.956 47.88 50.942 51.996 54.938 55.933 58.933 58.693 63.546 65.39 69.732 72.61 74.922 78.09 79.904 84.80
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb
Rubidium
Sr
Strontium
Y
Yttrium
Zr
Zirconium
Nb Mo Tc
Niobium Molybdenum Technetium
Ru Rh Pd Ag Cd
Ruthenium Rhodium Palladium Silver Cadmium
In
Indium
Sn SbTin Antimony
Te
Tellurium
I
Iodine
Xe Xenon
Na+ Cl- Na+
84.468 87.62 88.906 91.224 92.906 95.94 98.907 101.07 102.906 106.42 107.868 121.411 114.818 118.71 121.760 127.6 126.904 131.29
Cl- Na+ Cl-

Property Na Mg Si P S Cl Ar
Appearance
State at room temperature
Electron configuration
Type of structure Sodium and chlorine
combine to form
Metal/ non-metal the ionic compound
Ag+
Hard/soft sodium chloride (NaCl).
WHEN YOU HANDLE CHEMICALS YOU NEED
TO ASSESS RISKS AND TAKE PRECAUTIONS. Metal/ non-metal What else do you
REVISE LAB SAFETY WITH YOUR TEACHER AND know about NaCl?
FAMILIARISE YOURSELF WITH CHEMICAL SAFETY Hard/soft
WARNINGS. KEEP AN EYE OUT FOR THIS SIGN AS
YOU PROGRESS THROUGH THE UNIT. m.p/b.p Na+ Cl-
REMEMBER LAB SAFETY STARTS WITH YOU!

ACTIVITY 1.2 WHAT’S IN A PERIOD? CONTINUED
PART B: OXIDES OF PERIOD THREE ELEMENTS

Step 4
What to use: What to do:
Repeat Step 2 with aluminium and
Each GROUP will require: Step 1 silicon oxides.
Draw up a table as shown to record Step 5
• oxides of period three elements
your results and observations from Add three drops of universal
• e.g. sodium oxide, magnesium
the teacher demonstration. indicator to each test tube. Use the
oxide, aluminium oxide, silicon
dioxide Step 2 colour chart to determine the pH.
• dropper bottle of universal Add 2cm depth of sodium oxide
indicator and colour chart solution to a test tube. Discussion:
• 4 medium test tubes
Is the solution cloudy?
• test-tube rack. • Examine your result tables. What
Does this make it soluble or trend do you notice?
Each STUDENT will require: insoluble? Save your solution in the
• data table. test-tube rack. • Write an overall conclusion to
describe the changes in elements
Step 3 as you move across the periodic
Teacher demonstration Add half a spatula of magnesium table.
oxide to a test tube together with
Your teacher will demonstrate the • Discuss your ideas with other
2 cm of water. Record whether the
properties of phosphorus and sulfur groups. Do they have the same
oxide is soluble, partly soluble or
oxides in a fume hood as these are conclusions?
insoluble.
too dangerous for you to handle.
Oxide Na Mg Al Si P S pH scale
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Formula of oxide
State at room temperature
Colour
Solubility strongly acidic weakly acidic weakly alkali strongly alkali
pH neutral
pH
Acid/base
Click here to go to the digital resource

Activity 1.2 to find out more about periods.

1.3
ACTIVITY TYPE
ACTIVITY PERIODIC PATTERNS

rends and patterns are
T Why did Döbereiner choose
everywhere in nature. Does the name triad?
the periodic table have its
own patterns?
INVESTIGATE A TRIAD
P S
What to do:
1. Choose a triad from this page.
I will
Find the elements in your triad in
As Se
call these
the periodic table. Add the atomic
groups
mass of the first and third element
triads.
together and divide by two.
Sb Te
triad
What do you notice about the
Ca answer?
Check if this works for another triad.
Sr
Ca 2. Look up your triad’s
Ba
elements in the interactive
periodic table.
The first person to notice Sr Make a list of their

similarities in appearance
patterns in the elements was
and properties.
Ba
the German scientist Johann
Döbereiner. He proposed his What patterns can you see
law of triads in 1817. Each in this triad?
of Döbereiner's triads was a
group of three elements. The
Cl Li
appearance and reactions of the
elements in a triad were similar
to each other. Br Na
I K
ACTIVITY 1.3 PERIODIC PATTERNS CONTINUED
o elements come in groups of six,

D NEWLANDS' ARRANGED
eight or a baker’s dozen? ELEMENTS IN OCTAVES
Co/ Pt/
H F Cl Ni Br Pd I Ir
I will Li Na K Cu Rb Ag Cs Tl
LAW OF OCTAVES
give each Today we can see obvious
Ba/
element G Mg Ca Zn Sr Cd V Pb problems with Newlands' table of
The an atomic the elements.
Ce/
patterns in the number. Bo Al Cr Y La U Ta Th The first row, for example, groups
elements form elements with similar chemical
octaves. C Si Ti in Zn Sn W Hg properties.
Cl K Ca Cs Ti Mn Di/
H Li Be B C N O F N P Mn As Mo Sb Nb Bi Which elements are these?
F Na Mg Al Si P S Cl How do the other elements in the
Ro/
O S Fe Se Ru Te Au Os first row differ?
At this time, when many new
elements were being discovered,
Newlands failed to leave room in
English chemist John his table for them.
Newlands first recognised These mistakes might have
that the elements followed a resulted from his attempt to link
pattern, with their properties the periodicity of the elements
repeated at regular intervals, with patterns in music. He saw a
as atomic mass increased. repeating pattern every eighth
His 1864 periodic table was element, of elements with similar
not accepted by his peers, chemical properties.
who ridiculed his idea of Can you see any similar elements
octaves. Can you think why? separated in this way?

ACTIVITY 1.3 PERIODIC PATTERNS CONTINUED
MAKING PREDICTIONS
e Are there Mendeleev predicted the existence of an
Is th ic elements element between silicon and tin, with an
od
peri now yet to be atomic mass of 72. When germanium Use the modern periodic
e
tabl lete? discovered? was discovered in 1886, it had the table to identify the
1-6
p
com properties Mendeleev had predicted other numbered missing
for the missing element.
WHICH OF THE ELEMENTS
elements below.
Each vertical
group is a family of
elements with similar IS GERMANIUM?
The properties.
elements H
1.01
will be arranged
in order of Li Be B C N O F
Element 2 6.94 9.01 10.8 12.0 14.0 16.0 19.0
Element 4
increasing
atomic mass. I will leave has a mass
of about 70. G Mg Al Si P S Cl has a mass
spaces for 23.0 24.3 27.0 28.1 31.0 32.1 35.5 of 98.
elements yet to be K Ca Ti V Cr Mn
discovered.
2 Fe Co Ni
39.1 40.1 47.9 50.9 52.0 54.9
Cu Zn
63.5 65.4 1 As Se Br
74.9 79.0 79.9
56.9 56.9 56.7
Element 3
Rb Sr Y Zr Nb Mo 4 has an atomic
Dmitri Mendeleev was a Russian Element 1 85.5 87.6 88.9 91.2 92.9 95.9
Ru Rh Pd mass of 210
chemist who in 1869 laid the basis
of the modern periodic table. His
is a transition Ag Cd In Sn Sb Te I
101 103 106
and is In
metal. 108 112 115 119 122 126 127 the halogen
success was due to the fact that
he left spaces where there was no
Ce Ba La 6 Nb W family.
3 Os Ir Pt
133 137 139 151 164
element yet discovered that fitted

into the pattern. Au Hg Ti Pb Bi
197 201 204 207 209 5
194 192 195
Th U
er
Can you Element 6 232 238
Element 5
Johann Döberein find my triads in is a transition has a mass of
Mendeleev’s periodic metal. 209.
table?
Click here to go to the digital resource Activity 1.3 to find more developments in the periodic table.

1.4
ACTIVITY TYPE
ACTIVITY FORMULAE AND EQUATIONS
IONIC COVALENT
–
Do you recall the differences between ionic and covalent bonds? Can you
OR – think of some well known examples for each, like salt and methane gas?
+ –
– –
IONIC –
TAKING.
– – –
D
–
G A N
–
G IV IN
–
O LV ES
–
IN V
–
IONIC
–
– – –
11p
– 17p –
11n 17n
Ionic comes from the word ion and
–
–
involves giving or taking of electrons. –
–
– – –
–
–
What kind of elements combine using
ionic bonding?
– –
sodium ion chloride ion

– –
Na+ [2, 8]+ Cl [2, 8, 8]
Covalent
means sharing
What do you remember about these types

What kind of chemical structures and the formulae of
Why? elements and compounds?
COVALENT
of elements
usually share What is the difference between carbon
electrons? monoxide and carbon dioxide?
–
H
– How many What to do:
electrons
–
– –
Use the Activty 1.4 worksheets and parts 2 and 3
H –
C – H
are shared in in Chemical Reactions unit to revise further.
this methane
–
– –
H molecule?

ACTIVITY 1.4 FORMULAE AND EQUATIONS CONTINUED
RULES What is the cross-over method?
AS!
WHAT IS VALENCY? Step 1
G
N N
A
IT'S
How do you use this to work out formulae? Place the valency at the
top of the element. O O
Positive ions (cations) Negative ions (anions) Cl Cl
Al3+ O2–
Name Formula Name Formula
–
Hydrogen H+ Chloride Cl Step 3
–
Sodium Na+ Bromide Br Cross over each valency
Potassium K+ Fluoride F
–
number as subscripts.
Lithium Li+ Iodide I
– Al3+ O2–
– 2 3
Ammonium NH4+ Hydroxide OH
–
Barium Ba2+ Nitrate NO3 H H
– Step 4
Calcium Ca2+ Oxide O2
Copper(II) Cu2+ Sulfide S2
– Remove the valencies at the
– top to write the final formula.
Magnesium Mg2+ Sulfate SO42
– Al2O3
Zinc(II) Zn2+ Carbonate CO32
Lead(II) Pb2+ Hydrogen- –
HCO3
Iron(II) Fe 2+ carbonate
Iron(III) Fe3+ Al3+ O2–
Aluminium Al 3+
2 3
Al2O3
Why does this quick approach
to formulae writing work? Remember how the equation for
diatomic molecules are expressed:
HINT: Draw the ions for
Click here to
go to the digital resource
Activity 1.4 and review
O2 H2 N2 Cl2
oxygen and aluminium. How
HINT
your understanding of Can you think of others?
many will you need of each to
bonding. form a stable compound? : Take a look at the halogen group.

ACTIVITY 1.4 FORMULAE AND EQUATIONS CONTINUED
What to do: The most accurate way to represent what is happening in a

• Read the rules below and then work through the worksheet chemical reaction is to write a balanced chemical equation.
provided by your teacher on chemical reactions.
STATE SUBSCRIPTS
• Complete the worksheet to practice writing balanced equations.
RULES
To complete a chemical reaction, you add a subscript
to indicate what state the final substance is in;
WRITING CHEMICAL EQUATIONS

solid (s), liquid (l), gas (g), aqueous (aq)
or preciptate (ppt).
EXAMPLE
1. Write a word equation for the reaction:
magnesium + oxygen  magnesium oxide
r example:
Follow the steps to see anothe
ium sulfate
sulfuric acid to form aqueous sod
2. Write the formula for each substance using the rules for Sodium hydroxide reacts with
covalent or ionic substances: and water.
d sodium sulfate and water:
Mg + O2  MgO Sodium hydroxide + sulfuric aci
Na2SO4 + H2O
Na(OH)2 + H2SO4
3. Balance the equation by putting numbers in front of
H + H2SO4 Na2SO4 + H2O
formulae so that the number of atoms of each element is (i) Balancing Na atoms: 2NaO
the same on reactant and product sides. .
each side so already balanced
Do this in the following order: (ii) Balancing S atoms: one on
H + H2SO4 Na2SO4 + 2H2O
(i) balance metal atoms (iii) Balancing H atoms: 2NaO
(ii) balance non-metal atoms
each side so balanced.
(iii) balance hydrogen atoms (iv) Balancing O atoms: 6 on
(iv) balance oxygen atoms aO H(aq) + H2SO4(aq) Na2SO4(aq) + 2H2O (l)
(v) Addin g sub scr ipt s: 2N
(iiv) add subscripts for states (s), (l), (g), (aq) or (ppt).
Magnesium is already balanced, but there are two oxygen
atoms on the reactant side and only one on the product
side.
The balanced equation is: 2Mg(s) + O2(g)  2MgO(s) Click here to go to the digital
resource Activity 1.4 and complete the
Notebook tasks.

1.5
ACTIVITY TYPE
ACTIVITY WHO’S IN YOUR GROUP?

More than 2000 years ago, the greek philosopher Aristotle alkali alkaline
earth Can you name some elements that belong to
recognised many elements were similar. However it was metal metal these groups?
Döbereiner who formally grouped elements into triads
For each group, how would the structure of
based on their properties. Today, the periodic table's
halogen noble member elements be similar?
vertical groups include elements with common characteristics. gas
NOBLE GASES
How would they differ?
The most recently discovered group includes the noble gases,

group 8. They are colourless gases occurring naturally in the
atmosphere.
What do they all have in common?
Research their individual properties and uses. In a group, use –
the interactive periodic table and other resources to record two –
interesting facts for each in a table. 2p

2 Atomic mass
2n
He
Density
increases increases
Helium
4.003
10
Ne Neon
20.180
18
–
Ar
– –
– –
–
–
Argon
– –
39.948 –
36
Kr
Krypton – –
18p
18n
84.80 – – – – –
– –
54
Xe
– – – – –
Xenon 10p
131.29 10n
86
Rn
– –
– –
Radon
222.018

ACTIVITY 1.5 WHO’S IN YOUR GROUP? CONTINUED GOGGLES
GLOVES
LAB COAT
PART A: INVESTIGATING THE ALKALI METALS STUDENT INVESTIGATIONS

SHOES
For these practical activities, carefully follow the
PART B: ALKALI METALS PART C: HALOGENS

Teacher demonstration worksheet instructions provided by your teacher.
Your teacher will carry out some reactions that illustrate properties of
the alkali metals. What to use: What to use:
Each GROUP will require: Each PAIR will require:
• samples of magnesium and calcium • samples of chlorine, bromine and
• sealed and secure containers of iodine. Do not open the jars!
chlorine, bromine and iodine (if • dropper bottles of:
available). Do not open the jars! - universal indicator
• 5 test tubes with stoppers - sodium chloride
• 10 mL measuring cylinder - sodium bromide
• dropper bottles solutions of: - sodium iodide
- phenolphthalein - silver nitrate
- universal indicator plus colour • spotting tile (or plastic sheet).
chart
an you number
C - dilute hydrochloric acid
- sodium sulfate Discussion:
or name the main - sodium hydroxide.
groups in the 1. Complete all the questions on the
- sodium carbonate Activity 1.5 worksheet.
periodic table? - sodium chloride
- sodium sulfate 2. Use the interactive periodic table
to view the short videos of the
- calcium chloride
reactions of other alkali metals.
- barium chloride What is the trend in reactivity
• spotting tile (or plastic sheet) going down the table?
• spatula
• emery paper 3. Is it similar to the trend in the
• solid magnesium oxide, calcium alkaline earth metals?
hydroxide and barium hydroxide. 4. Write an equation to represent the
Each STUDENT will require: reaction between potassium and
water.
• Activity 1.5 worksheet
• safety glasses. 5. Which is the most reactive
halogen? Look at the videos of
Click here to go to the digital these elements if you are not sure.
OME OF THESE CHEMICALS
S
resource Activity 1.5 and learn more about
periodic table groups. ! ARE DANGEROUS. HAVE YOU
DONE A RISK ASSESSMENT?
6. Write an overall conclusion
summarising the patterns in the
periodic table.

1.6
ACTIVITY TYPE
ACTIVITY IS THE CHEMISTRY RIGHT?

When you understand the
periodic table’s patterns,
you can predict reactions What gas
between chemicals. is produced when
an acid reacts with
Let's revise some common a metal?
reactions you learnt in
Chemical Reactions.
COMBUSTION
DECOMPOSITIO
N
PRECIPITATION
NEUTRALISATION
ACID + CARBONATE
ACID + METAL
How What gas can
can we we make from
neutralise an acid and a
an acidic carbonate?
solution?
What compounds
produce the most
colourful precipitates?

ACTIVITY 1.6 IS THE CHEMISTRY RIGHT? CONTINUED
RECOGNISING REACTION TYPES

Test 4
What to use: What to do: Discussion:
Place 2 cm depth of sodium
Each PAIR will require: Carry out the following reactions, hydroxide into a test tube. Add 2 Answer the following questions and
recording observations in your drops of litmus solution. write an equation to represent each
• dropper bottles of solutions:
Notebook. Add hydrochloric acid one drop reaction.
- cobalt chloride
- sodium carbonate Test 1 at a time, shaking gently before 1. What type of reaction occurred in
- hydrochloric acid Place 1 cm depth of cobalt chloride observing any colour change. Test 1? Explain.
- sodium hydroxide solution into a test tube. Add an equal Test 5 2. What type of reaction is happening
- litmus solution amount of sodium carbonate solution. when the methane (CH4) gas in a
Place a small piece of magnesium in
- copper carbonate powder Bunsen is alight?
Test 2 a test tube. Add hydrochloric acid
- magnesium ribbon
Light the methane (CH4) gas of a to cover the metal. Capture the gas 3. In Test 3, copper(II) oxide and
- limewater
Bunsen burner. Turn the collar to produced using an inverted test water are products. What gas is
• 6 medium test tubes
produce a blue flame. tube. Test the gas produced with a lit produced? How do you know?
• test-tube rack
splint.
• stopper with delivery tube Test 3 4. What process is happening when
• wooden splint Test 6 hydrochloric acid is added to
Place 1 tsp of copper carbonate
• test-tube holder Place 2 cm depth of hydrochloric sodium hydroxide in Test 4? How
powder into a test tube. Fit a stopper
• Emery paper acid to a test tube. Add an equal can you tell?
GOGGLES with delivery tube. Half fill a second
(to clean GLOVES
test tube with limewater. amount of sodium carbonate 5. What gas is produced in test 5?
LAB COAT
magnesium if SHOES solution. Use a balloon to capture
needed) Using a test-tube holder, heat the 6. What did you observe in Test 6?
the gas produced by this reaction
• Bunsen burner copper carbonate in the Bunsen What gas is
and bench mat. flame. When you observe a colour produced in addition to sodium
change, remove from the heat and chloride and water?
place the delivery tube into the
limewater to collect bubbles of gas.
Click here to go to
the digital resource Activity 1.6
and check your understanding
of reaction types.

PART 2: SCIENCE INVESTIGATIVE JOURNALISM
Activity 2.1 Science journalism
2
PART
Activity 2.2 Investigative journalism

2.1
ACTIVITY TYPE
ACTIVITY SCIENCE JOURNALISM

to raise awareness
sm com bine s cred ible scie ntific investigations with journalistic skills
Science journali ible scientific journalism?
ia now that would benefit from cred
of topical issues. What is in the med
What
does this
A SCIENTIFIC JOURNALIST COMBINES: mean to people
in the street?
• t he values of science: impartiality, accurate
facts and scientific analysis, technical details
with he important
T
• the values of journalism: current issues, question is:
being concise, everyday language, good
stories, being personal.
Discuss what this means with your group.
Interesting topic
Expert opinions and interviews
Scientific information
Click here
to go to the digital
resource Activity 2.1
and find out more about
Community responses and analysis Multimedia presentation Your own research scientific journalism.
(small scale experiment or surveys)
CHEMICAL PATTERNS PART 2 SCIENCE INVESTIGATIVE JOURNALISM 23

2.2 INVESTIGATIVE JOURNALISM
ACTIVITY TYPE
ACTIVITY
Climate change, party drugs, sports steroids, toxic foods, environmental cover ups; we don’t always know the full story or understand the science
behind the issue. Fortunately, we have investigative science journalists and consumer affairs media to keep us informed. How do they do it?

ACTIVITY 2.2 INVESTIGATIVE JOURNALISM CONTINUED
ce journalist Remember,
Wanted: a scien iring mind! the important
with an inqu question is:
‘What does this mean
to people in the
1
street?’
TASK : THE SCIENCE EINE

INVESTIGATIVE APPROACH AFF
H H
C
Whiter than white N!
C H
A C A
You are a science investigative
journalist with a chemistry
H
C
N
C
N IN
O
background. In pairs, brainstorm C Consumption of high energy
There are many toothpaste brands on the
and draft an action plan to N C caffeine drinks has significantly
market claiming to whiten teeth. Is there any N
investigative the whitening increased. Is there any need
need for concern? H
C C H
power of toothpaste OR the H
C for concern?
Are we being hoodwinked by marketing impact of high energy caffeine H H
O
Are we being hoodwinked
involving fake dentists in white coats? drinks.
H
by marketing involving cool

Does the general population know what is in Consider the questions you would ask and the teenagers on skateboards?
toothpaste? experiments and expert views you would seek Does the general population
Conduct a quick survey with your class and to expose hidden or unknown truths. know what is in high energy
family to find out. What are the ingredients? Are they harmful
H drinks? Conduct a quick survey
or addictive? with your class and family to
O O Are some better than others? Do they all work? find out.
H
Are all the marketing claims true?
H
Is your plan good enough to submit to Checkout
O O
or Choice consumer media to take action? Share
2
TASK : ASSESSMENT
H
your plan with the class.
As a science investigative reporter, you will

H use your journalistic and multi-media skills to
O O profile a science topic or recent controversy of
H public interest.
Click here to go to the digital resource Activity 2.2 and learn more about investigative journalism and your assessment task.

3
PART
PART 3: METALS
Activity 3.1 What is a metal?
Activity 3.2 The activity series of metals
Activity 3.3 Metals from ores
Activity 3.4 Electrolysis
Activity 3.5 Metals we use
Activity 3.6 Corrosion
Activity 3.7 Protecting metals

3.1
ACTIVITY TYPE
ACTIVITY WHAT IS A METAL?

Metals have been valued since ancient times.
What do we
mean when we
describe metals as
ductile, malleable or
How many properties of metals can you
having a metallic
think of? Are all metals the same? Where
lustre?
are the metals in the periodic table?
Seventy five per cent of elements are metals. What special

METALS CAN CONDUCT HEAT. In metals, not only do the atoms vibrate more
when heated, the free electrons charge around
properties do they have that make them so important? between the positive ions, colliding and thereby
transferring heat quickly.
METALLIC STRUCTURE
+ + + + +
– – – –
+ + + + +
–
How does the arrangement of atoms in metals give + + + + +

them their unique properties? – – –
Metals are very dense because the atoms pack METALS CAN BE SHAPED. Metals, due to their lattice structure
closely together.
arrangement, can withstand considerable strain
Metals have a small number of electrons in their without fracturing. When a piece of metal is
outer shells and these are able to move freely stretched or twisted, the electrons accommodate
through the metal, from one metal ion to another. the change before moving back into place, and
This structural arrangement allows metals to be giving strength to the new structure.
readily shaped, and conduct heat and electricity.
free electrons from outer shells of metal atoms
METALS CONDUCT ELECTRICITY.

– – –
+ + + + +
Electrons are attracted to the positive
– – –
–
+ + + + + terminal, enabling current to flow.
– – – + + + + +
–
– – – – –
–
+ + + + + +
–
+
–
+
–
+
–
+
–
– – –
+ + + + +
metal ions
– – – – –
CHEMICAL PATTERNS PART 3 METALS 27

ACTIVITY 3.1 WHAT IS A METAL? CONTINUED
COMPARING TRANSITION METALS
Can you recall where the the spotting tile and add one drop of
transition elements are in What to use: GOGGLES What to do: sodium hydroxide to each. Observe
GLOVES
the periodic table? Many LAB COAT
for new colours or precipitates.
Each PAIR will require: SHOES Draw tables 1 and 2 in your
common metals in use are
Notebook to record the results. Step 5
part of this block. • samples of iron,
copper and zinc Step 1 Repeat Step 3 with sodium carbonate
How many can you name? and sodium chloride.
• emery paper Describe the appearance of the
Which are shown in the
• density cubes of iron, samples of iron, copper and zinc after
illustrations?
copper and zinc cleaning with emery paper. Discussion:
• dropper bottles
tran
Step 2
mest ition
solutions of: 1. Which of the metal samples
al Use a balance to determine the
-1 M hydrochloric showed that these metals were:
mass of each cube and so calculate
acid (i) malleable
the density of each metal (except
- dilute hydrochloric acid (ii) ductile?
calcium) using emery paper.
- iron(II) sulfate (Fe2+ ions)
Step 3 2. What pattern can you see in the:
- copper(ll) sulfate (Cu2+ ions)
Test first with the acid in a beaker (i) density
- zinc(ll) sulfate (Zn2+ ions)
kept at room temperature. Then test (ii) reactivity in acids?
- sodium hydroxide (OH– ions)
- sodium carbonate (CO32– ions) a second time after the beaker of 3. What can you conclude about
- sodium chloride (Cl– ions) acid has been warmed in a water- the reactivity of the ions of the
• spotting tile or plastic sheet bath of boiling water on a hot plate. three metals with hydroxides,
• beam/electronic balance What signs will tell you how reactive carbonates and chlorides?
• 250 mL beaker they are? 4. Write equations for any
• 3 test tubes and rack reactions that occurred to form
• hot plate. Step 4
Place a drop of each metal ion on precipitates.
Table 1: Activity 3.1 Metal characteristics Table 2: Activity 3.1 Reactions involving metal ions.
reaction mass volume density/ Table 2

Metal appearance with mass/volume Ions Fe2+ Cu2+ Zn2+
acids (g) (cm3) (g/cm3) present
iron OH–
copper CO32–
zinc Cl–
Click here to go to the digital resource Activity 3.1 and learn more about the metals.

3.2 THE ACTIVITY SERIES OF METALS
ACTIVITY TYPE
ACTIVITY
Metals such as gold and REACTIVITY OF METALS
silver are found as free Step 2
metals in nature. However,
What to use: Discussion:
Clean a small piece of each metal
many metals like aluminium Each PAIR will require: using emery paper. Then place in 1. From your results, compare the
and sodium, even though separate test tubes. Add 3 mL of reactivity of the metals tested.
plentiful, are always found • small pieces of calcium, copper,
water to each test tube and record Explain the evidence that led to
as compounds. How can we iron, lead, magnesium, tin, zinc and
your observations in a table. Are gas your decisions.
explain this? aluminium
bubbles given off continuously?
• dropper bottle of dilute 2. Name the gas produced in the
hydrochloric acid Step 3 reactions and write equations to
• 7 test tubes Place any test tube where there represent the reactions between:
What gas will be formed • test-tube rack is only a very slow reaction or no (i) calcium and water
if the metal reacts with • hot plate change into a hot water bath. (ii) zinc and hydrochloric acid.
water or acid? • 250 mL beaker (water bath) Observe for five minutes.
3. List the metals in decreasing order
• emery paper Step 4 of chemical reactivity. Bracket
• 10 mL measuring cylinder. Pour out the water GOGGLES
GLOVES together any that you think are too
LAB COAT
from the test tubes SHOES hard to separate.
What to do: and replace any metals
4. Check your list with the activity
that have reacted
Step 1 series in the Science by Doing
completely. Add 3mL
Construct a table in your Notebook Student Digital Activity 3.2. How
of hydrochloric acid to
to record your observations of the does it compare? What further
each tube. Repeat the
reactions of each metal with water tests could you do to confirm the
observations as in Steps
and dilute acid. order?
3 and 4.
Click
Aluminium is Sodium is very here to go to the
Silver metal digital resource
found as bauxite, common as
occurs naturally. Activity 3.2 for
aluminium oxide. sodium chloride.
more information
about the activity
series of metals.

ACTIVITY 3.2 THE ACTIVITY SERIES OF METALS CONTINUED
ACTIVITY SERIES OF METALS
Potassium VERY
REACT WITH REACTIVE
Sodium
WATER
Lithium
Calcium
What patterns of
Magnesium reactivity can we see
in the arrangement
Aluminium
REACT WITH of metals in the
Zinc periodic table?
ACID
Iron
Tin
Lead REACT WITH
OXYGEN
Copper
Mercury
VERY
Silver
UNREACTIVE
Gold

3.3 METALS FROM ORES
ACTIVITY TYPE
ACTIVITY
DISPLACEMENT OF METALS
Step 3
What to use: GOGGLES
GLOVES
LAB COAT Observe the tubes for a few minutes to detect any
How is the reactivity of a Each PAIR will require:
SHOES
changes in the metal or the solutions.
metal related to its ease of Record your results in a table as shown.
extraction from the ore? • 4 small pieces each of copper, iron,
magnesium and zinc metals Remember some may react slowly or not at all.
Another way to find the • dropper bottles of copper sulfate, Step 4
relative reactivity of individual iron(II) sulfate, magnesium sulfate Repeat steps 1-3 using the other three metals in turn.
metals is to investigate and zinc sulfate solutions
whether a particular metal • 4 test tubes
displaces other metals from • test-tube rack. Discussion:
solutions of their salts. 1. Which is the most reactive metal? Explain.
What to do:
2. The displacement reaction between magnesium and
Step 1 copper sulfate can be represented as:
The discovery of metals marked a
Place a piece of copper metal into each of four test tubes. Mg(s) + Cu2+(aq) Mg2+(aq) + Cu(s)
turning point in human civilisation.
About 10,000 years ago, in the Step 2 Write similar equations for any other displacement
Middle East, natural metals such Cover each piece of metal with one of the four sulfate reactions that occur.
as gold were used to produce solutions. 3. List the metals from most to least reactive.
ornaments and jewellery. The
Is the order the same as in the reactions with acids and
Copper Age began about 6000
in the activity series?
BCE, when people discovered
they could heat ores to obtain the
metal. The most abundant metal
in the Earth’s crust, aluminium, copper zinc magnesium iron
Metal Iron metal can
was not extracted until electricity sulfate sulfate sulfate sulfate be extracted
was available in about 1850. copper from the ore
zinc haematite
Gold is described
(Fe2O3) by
as a natural metal magnesium
Gold and jewelled heating.
as it is found in its falcon from iron
elemental state (Au). Ancient Egypt;
1336-1327 BCE What is a mineral? When is it called an ore?

ACTIVITY 3.3 METALS FROM ORES CONTINUED
NATIVE ELEMENTS are those which are LEAD FROM LEAD NITRATE
so stable they can be found as pure natural
elements, usually as a nugget or trapped in Lead is a relatively What to use:
another rock, such as quartz. All other metals unreactive element
easily extracted Each PAIR will require:
are found in rocks as metal compounds
(minerals). If there is sufficient amount of a from its oxide • lead nitrate solution
metal compound (mineral) in a rock to make minerals in the • 2 cm piece of shiny magnesium
it worth mining, it is called an ore. laboratory. metal
Gold vein trapped in quartz rock.
• emery paper
EAD IS DANGEROUS.
L • small test tube in rack.
LEAD FROM LEAD OXIDE (RED LEAD) !

HAVE YOU DONE A RISK
ASSESSMENT? YOUR What to do:
TEACHER MAY CHOOSE
TO DEMONSTRATE THIS. Step 1
Step 4 Place 3 cm depth of lead nitrate
What to use: GOGGLES
Allow to cool before GLOVES solution into a test tube.
LAB COAT
Each PAIR will require: examining the end SHOES
Step 2
for tiny beads of
• 3 spent matches Add a piece of magnesium (cleaned
silvery lead. A hand
• red lead powder (tiny amount), with emery paper) and leave
lens or dissecting
copper(II) oxide, iron(III) oxide. Red lead mineral (Pb3O4) from a Tasmanian mine. undisturbed for five minutes.
mircroscope may help.
• Bunsen burner and heat mat Step 3
• hand lens. Step 5 What percentage Examine the surface of the magnesium
Repeat with the of elements in the closely as the reaction proceeds and
What to do: copper and iron oxides. Earth’s crust are record your observations.
metals?
Step 1
Dip the black (carbon) end of a Discussion: Discussion:
match into water to wet it. 1. Did you extract all three metals?
What is 1. What has formed on the surface of
Step 2 Which was easiest to obtain. Why?
the most the magnesium? What does this tell
Dip the wet end into the powder so 2. Write an equation for any abundant you about the reactivity of the two
it sticks to the match. reactions that occurred to metal? metals involved?
Step 3 produce metals. What are the two
reactants? What would the other 2. What type of reaction is this? Write
Hold the match in the blue part of a Click here to go to an equation for the reactions that
Bunsen flame until it glows. product of the reaction be?
the digital resource Activity produced metals, including all
3.3 and find out. reactants and products.

3.4 ELECTROLYSIS
ACTIVITY TYPE
ACTIVITY
EXTRACTION OF COPPER FROM MALACHITE ORE GOGGLES
GLOVES
further acid. When no that they are not touching. Connect Copper can be extracted from
What to use: obvious reaction is
LAB COAT
SHOES
one electrode to each terminal of the malachite in the laboratory
Each GROUP will require: observed, stop adding power pack (DC current) and switch because copper carbonate is
the acid. Heat mixture on. After five minutes remove the soluble in acid. We can then use
• copper ore (1-2 cm across) gently to boiling point electrodes and examine them. electrolysis to obtain copper metal
• filter funnel and paper and boil for 1-2 minutes
Step 5 from the solution of the metal salt.
• 250 mL beaker to complete the reaction.
• 50 mL beaker Place a clean iron nail in the solution
• conical flask Step 3 for a few minutes. Remove and
EXTRACTION OF COPPER
• pestle and mortar
• wash bottle
Cool the mixture and add
10 mL of water. Allow
examine it. Record your observations.
FLOW CHART
• dilute sulfuric acid to settle for a few minutes, then filter Discussion:
NOTE
• Bunsen burner, tripod and gauze into the conical flask.
• 2 carbon electrodes : While you are filtering, keep 1. In pairs, discuss your observations
• power pack and leads as much of the solid as possible in at each step. Use a flow chart
• small iron nail. the beaker to avoid clogging the diagram and drawings to illustrate
filter paper. these changes (physical and
chemical) for each step in your
What to do: Rinse the remaining residue in Notebooks.
the beaker with a further 10 mL of
Step 1 water and pass this through the 2. What did you observe happening
Grind the ore using a pestle and filter. Discard the filter paper and to the carbon electrodes before
mortar. unreacted solids. and after a current was applied to
Step 2 the copper solution?
Step 4
Place the mineral fragments into a Pour about 20 mL of the solution 3. Continue to learn more about
250 mL beaker and add 2-3 mL acid into a small beaker. Place carbon Electrolysis before answering
at a time, waiting until the reaction electrodes in the solution, taking care the Student Digital Notebook
subsides each time before adding questions for this experiment.
Australia has about 25 per The two main
25%
cent of the world’s copper ores are malachite
resources and so copper is (mainly CuCO3)
important to our economy, and chalcopyrite
with mines in all states. (CuFeS2).
Malachite Chalcopyrite

ACTIVITY 3.4 ELECTROLYSIS CONTINUED
More reactive metals such as aluminium and sodium only became extensively used in the 20th Century, when electricity enabled extraction by ELECTROLYSIS.
English chemist and inventor Sir Humphry Davy first isolated sodium
in 1807. He electrolysed molten sodium hydroxide and found sodium
metal was produced at the negative electrode (cathode). Using this
process, he also discovered potassium and the alkaline earth metals,
which had not previously been isolated from their compounds.
Sodium is now obtained commercially by the electrolysis of molten
rock salt, readily available around the world.
ELECTROLYSIS OF MOLTEN
SODIUM CHLORIDE
d
Why do you think electricity can be use
pou nds ?
to separate metals from their com
HINT : Consider what happens to metal
atoms when they react.
Liquid sodium Chlorine gas in
metal produced produced at As a class, discuss the bonding involved
al at
at cathode (-)
e
anode (+)
forming chlorine gas and sodium met
e
the electrodes.
Na Na MOLTEN
NaCl
At the cathode, the sodium (free ions) Cl 2 Cl 2 At the anode, electrons are
ions attract electrons: Na
Na
removed from chloride ions:
Na+(aq) + e–  Na(l) Cl- 2Cl –(aq)  Cl2(g) + 2e–
Na Na+
Na Cl 2 Cl 2
Cl-
Na Na Na+
ELECTRIC
HEATER

ACTIVITY 3.4 ELECTROLYSIS CONTINUED
Even though copper can be extracted using heat, electrolysis is necessary to obtain it in it’s purest form.
ELECTROLYSIS OF
ELECTROLYSIS OF PURE COPPER

de
The impure copper is used as the ano
PURE COPPER e copper as the
and a thin piece of pur
ate
cathode. The electrolyte is copper sulf
solution.
de
Copper ions are attracted from the ano
to the negative cathode, so the cathode
ds
e increases in size as the pure copper buil
e the ano de
up, while the copper from
ionises and moves into the solution.
At the cathode, the copper pure impure At the anode, electrons are
ions attract electrons: copper
Cu Cu2+
copper
Cu anode removed from the copper:
cathode
Cu2+(aq) + 2e–  Cu(s) Cu(s)  Cu2+(aq) + 2e–
impurities
Cu2+
“anode
Why are copper and sodium ions sludge”!
attracted towards the cathode?
Na+
Cu 2+ ELECTRIC What to do:
HEATER
In your Notebooks,
summarise the
key principles of
electrolysis using
Why can copper a diagram and dot
be extracted from points.
its ore by heating, What is an
when sodium electrolyte? Click here to go to the
cannot? digital resource Activity 3.4 for more
information on electrolysis.

3.5 METALS WE USE
ACTIVITY TYPE
ACTIVITY
A wrist watch made out of iron, an aluminium bridge and a car made out of copper? Why not? Understanding a
metal’s properties matters when designing ways to use it. For example if a metal corrodes readily, it would be
unsuitable as a structural material. What other factor’s need to be considered?
What to do: WHY IS TITANIUM SO SPECIAL? Although we use traditional metals

such as copper and iron widely, recently
Titanium is corrosion resistant, very
discovered metals such as aluminium
In pairs, think of as many metal properties strong and has a high melting point. It
and titanium are increasingly important
as you can. has a relatively low density (about 60
and new alloys are constantly being
Can you suggest a metal use linked with per cent that of iron). It is also the ninth
investigated.
each property? most-commonly occurring element in the
Now brainstorm as a class and create a Earth's crust.
Concept Map to illustrate. Record it in This means titanium should be a
your Notebook for later referral. really important metal for all sorts of Titanium dioxide is a white pigment that
engineering applications. In fact, it is is opaque, absorbs colour well and has
expensive and used only in specialised superior light reflecting properties. It was
applications. used to paint the exterior of the Saturn V
rocket to prevent overheating.
Australia has a quarter of the world’s What are some of these?
titanium ore.
Why is titanium so expensive
Australia (24%) when it is a relatively
Canada (14%) common metal?
China (10%)
India (7%)
South Africa (19%)
Others (26%)
Select one of the following: golf clubs,
Why are dental implants and racing bikes or glasses. Research the
Where does mining of titanium, rutile
replacement hip joints made development and changing trends in the
and ilmenite ores mainly occur in
from titanium? materials used to manufacture these items.
Australia?

ACTIVITY 3.5 METALS WE USE CONTINUED
Most metals are not used in their pure form. Other elements are added to
modify their properties and extend their range of uses. The presence of
What is an small amounts of another element can make a metal harder, increase its
alloy? What alloys are
resistance to corrosion or make it easier to work with.
Australian coins
made of?
There are two main types of alloy:
SUBSTITUTIONAL ALLOYS are formed
when the two metallic components are
of similar atomic size and have similar
Cu chemical bonding characteristics, so the
Zn Zn atoms mix freely and evenly, e.g. silver
Zn
Cu Brass crystal and gold alloys or copper and zinc in
Cu Zn
Zn Zn
structure. Note brass. The zinc atoms prevent the layers of
Cu
Cu Zn the bonds copper atoms from being easily displaced,
Cu
Cu Zn
Zn between making brass much harder and resistant to What type of
Zn Zn copper and corrosion than pure copper. alloys would
INTERSTITIAL ALLOYS
ZnCu zinc atoms. they be?
Zn Zn
Cu form when the
Zn
element added has a much smaller atom
that can fit between the atoms of the main
Microscopic element. Typically, an interstitial element is
view of a non-metal that bonds with neighboring
interlocking atoms. The interstitial element causes the
crystals of zinc metal lattice to become harder, stronger
and copper in and less ductile. For example, steel is an
brass. alloy of iron that contains up to three per
cent carbon. Steel is much harder and
stronger than pure iron.
A LLOY STEELS
Many alloys are a combination of these two types:
Machinery with • have vanadium and chromium added for
brass gears.
DURALUMIN
strength and resistance to corrosion.
• is a strong, light aluminium alloy which
contains four per cent copper and traces of manganese Strong light structures
and magnesium. are manufactured from
duralumin.

3.6 CORROSION
ACTIVITY TYPE
ACTIVITY
t,
t with substances in their environmen
Most metals in their pure form will reac ak down, in a
Why does the steel causes the metal to bre
such as oxygen, water and acids. This to
corrosion and repairing damage caused
COMPARING CORROSION RATES
body of a car eventually process called corrosion. Preventing
millions of dollars each year.
rust, while aluminium structures, particularly of steel, costs
cans and gold jewellery
What to use:
GOGGLES
GLOVES last forever?
LAB COAT
SHOES
Each GROUP will
require:
• pieces of aluminium,
iron and copper
• clear nail varnish.
MAINTAINING SYDNEY
What to do:
Paint half of each piece of metal with HARBOUR BRIDGE
nail polish and allow to dry.
This is a summary of a recent bridge
Place the samples outside for a week, restoration project.
checking regularly for changes.
The bridge’s old paint was removed
and 90,000 square metres of steelwork
Discussion: was repainted below the deck level of
the southern approach spans. Several Suggest some ways corrosion
• Can you see any differences platforms were built to give workers
between the coated and uncoated damage could be reduced,
access to the bridge and to the steelwork both in large structures such
sides of the metals? beneath the pedestrian and cycle paths. as bridges, roofs and cars and
• What as the purpose of the The state government spend millions in smaller items such as bolts
varnish? each year in bridge maintenance and nails.
• Rank the metals in order of the and more than 30,000 litres of paint Can you predict problems
amount of corrosion. is needed to coat the entire bridge with your suggested
once. As a class, estimate the cost to methods?
• Can you explain any differences in
HINT
maintain the bridge this year.
corrosion rate? Why do we fail to prevent
: Do some research first. corrosion?

ACTIVITY 3.6 CORROSION CONTINUED
What environmental
factors increase the
rate of corrosion in
steel structures such as
bridges?
Rust formation occurs through a series of reactions:
1. 2Fe(s) + 2H2O(l) + O2(g) 2Fe2+(aq) + 4OH–(aq)

2. Fe2+(aq) + 2OH–(aq) Fe(OH)2(s)
3. Fe(OH)2(s) oxidises Fe(OH)3(s)
4. Fe(OH)3(s) dehydrates Fe2O3.nH2O(s) or rust
CORROSION rust forming on surface cracks in rust allow oxygen and water
to corrode deeper into the metal
iron metal

ACTIVITY 3.6 CORROSION CONTINUED
CORROSION IN SEAWATER
What to use: Discussion:
distilled water sea water
Each GROUP will require: 1. Did sea water accelerate the rate
of rusting of the nail? How could
• 4 test tubes
you tell?
• 4 iron nails (not galvanised)
• sodium chloride solution (or sea 2. Did wrapping the nail with another
water) metal prevent corrosion? Which
• 5 cm piece of clean magnesium metal was effective? Can you
ribbon explain how this happens?
• 5 cm piece of copper wire Write an equation to represent any
• test-tube rack reaction that occurs.
• marking pen
3. What might be a problem in using
• distilled water.
magnesium to protect iron or steel
structures?
What to do:
4. Was this experiment a fair test?
Step 1 Explain. magnesium copper
Wrap one nail with copper wire and
5. Design an experiment to find
another with magnesium.
out how the concentration of salt
Step 2 solution affects corrosion.
Place the test tubes in the rack with a Make sure you
nail in each as shown in the diagram consider variables to GOGGLES
GLOVES
and label them 1-4. make this a fair test. LAB COAT
SHOES
Step 3 Give it a go! copper wire magnesium ribbon

Cover the first nail (control) with
distilled water and the other nails
with sea water.
Step 4
Leave the tubes for one week and
observe for changes.

3.7
ACTIVITY TYPE
ACTIVITY PROTECTING METALS

Coating one metal with a more reactive one prevents corrosion. Galvanised
iron is an iron product dipped in molten zinc. The zinc on the surface will
react with water and oxygen, preventing the iron from rusting.
ELECTROPLATING GOGGLES
NOTE: Do not touch the coin with

GLOVES
LAB COAT
Nails, sheds and roofs are often Electroplating involves coating one SHOES
made of galvanised iron. metal with another. The object to be

your fingers after cleaning, as this will
coated is made the cathode (-) of the
present the zinc from adhering to the
cell and the anode (+) is the source surface. Use tongs.
of the coating material, zinc.
Step 2
What to use: Set up the zinc foil and coin (object
to be coated) as indicated in the
Each PAIR will require: diagram.
6V DC
• 20 cent coin Step 3
• strip of zinc foil Set the power pack on 6 volts DC
Sacrificial anodes, such as zinc or • metal tongs and switch on.
magnesium blocks, are attached • dilute nitric acid Step 4
to ships piers and oil rigs to • zinc sulfate solution After about five minutes switch off
prevent corrosion of the steel by • emery paper the power and rinse the electrodes zinc foil object to be
the salt water. • power pack before observing them. anode coated as
GALVANISED IRON
cathode
• 150 mL beaker
• 2 leads with alligator clips
• wash bottle of distilled water.
Discussion:
zinc coating
1. What happens at the cathode?
What to do: 2. What happens at the anode?
water and oxygen react with
zinc protecting the iron
Step 1 3. What is the advantage of coating zinc sulfate
Clean the coin and zinc foil with metal objects with other metals? solution
emery paper, then rinse with nitric
4. Explain how this process occurs.
acid, followed by distilled water.
iron metal Write an equation to represent the
reaction.

ACTIVITY 3.7 PROTECTING METALS CONTINUED
Aluminium is a very reactive metal, but its surface is quickly protected when it reacts with oxygen in the
air to produce a layer of aluminium oxide. This layer will not flake off and the thickness can be built up by
a process called anodisation.
ANODISATION aluminium oxide layer binds

tightly to metal
oxygen water
aluminium metal
Anodising produces decorative and protective films on articles made of aluminium

and its alloys. The article to be coated is the anode of an electrolytic cell.
The overall equation for the reaction is:
2Al(s) + 3H2O(l) Al2O3(s) + 6H+ + 6e–

After anodising, the surface may be coloured with a dye.
How many things in

your home are made of
aluminium?

ACTIVITY 3.7 PROTECTING METALS CONTINUED
ANODISING ALUMINIUM GOGGLES

GLOVES
LAB COAT
Make sure it is not touching the foil
What to use:
SHOES
lining.
Each PAIR will require: Step 4
• aluminium foil Set up the circuit as shown in the
• Piece of aluminium plate diagram. Switch on and leave at 6
• dilute sulfuric acid volts DC for 15 minutes. Remove the
• 2 x 250 mL beakers aluminium plate and rinse in water.
• emery paper Step 5
• dye solution Heat a beaker of dye solution on
6V DC
• detergent the hot plate. Place the aluminium
• retort stand and clamp plate in the beaker and heat at near
• hot plate boiling for 10 minutes.
• power pack, leads and alligator
Step 6
clips.
To seal the surface, boil in fresh water
for a further 10 minutes. aluminium
What to do: plate
(anode)
supported
Step 1 Discussion: by clamp
Line the beaker with aluminium foil
and half fill with sulfuric acid. 1. Describe what is happening at the
anode. aluminium
Step 2 foil
Clean the plate by scrubbing in 2. What did you observe at the (cathode)
soapy water, then dry well. cathode? Can you explain this? lining
sulfuric acid
beaker
Step 3 3. Describe the surface of the

Using tongs to pick up the anodised aluminium. How well did
aluminium, clamp at the top and the dye take?
immerse into the beaker of acid.
Click here to go to
the digital resource Activity
3.7 and learn more about
protecting metals.

4
PART
PART 4: REACTION RATE
Activity 4.1 How fast can it go?
Activity 4.2 Changing reaction rate
Activity 4.3 Catalysts
Activity 4.4 Controlled experiment
Activity 4.5 Sulfuric acid – king of chemicals

4.1
ACTIVITY TYPE
ACTIVITY HOW FAST CAN IT GO?

Some chemical reactions occur quickly, others slowly. Why is
reaction rate important? How can we measure the time it takes?
WORK WITH A GROUP
Many chemical reactions occur
MEASURING REACTION RATE

naturally (e.g., digestion and
rusting) or are triggered by us
(e.g., fireworks, adding fertiliser
Step 4
What to use: Invert the measuring cylinder over the
Discussion: to plants).
Each GROUP will require: funnel so that the gladwrap is pierced. 1. Draw a line graph of volume of gas When you light a Bunsen burner
The acid will then diffuse into the against time. you are observing a rapid
• 5 cm strip of clean GOGGLES
funnel. chemical reaction.
magnesium ribbon
GLOVES
LAB COAT
2. Calculate the rate of the reaction
SHOES
Step 5 over the whole period of the • Can you name a reaction which
• 400 mL beaker
• 10 mL measuring Start the stopwatch immediately and experiment using the formula: takes a long time?
cylinder measure the volume of gas produced Reaction = amount of gas (mL) • List as many fast and slow
• small filter funnel each minute until the reaction is rate total time taken (min) chemical reactions as you can.
• stopwatch complete. • Now arrange them from fastest
3. Describe the trend in reaction rate
• 1 M hydrochloric acid Construct a table to record your shown by the gas. At what times to slowest.
• plastic wrap. results. was the reaction rate the fastest and
slowest? How do you explain this?
What to do:
measuring 4. What gas was produced by the
cylinder full reaction of the magnesium with
Step 1 of acid
Place the curled up piece of the acid? Write an equation for this
magnesium ribbon under the filter reaction.
funnel in the beaker. 5. The acid sinks to the bottom and
Step 2 reacts with the magnesium ribbon.
Fill the beaker with water until the Why does it sink? Why doesn’t the
gladwrap beaker
funnel is covered. of water water produce the same reaction?
Step 3 6. Consider the equipment used in
Fill the measuring cylinder with acid filter this experiment. Why has each
funnel been selected for this experiment?
and seal the end with plastic wrap. magnesium
ribbon How could you improve on your
technique?
Diagram 1: Measuring reaction rate
CHEMICAL PATTERNS PART 4 REACTION RATE 45

4.2 CHANGING REACTION RATE
ACTIVITY TYPE
ACTIVITY
Can H
O
IMPROVING REACTION RATES AT HOME
we make For each of the following scenarios, discuss in
Why do some O
reactions go a group how you can make things quicker:
chemical
faster? How can • Dissolving a tablet
reactions Why is particles
occur faster • Making a bubble bath
energy needed be made to • Making hot chocolate
than others? for chemical collide more • Making a cake
reactions? frequently? • Removing a stain
How can
CHEMICAL REACTION TAG

particles gain
more energy?
When was the last time you played Now play another
"everyone-is-in" tag? Try it out with your game. This time
class in a defined area outside. Don't you have to keep Imagine the student
forget to sit when you are tagged. Your moving in pairs with pairs are chemical
teacher will vary the defined space. linked arms and compounds in a
no-one "gets out". beaker: what game or
The faster you Each time you touch drama skit variations
run, the more likely Try it out or bump another could you do to
you will bump into with your pair you have to illustrate the following:
someone else. class. swap partners. To increase the rate of
reaction we must -
For each game,
describe how it give the particles more
resembles the energy
behaviour of atoms or
and compounds? make them collide
more frequently.

ACTIVITY 4.2 CHANGING REACTION RATE CONTINUED
H
Frequency of collisions Cl-
H
What happens H
H
H
H
Cl -
H
Cl-
to the reaction Cl- Cl- Cl -
H
rate if more
H
-
Cl- Cl- -
Cl
Cl
-
Cl
H
H H H
particles are H
increase
H -
Cl
O
Cl -
present? H H H
Cl -
H
O
O
H Cl- Cl- concentration H H Cl -
Cl
Cl- Cl-
O Cl-
-
H H
Cl
H O H
-
H
H H
O
Cl
H H -
Cl
H H -
H
THE EFFECT OF CONCENTRATION ON REACTION RATE

Low concentration High concentration
few collisions more frequent collisions
slow reaction faster reaction rate
2HCl(aq) + Na2S2O3(aq) 2NaCl (aq) + SO2(g) + S(s) + H2O(l)

The reaction between hydrochloric Step 3
acid and sodium thiosulfate occurs
What to do: Look down the neck of the flask,
Discussion:
relatively slowly. A cloudy solution is Step 1 through the solution, and stop 1. Draw a graph to show how the time
produced due to the precipitation of Measure 25 mL of sodium thiosulfate the stopwatch when the cross taken for the reaction varied with
sulfur. solution into a conical flask. disappears. the concentration of the sodium
We can time how long it takes for Step 4 thiosulfate. Write a sentence to
Step 2
the solution to become cloudy to Record your time in a table describe the trend in the results.
Measure 10 mL of hydrochloric acid
calculate reaction rate. into the measuring cylinder. Then appropriate for five sets of results. 2. What variables were kept constant
pour this into the flask, starting the in the experiment?
GOGGLES
Step 5
What to use: GLOVES
LAB COAT
SHOES
stopwatch at the same time and swirl Repeat steps 1-4 with the same 3. What were the independent and
quickly before placing on the paper volume of hydrochloric acid but dependent variables?
• 100 mL sodium cross (see diagram).
thiosulfate solution diluting the sodium thiosulfate as 4. How could you make your group’s
• 50 mL dilute follows: results more reliable?
hydrochloric acid a) 20 mL with 5 mL water 5. Write a conclusion for this
• 250 mL conical flask b) 15 mL with 10 mL water experiment.
sodium
• 25 mL measuring thiosulfate and c) 10 mL with 15 mL water
hydrochloric d) 5 mL with 20 mL water.
cylinder acid
• piece of paper with
a black cross white paper with a
• stopwatch. black cross on it

ACTIVITY 4.2 CHANGING REACTION RATE CONTINUED
H Cl-
H high energy
What happens Collision energy products form
O
to the reaction H
Cl- H
O
rate if more H H
collide
H H
H
O reactants
energy is H
H
Cl- Cl-
H
when moving
applied? Cl- Cl-
H
O O around
O
H H
H H reacting
low energy molecules
H unchanged
Cl- Cl-
What to do:
Design a controlled experiment using the same reaction to
investigate the relationship between temperature and reaction rate.
THOUGHT STARTER
Is Maya on the right track with her draft Investigation Plan? In
a group, deconstruct her plan by identifying her key ideas and
what she plans to do. What is missing from her plan?
Now start with a few ideas of your own sketched in your
Notebook. What reactants will you use?
Discuss with your teacher the best approach to heat these
reactants. What are the risks? How will you do this safely?
Incorporate this in your risk assessment and method.
Compare your design with other groups. Who has the best
experimental design?
Click here to go to the

digital resource Activity 4.2 for
animations of reaction collisions.

4.3 CATALYSTS
ACTIVITY TYPE
ACTIVITY
GOGGLES
GLOVES copper wire
LAB COAT
SHOES
What are
DECOMPOSITION OF E
catalysts?
MANGANESE DIOXID
How do they
ZINC AND HYDROCHLORIC ACID
granulated zinc
work?
Hydrogen peroxide (H2O2) Step 3 Step 3
decomposes to release oxygen. Observe the reaction
What to use: Add enough acid to each tube to
in both beakers. Each PAIR will require: cover the metal.
What to use: Step 4 Step 4
• 2 test tubes
Each PAIR will require: Can you seen bubbles of oxygen • test-tube rack Observe the rate of gas bubbles
gas? • granulated zinc produced in each tube.
• 2 x 50 mL beakers • 1 cm clean copper wire
• hydrogen peroxide Step 5
Test the gas with a glowing splint. • 1 M hydrochloric acid. Discussion:
• manganese dioxide
• 10 mL measuring cylinder
What to do: 1. What gas is produced in this
• spatula Discussion: reaction? Write an equation to
• wooden splint and Bunsen burner. Step 1
• What evidence is there that represent the process.
Bend the copper wire around a piece
What to do: manganese dioxide is a catalyst of zinc and squeeze to ensure good 2. Is there any evidence that the
in this reaction? How could you contact between the two metals. copper dissolved?
Step 1 prove that it is not used up in the
Measure 15 mL of hydrogen Step 2 3. Is the copper acting as a catalyst?
reaction?
peroxide into two beakers. Place this in one tube and a second Explain.
• Write an equation to represent uncovered piece of zinc in the other.
Step 2 this reaction.
Add a small pinch of manganese
dioxide to one beaker.
Is there a better way to
manganese dioxide
capture and test the gas
produced?
Click here to go to the digital resource Activity 4.3 to find out more about reaction rate.

ACTIVITY 4.3 CATALYSTS CONTINUED
manufactured each year. How is it made?

CATALYSTS
Globally, 40 million tonnes of ammonia are
Catalysts are important in industry as they provide opportunity, speed up and

reduce the cost of reactions. For example, iron is used as a catalyst to create
ammonia. Hydrogen and nitrogen molecules react with iron, binding to its
surface as separate atoms. These atoms then react to form ammonia molecules.
Waster gases from

combustion in heating
unit returned to air.
Unused hydrogen and CO2 H2O
IRON AS A CATALYST
nitrogen do not condense
and are recycled.
H
H
H
Use of an iron catalyst in the Haber process N
H H H
H H
H H N N N Refrigeration
reactants attach molecules split products H
unit to cool
reactants to surface into atoms released H
gases.
N N N N Nitrogen
from the air. Liquid
H
H H H H H H
ammonia
iron catalyst H H H H H
collected
when
condensed.
Hydrogen
from natural Reaction occurs at 450ºC
Key H
gas (methane). and at 200 atmospheres
NH 3
ammonia of pressure.
N hydrogen
N N H H
nitrogen + 2NH3(g)
H (g)
N (g) + 3 2
H H
nitrogen hydrogen ammonia 2

A catalyst remains after a reaction and can be reused.

4.4 CONTROLLED EXPERIMENT
ACTIVITY TYPE
ACTIVITY
What to do: GOGGLES
Does particle GLOVES
Your task is to design and carry out an LAB COAT
size influence experiment to investigate the effect of
SHOES
reaction rate? particle size on reaction rate.

Ask yourself:
• is your experiment a fair test?
• is it reliable?
• what equipment will you need?
• how will you collect the data?
• what difficulties might you have?
• how you will present your results?
Step 1
Plan your experiment, including equipment and check
with your teacher before you begin.
Step 2
Carry out the experiment and record results in your
Notebook.
Step 3
Write a full practical report, including a graph of your
results.
Available equipment:
Do you have a • marble chips (calcium carbonate)
pestle and mortar • 1 M hydrochloric acid
• pestle and mortar
at home? What is it
• chemical balance
used for? Different
• laboratory glassware
cultures have been using the pestle
• stopwatch.
and mortar for a long time, for a
variety of purposes. Are any of them Do you require more equipment?
r.
linked to food-chemistry? uss your experiment with your teache
sc
2HCl(aq) + CaCO3(s) CaCl 2 (aq) + CO2(g) + H2O(l) Di

4.5 SULFURIC ACID ACTIVITY TYPE
ACTIVITY – KING OF CHEMICALS

Sulfuric acid is a highly corrosive, yellow, The word vitriolic, used in
viscous liquid known as "oil of vitriol" to everyday language, originates
medieval alchemists. from the chemical use of vitriol.
How strong It was made by roasting What does vitriolic mean?
is sulfuric green vitriol, iron (II)
acid? sulfate.
MAKING DILUTE
SULFURIC ACID:
Which method is safe - and which H 2S
O4
An everyday use of sulfuric acid is in car batteries. is highly explosive?
At about 30 per cent concentration, this acid will
corrode the copper battery terminal.
ALWAYS
Check under a car bonnet, but don’t touch! added
H2SO4
The acid diffuses
O quickly into the
H Sulfuric acid production is one of
the world’s most important chemical surrounding water
S O
industries. Australia’s major use of it and the heat is
O is in fertilizer manufacturing. quickly dispersed.
O H
Can you draw

a diagram to Carry out a risk assessment
show how the for concentrated sulfuric acid,
electrons are compared to the risks of the dilute
shared in H2SO4? acid (less than 1%) used in the
laboratory.
Click here to go to the digital resource Activity 4.5 to learn how sulfuric acid is made and how it helps to make a car battery work.

5
PART
PART 5: FUTURE CHEMISTRY – FUEL
Activity 5.1 Future Chemistry – Where to?
Activity 5.2 Super carbon
Activity 5.3 Carbon is everywhere!
Activity 5.4 Making the car go
Activity 5.5 Combustion of organic compounds

5.1
ACTIVITY TYPE
ACTIVITY FUTURE CHEMISTRY – WHERE TO?

Can NEW DISCOVERIES? NEW MATERIALS? NEW APPLICATIONS?
you see
New Super-Heavy Element How long before instant Doctors excited by new
into the
117 Confirmed: May 2, 2014 spray on clothing arrives cancer treatment
future!
03:00 pm in-store?
Atoms of a new super-heavy It’s called “molecularly targeted

element — the as-yet-unnamed therapy.” The treatment consists
element 117 — have reportedly of drugs designed to specifically
been created by scientists in attack and kill only the cancer
Germany, moving it closer to cells of a specific type of cancer.
being officially recognized as part
of the standard periodic table.
The element was created in
a German laboratory by a
multinational team of physicists
and chemists including Australian
National University (ANU)
researchers.
Temporarily known as element Malaria Vaccine.
117 after the number of Hopes rise for
protons in its nucleus – the new 2015 target
element's atoms are 40 per cent after successful
heavier than lead. trials.
AS A CLASS, DISCUSS WHERE YOU THINK FUTURE SCIENCE IS HEADED.

WHAT DOES THIS MEAN FOR CHEMISTRY?
Click here to go to the digital resource Activity 5.1 and learn more
about product development, and view the case study on paint. How has paint
changed alongside technological and chemical developments?
CHEMICAL PATTERNS PART 5 FUTURE CHEMISTRY - FUEL 54

5.2 SUPER CARBON
ACTIVITY TYPE
– –
ACTIVITY –
– –
What type of
bonding will Coal, wood, oil, soaps
Why does carbon carbon have? and detergents, rubber,
form so many What is its normal pesticides, wool, alcohol,
compounds? valency? carbohydrates, proteins and plastics
WHAT OBJECTS IN YOUR

are all important organic substances.
– –
CLASSROOM ARE
NOT ORGANIC?
–
– –
What
does the word
“organic” mean to
you? H
When two carbon atoms
bond they share one, two,
How is this different H C H
or three electrons each and
from the scientific H
H Single form a covalent bond.
definition? –
–
–
bond
What to do:
– –
H –
C – H
Use a molecular kit to join

–
– – Double
bond
H carbon atoms using each of
The element carbon combines to form so many these bonds.
ORGANIC CHEMISTRY
compounds that it has its own branch of chemistry, Bonding in methane Can you make a model of
Triple
. A substance that has bond methane?
carbon as its main structural element is called
an organic compound. Many organic substances
contain other elements, most commonly hydrogen,
oxygen and nitrogen.
Click here to go to the digital resource Activity

5.2 and learn more about the structure of carbon.

ACTIVITY 5.2 SUPER CARBON CONTINUED
RULES
NAMING HYDROCARBONS
How can you tell how many carbon
STRAIGHT-CHAIN ALKANE NAMES AND FORMULAE
WHAT'S IN
atoms are present? How can you tell No. of carbon Prefix Name of Formula
A NAME?
if a hydrocarbon has single, double or atoms alkane CnH2n+2
triple bonds? Hint: Take a look at the 1 meth- methane CH4
beginning and end of the name.
2 eth- ethane C2H6
3 prop- propane C3H8
4 but- butane C4H10
methane 5 pent- pentane C5H12
As there are so
many different 6 hex- hexane C6H14
organic compounds, ethane
a systematic Branched chain
approach to naming H H H H
hydrocarbons are also
them is used all over common, as well as cyclic
H C C C C H
the world. This is forms. The main part of
called the IUPAC propane H H H H the name comes from the
system. longest carbon chain.
Butane
butane
H H H H H
H H
H C C C H C
The simplest H C C H
organic compounds pentane H H
are hydrocarbons. H C H H C C C H
H H
What elements do H H
they contain? H
How are they hexane Methylpropane Cyclohexane
named?

ACTIVITY 5.2 SUPER CARBON CONTINUED
What to do: ALKANES They have the general formula:

Below are examples of hydrocarbons
with two carbon atoms.
are hydrocarbons CnH2n+2
that contain only
1. Check each one against the single bonds. where n is the number of
general formula then draw and carbon atoms in the chain.
name each compound in your The name always ends in –ane.
Notebooks. Straight-chain alkane names and formulae
2. Label and draw the hydrocarbons are shown in the table on the page before.
pentane, hexene and butyne.
HINT: Look for clues in the name.

ALKENES
are hydrocarbons The general formula is:
H H containing a
double bond. CnH2n
Alkane H C C H This means there are
H H two less hydrogen and the name ends in –ene.
atoms attached to
the carbon chain.
H H
Alkene
C C
H
ALKYNES
H
are hydrocarbons The general formula is:

Alkyne H C C H containing a
CnH2n-2
MODELLING HYDROCARBONS
triple bond.
This takes away and the name ends in –yne.
Your teacher will give you a another two
worksheet to practice constructing hydrogen atoms.
and naming hydrocarbons.
What to use:
• molecular model kit.

5.3 CARBON IS EVERYWHERE!
ACTIVITY TYPE
ACTIVITY
There are thousands
WHAT ORGANIC COMPOUNDS DO WE USE?

of organic compounds
in materials we use every
day. Many have very special
LET'S INVESTIGATE!
properties.
DO NOT Step 3
DEEPLY
What to use: INHALE
VAPOURS
Take a small sample and add to a
GOGGLES
GLOVES test tube half-filled with water. Insert
Each GROUP will LAB COAT
SHOES a stopper and shake for 20 seconds.
require:
Step 4
• samples of organic Allow to settle, then observe if
compounds the compound has dissolved or
• test tubes with has formed an insoluble layer or
stoppers suspension.
• test-tube rack
• spatula. Step 5
Complete the table, using the
references provided to find formulae.
What to do:
Step 1 Discussion:
Draw a table with the following
column headings: 1. Group the substances you
What gives oranges their distinctive smell? • name have tested based on different
• formula properties. Can you see any
Teacher demonstration patterns?
EXTRACTING LIMONENE FROM ORANGE PEEL
• number of carbon atoms in chain
• state at room temperature 2. Look at the formulae of the soluble
Limonene is an alkene. It is an essential oil • solubility in water compounds. Can you see any
concentrated in orange peel. • special characteristics. similarities in structure or elements
Essential oils are volatile oils which are Step 2 that make them different to the
characteristic of a particular plant, giving it a Choose a compound and observe insoluble compounds?
distinctive smell. These organic compounds can be its characteristics (colour, structure,
extracted by steam distillation as they are insoluble smell etc.).
in water and vaporise at low temperatures.

5.4 MAKING THE CAR GO
ACTIVITY TYPE
ACTIVITY
oil rig
What compound
makes up the greatest
percentage of natural
Crude oil is a complex mixture of
gas?
carbon compounds formed from
the fossilised remains of plants
and animals that lived millions of
Methane gas, diesel Why is petroleum years ago. This organic material
fuel and bitumen classified as a fossil was quickly buried so it did not
roads – where does fuel? decay. It changed over time
it all come In your group, into hydrocarbons; molecules
from? construct an containing only carbon and
illustrated flow chart hydrogen. Methane gas is the
Many oil traps are found impervious cap rock to show how oil and simplest of these compounds.
off the Australian coast gas deposits form,
and provide valuable and how they finally
oil. The gas and oil are gas
reach the family car.
extracted by drilling oil
down to the trap from
water
an oil rig. The crude
oil is then shipped to
refineries where it is reservoir rock
separated into fractions.
What is the price of a barrel of

What prevents oil and crude oil today? Do you expect
gas escaping to the the price to increase? Why?
surface during their What are the repercussions for
formation? consumers?
Why are the oil and gas Research and graph the price of
layers above water? oil over the past ten years.

ACTIVITY 5.4 MAKING THE CAR GO CONTINUED
density.
n is used to separate crude oil into components based on different boiling points and
Fractional distillatio
GASES liquified petroleum gas

20 °C
1 to 4 carbon atoms
PETROL petrol for vehicles

120 °C
5 to 10 carbon atoms
KEROSENE jet fuel, paraffin

for lighting and
170 °C heating
DIESEL OILS diesel fuels

270 °C
fuels for
FUEL OILS ships and
factories
600 °C
ALCOHOLS AS FUELS
bitumen for
RESIDUE roads and
roofing
Alcohols are organic compounds that have hydrogen
>70 carbon atoms
atoms substituted by an OH group.
Ethanol C2H5OH
On ignition, cars burn fuel in closed containers
(cylinders) transforming chemical energy to H H
mechanical energy. What are the advantages of
a six cylinder car compared to a four cylinder? H C C O H
Are there any disadvantages? H H
Alcohols are promoted as a fuel of the future as they

can be made from renewable resources and cause less
Click here to go to the digital
pollution than hydrocarbons.
resource Activity 5.4 and learn more about
fractional distillation of crude oil and alternate Use the image to explore the possible links between
fuels to make your car go. corn crops, alcohol and fuel.

5.5 COMBUSTION OF ACTIVITY TYPE
ACTIVITY ORGANIC COMPOUNDS

When ignited with a plentiful
supply of air, hydrocarbons INVESTIGATING COMBUSTION S PART OF YOUR RISK
A
undergo complete combustion,
releasing a large amount of
What to use: ! ASSESSMENT FOR THIS
EXPERIMENT, ENSURE THE
ROOM IS WELL VENTILATED.
GOGGLES
energy. This makes them very Each GROUP will require: GLOVES
LAB COAT
good fuels, especially alkanes. • spirit burners
SHOES
Step 5
Write the equation for the containing ethanol Record any changes to the outside of
and kerosene the test tubes.
complete combustion of natural
• 2 large test tubes Step 6
gas (methane). • 100 mL measuring
What is Suspend conical flask or crucible
However, without enough cylinder
combustion? • matches
held by tongs above each flame and
oxygen, incomplete combustion observe the bottom.
Why is occurs, producing carbon • thermometer
incomplete monoxide, soot (carbon) and • test-tube rack
combustion a water.
• wooden test-tube holder. Discussion:
problem? Write equations for incomplete What to do: 1. What evidence did you see of:
combustion of methane in which: a) complete combustion
Step 1 b) incomplete combustion?
a) c arbon monoxide and water Check that the ethanol and kerosene 2. Write equations to represent the
are produced burner both have the same length of reaction that is occurring when
b) carbon is produced as soot. wick. ethanol burns.
Incomplete combustion
occurs when the air hole of Step 2 3. Assuming that the formula
a Bunsen burner is closed. Measure 50 mL of water into the two for kerosene is C12H26 write
What is happening? test tubes. Record the temperature an equation(s) to represent its
of the water. combustion.
Step 3 4. Was your test tube held the same
Light the ethanol burner. Using the distance above the flame for both
test-tube holder, heat a test tube of burners? Why is this important?
water in the flame for one minute. What other factors may have
Record the water temperature. influenced your results?
5. Which fuel produced the most
Step 4 energy?
Repeat Step 3 using the kerosene
burner. 6. How could you change the
spirit burner
conditions to make the fuels more
efficient?

6
PART
PART 6: FUTURE CHEMISTRY – PLASTIC
Activity 6.1 What is a polymer?
Activity 6.2 Plastic from petroleum
Activity 6.3 Polymer properties
Activity 6.4 Making plastic
Activity 6.5 Natural polymers
Activity 6.6 Recycling

6.1
ACTIVITY TYPE
ACTIVITY WHAT IS A POLYMER?

Age? What Age do you think we are in now?
What defined the Bronze Age, Iron Age and even the Aluminium
Bronze Age
Iron Age
m Age ??? Age

Aluminiu
Why are plastics replacing more traditional materials?

How many reasons can you think of?
These objects have been used by people for a long time.

What were they originally made of? In your group, list objects now made of plastic.
CHEMICAL PATTERNS PART 6 FUTURE CHEMISTRY - PLASTIC 63

ACTIVITY 6.1 WHAT IS A POLYMER? CONTINUED
HOW DO POLYMERS FORM?

Many everyday materials are polymers.
In the process of polymerisation small molecules or
monomers are joined by covalent bonds to form long
chains called polymers. What part of the jewellery
tree image reminds you of polymers? Monomers
Take a covalent bond polymerisation
close look at
the jewellery tree.
Where is the
carbon?
Polymer
MODELLING POLYMERISATION Discussion:

What to use: 1. What does an individual paper clip
represent?
• A pile of paper clips.
2. To form more complex structures in
Step 2, what was required?
What to do:
3. Compare the properties of your new
Step 1 structure(s) to the original polymer?
Construct a long polymer by linking the How are they different?
paperclips.
4. Chemists experiment with polymers by
Step 2 adding different chemicals, in different
Using your ratios. What are they trying to do?
polymers, see if
5. How is the jewellery tree a suitable
you can construct
more complex metaphor for modern day carbon?
shapes, patterns Discuss as a class.
and structures.

ACTIVITY 6.1 WHAT IS A POLYMER? CONTINUED
have increasingly
For 80 years, synthetic polymers Thank goodness
as wood, paper,
replaced natural polymers, such for plastics!
in many applications.
cotton, wool and natural rubber,
stics.
These are usually referred to as pla
CELLULOID BAKELITE
Celluloid (cellulose nitrate) was first Bakelite was the first synthetic plastic made
manufactured in 1855 in England. It was from petroleum to be widely used. It was
the first commercially produced plastic, discovered in New York by a Belgian-born
made by modifying the natural polymer, Draw a chemist, Leo Baekeland in 1907.
cellulose, which forms plant cell walls. table to Bakelite is important because it has
Celluloid could be moulded into a hard compare the high electrical resistance and can also
plastic or a thin film and was used as a properties withstand high temperatures and chemical
substitute for ivory to make ornaments and uses of action. Previously, it was used for all non-
and billiard balls, as well as movie film. celluloid and conducting parts of radios, light sockets,
A major problem was that it was highly bakelite. plugs and telephones. Clocks, gramophone
flammable and several movie theatres records, jewellery, tableware and saucepan
burnt down when celluloid film caught handles were also made from Bakelite.
alight. Today bakelite is used only in special
Today, celluloid is used in table-tennis applications (e.g., making brake cylinders)
balls. and in the electronics, power generation
and aerospace industries, as it is brittle and
expensive to manufacture. HO
CH2
H2C
OH
CH2 OH
What replaced CH2
OH
celluloid to HO
H2C OH HO
make movie H2C CH2
CH2
films non- OH CH2
flammable? HO CH2
Click here to go to the digital resource OH
Are movie films 3-D structure of Bakelite

still made? Activity 6.1 to learn more about polymers. OH CH2
OH
CH2

6.2 PLASTIC FROM PETROLEUM
ACTIVITY TYPE
ACTIVITY
MAKING POLYTHENE
CATALYTIC CRACKING OF PETROLEUM Ethene produced by cracking is the starting material for producing many
The proportions of the different fractions obtained by fractional polymers. The simplest of these is polythene.
distillation of crude oil do reflect market demands. The demand is H H H H H H H H
H H
greatest for the shorter chain hydrocarbons for fuels and chemical
manufacture, and these amount to less than 50% of the total distillate. C C C C C C C C C C
Cracking involves heating the hydrocarbons using zeolite (a silicate H H
mineral) crystals as a catalyst. The catalyst weakens the bonds between H H H H H H H H
atoms so long chains break into smaller molecules. n
many ethene molecules poly(ethene) or polythene (also called polyethylene)
Polymerisation
What to use:
Step 1
Each GROUP will require: Open the double bond of the ethene
• molecular model kit. molecule, leaving a free single bond
attached to one carbon atom.
What to do: Step 2
Join your ethene molecule to the
Catalytic cracking molecule from another group.
Step 1 Continue joining until all the ethenes
Make a model of the long-chain in the class combine to make the
H H hydrocarbon shown in the diagram. polymer polythene.
Can you name it?
C C
H H H H H H H H Step 2 Discussion:
Using only the carbon and hydrogen
H C C C C C C H cracking short hydrocarbon (alkene) atoms from this molecule, "crack" • Is the polymer model you have
H H H H it into the alkene and alkane made the same shape as shown in
H H H H H H the diagrams? Explain?
products. Name these hydrocarbons.
long hydrocarbon (alkane)
H C C C C H • How do you think the properties
of the polymer will be different to
H H H H those of the monomer?
short hydrocarbon (alkane)
zeolite crystals (a silicate
mineral) as a catalyst
Click here to go to the digital resource Activity 6.2.

6.3 POLYMER PROPERTIES
ACTIVITY TYPE
ACTIVITY
teflon
Why are
p
for so m lastics used
any purp
oses? Low density polyethylene
THERMOSOFTENING PLASTICS
High density polyethylene
polyurethane
Thermosoftening
plastics become weak links
polycarbonate
soft and flexible
when heated, but
THERMOSETTING PLASTICS
polymer
harden when cooled. chains
They can be easily
reshaped. Heated Thermosetting plastics are hard and, once
molecules move apart as formed, cannot be softened by heat. They
they have only weak forces tend to resist heat, but if overheated will
between the chains. decompose. They cannot be moulded by
Suggest some uses
strong links heat. Cross-links between the polymer
for thermosoftening chains give rigidity.
plastics. polymer
chains When would a thermosetting plastic be
needed?
Use paperclips to make three straight polymer chains.

Arrange them to model a thermosoftening plastic. Click here to go to
Now use extra clips to make cross-links between the three chains. the digital resource Activity
What have you made? 6.3 and access videos of
How are the properties of this polymer different? polymer models.

ACTIVITY 6.3 POLYMER PROPERTIES CONTINUED
WHICH PLASTIC IS IT ?
of turpentine onto the plastic. Leave
What to use: for five minutes. Did the turpentine
Each GROUP will require: react with the surface?
• pieces of plastic labelled A-G Test 5
Plastic products are part of • metal tongs Flammability - Set up a Bunsen
everyday life. How do we • Bunsen burner burner and bench mat in a fume
know which plastic we are • bench mat hood. Using a blue flame, hold the
using and whether we can • 250 mL beaker plastic sample in the flame until it
recycle it? • dropper bottle of turpentine ignites. Does the plastic ignite easily?
• fume cupboard. Remove from the flame to observe
any fumes and residues formed.
What to do:
Carry out the following tests on each Discussion:
DO NOT
CARRY of the numbered plastic samples.
OUT TEST 5 1. Use the key on the next page to
UNLESS YOU Before you begin, construct a table identify the plastics.
DO NOT INHALE HAVE ACCESS
ANY FUMES. TO A FUME in your Notebook to record your
YOUR 2. Identify the plastics as
HOOD observations.
TEACHER MAY
PREFER TO
thermosoftening or thermosetting
DEMONSTRATE
GOGGLES
Test 1 plastic. What clues do you have?
THIS TEST. GLOVES
LAB COAT
Appearance - Describe the sample. 3. Why should burning of plastics be
SHOES
Is it smooth or rough, clear or carried out in a fume hood?
opaque? Is it coloured?
4. Why is resistance to chemicals
Test 2 important? Suggest other
Flexibility - Try to bend the sample. chemicals that it would be useful
Is it flexible or rigid? to test.
Test 3 5. Which plastic would you use to:
Density - Place the sample in a a) cover a sandwich
beaker of water. Does it float or sink? b) cover a framed photo
Test 4 c) hold ice-cream
Chemical resistance - Place one drop d) replace lead fishing sinkers
e) make a writing clip board?

All the plastics you have tested in
KEY TO PLASTICS
this activity can be recycled.
Use this key to identify the plastics you have tested. Each item is stamped with a recycle
logo. The number tells you which
WHICH PLASTIC? plastic it is made of. Each type also
has a shorthand symbol.
What to do:
Less dense More dense
than water than water Look at 10 plastic items you use
everyday.
What type of plastic are they made of?
Can the item be recycled?
Burns with Burns with Record your findings in a table in your
Burns fast Burns slowly white smoke sooty smoke Notebooks.
No dripping Drips as
burns
Waxy and Hard and Soluble in Resistant to

soft tough turpentine chemicals
Low density High density Polyvinyl

polyethylene polyethylene Polypropylene chloride Polystyrene Polyester
4 2 5 3 6 1 Click here to go to the digital

resource Activity 6.3 to find out more
LDPE HDPE PP V PS PET about plastics and their uses.

MORE POLYMERS!
There is a huge variety of synthetic polymers available today with very different
properties, even though many are formed from hydrocarbons.
The properties of a polymer can be affected by many factors: Substituting elements in the carbon
• length of the polymer chain chain.
• branching in the chains How many Chemical reactions that substitute
• cross-linking between polymer chains different types of other elements for hydrogen in the side
plastic are there chains can change the properties of a
• additional elements present in the chain plastic.
in this kitchen?
• inclusion of additives e.g. plasticisers for flexibility, pigments for colour,
stabilisers to prevent breakdown in ultraviolet light. Make a list.
What to do:
Using your molecular model kit, join
monomers to make different polymers
such as those below.
H CH3
propene C C
H H
H Cl
vinyl
chloride
C C
H H
F F
tetrafluoroethene C C
F F
Can you work out the popular or
commercial names of these polymers?
HINT : the tetrafluoroethene is a heat

resistant polymer used in the kitchen.

6.4 MAKING PLASTIC
ACTIVITY TYPE
ACTIVITY
MAKING A WOOD GLUE POLYMER

Making plastics with different properties.
In this activity you will make a Step 2

polymer using wood glue and Measure 15 mL of hot water into borax
borax, then investigate the effect of a second beaker, add an equal

different additives on the properties amount of wood glue and stir to mix
of the polymer. thoroughly. observations that distinguish the
polymers from one another.
Step 3
What to use: Add the borax solution to the glue Step 9
mixture and stir. Leave the polymers to dry. Use
Each GROUP will require: a laboratory warm drying oven if
• PVAC wood glue Step 4 available.
• borax Feel the texture of the polymer that
Polyvinyl acetate • salt forms, roll into a ball and place in a
labelled petri dish. Discussion:
(PVAC), or commonly • cornflour
known as wood glue, • baking powder Step 5 1. What special properties does the
is a rubber synthetic • sugar (sucrose) Rinse all the equipment thoroughly. original polymer have? Do these
polymer made • 100 mL measuring GOGGLES change when the polymer is dry?
from the organic cylinder
GLOVES Step 6
LAB COAT
SHOES Prepare a second batch of polymer 2. How does each of the additives
compound Ethenyl • 2 x 250 mL beakers affect the properties of the
(vinyl) acetate through • 5 petri dish halves following steps 1-5, but this time stir
half a teaspoon of salt into the wood polymer? Can you explain why
polymerisation. • source of hot tap water additives might cause changes?
• stirring rod glue mixture before adding the borax
By adding borax in solution (Step 3). 3. Can you see any potential uses for
• teaspoon
alkaline conditions, these polymers? Which one was
PVAC can be changed
• source of hot tap water Step 7
the most successful? Explain.
• marking pen. Repeat this process adding cornflour,
into a new polymer
with weak cross- baking powder or sugar instead of
links, thus altering its What to do: salt.
H R
physical properties. Step 1 Step 8 Ethenyl is an
ethene molecule
Measure 120 mL of hot water into In a table, record your observations ethenyl C C bonded to another
H compound (R).
a beaker. Add three teaspoons of of the texture, hardness, ability to H
borax and mix until dissolved. roll into a ball, bounce and any other

6.5 NATURAL POLYMERS
ACTIVITY TYPE
ACTIVITY
Most of the synthetic polymers produced today are from fossil fuels. However, as supplies
of petroleum and natural gas deplete, one of the most promising sources of polymers is
Can we make BIOMASS, which includes plant and animal materials from crops, trees and fibres such as wool.
polymers from
BIOPOLYMERS
renewable
resources?
All living organisms produce biopolymers. These include carbohydrates
What is
such as starch and cellulose, proteins like wool and hair, rubber and
nucleic acids (DNA and RNA).
biomass?
Which is
the most
abundant
polymer on wool fibre
earth? Wool and

hair are
Cellulose made from
is present the protein
in the wall human hair keratin.
of every
plant cell.
Rubber
macrofibril
is tapped
from
microfibril
the Para
rubber tree
as a milky
latex.
all living organisms.
DNA is found in the cells of
CH3 H CH3 H
C C CH2 CH2 C C
chains of cellulose molecules CH2 CH2 C C CH2 CH2
natural rubber CH3 H

ACTIVITY 6.5 NATURAL POLYMERS CONTINUED GOGGLES
GLOVES
LAB COAT
SHOES
WATCH , SEE AND TOUCH!

Plastics and fibres formed from
MAKE A BIOPOLYMER
biopolymers are biodegradable.
What to use:
Step 2
Your teacher will give you a piece What to use:
Turn the hotplate to low and heat
of biodegradable plastic made of Starch is a natural polymer obtained mixture, stirring constantly until
starch. from plants, particularly seeds and it thickens and then becomes
storage organs, e.g. roots. It is also clear. Add a drop of food colouring if
What to do: you wish.
made of glucose monomers, joined
Place it in a beaker of water and differently to those in cellulose. Step 3
observe for half an hour.
Each GROUP will require: Spoon the mixture onto the foil and
Discussion: spread thinly with a spatula. Leave in
• 3 tsp cornflour (corn starch)
a warm place to dry overnight.
What is happening? • 1 tsp glycerol (glycerine)
• 1 tsp white vinegar Step 4
Touch the plastic? Does it feel
• 250 mL beaker Test your polymer. Is it flexible? Is it
different? Explain.
• 100 mL measuring cylinder strong, rubbery or brittle?
• teaspoon
• hotplate Discussion:
• stirring rod
• sheet of aluminium foil 1. Was your polymer a success? What
• flat spatula possible uses can you see for this
• food colouring (optional). type of material?
2. Is the polymer biodegradable?
What to do: How can you check?
Step 1 3. What possible improvement could
Measure 60 mL of water into a you make to your procedure?
beaker, then add the cornflour,
vinegar and glycerol. Mix until 4. Would changing the quantities of
smooth. the ingredients make a difference?
Explore if you have time.

ACTIVITY 6.5 NATURAL POLYMERS CONTINUED
What materials do
we use at school
every day that
are made from
cellulose?
LOOKING TO THE FUTURE

POLYMERS FROM CELLULOSE Current research is focussed
Celluloid (cellulose acetate) and "rayon" are two early polymers on producing a polymer
developed from cellulose. from plants or crop waste,
Rayon is produced from wood pulp, chemically treated to manufacture such as corn husks, and
a synthetic polymer that can be spun into fibres and woven into fabric. using enzymes rather than
chemicals to break down
rayon the cellulose. This could
Cellulose is a polymer make useful and cheaper
composed of glucose polymers.
monomers linked together.
CH2OH
H
CH2OH C O
C OH H C
H
C O O C C O
C OH H C H OH
O C C celluloid
H OH Think of
examples where
it is beneficial to
use biodegradable
polymers?
When would Click here to go to the digital
this be a resource Activity 6.5 to learn more about
disadvantage? the future of biopolymers.

6.6 RECYCLING
ACTIVITY TYPE
ACTIVITY
It’s oft
VISIT A COMMERCIAL OR COMMUNITY RECYCLING CENTRE

e
live in n said we
a thro
societ w
y. How -away
do we m
What to do: Discussion: waste uch
?
What do we
Your class will visit a local recycling or 1. What materials are most commonly recycle?
e-waste centre. recycled? Why?
How can we
Your task is to investigate recycling. 2. Which materials are most likely to do it better?
Focus on one or two aspects and use be discarded? What impact do you What is a
a variety of information gathering think this has on the environment? garbologist?
methods such as consumer survey, Is garbology
3. What is the difference between
interview and observation data. a science?
reusing and recycling?
What aspect will you focus on?
4. Why is it important to separate
Take photographs, interview people different materials during
who work at the centre and those recycling?
who bring in or reuse other people’s
5. What categories are commonly
cast-offs, to learn more.
used for separation?
Possible focus questions to
6. Describe how one material is
investigate afterwards in detail:
usefully recycled in the community.
• What do people bring in to
recycle? What are they made of? 7. How does the energy used in
How long did they use them for? recycling compare with using new
materials?
• What products have a longer
CLASS DEBATE:
recycling life? food? paper?
• How do commercial recycling
centres work? Is the discovery of plastic an
environmental curse or blessing? metals? wood?
plastics? glass?
Click here to go to the digital resource Activity 6.6 to learn more about recycling.

Glossary
Term Description
Acid A substance that dissolves in water to produce hydrogen ions.
Alcohol An organic compound containing a hydroxyl (OH) group, e.g., methanol, ethanol. The name always ends in -ol.
Alkali A soluble base is called an alkali. Includes the hydroxides of alkali metals and ammonium. Turns red litmus paper blue.
Alkali metal An element found in group 1 of the periodic table, e.g., sodium, potassium.
Alkaline earth metal An element found in group 2 of the periodic table, e.g., magnesium, calcium.
Alkane Hydrocarbons that contain only single bonds. The name always ends in –ane, e.g., methane.
Alkene A Hydrocarbon containing a double bond. The name always ends in -ene, e.g., ethene.
Alkyne A hydrocarbon containing a triple bond. The name always ends in -yne, e.g., propyne.
A form of an element with a different structural arrangement of atoms; this results in different physical properties, e.g., diamond and graphite are both
Allotrope
allotropes of carbon.
Alloy A mixture of two or more elements, at least one of which is a metal, e.g., steel, bronze, pewter.
Anode The electrode at which oxidation takes place.
Anodise To coat a metal, especially magnesium or aluminium, with a protective film by chemical or electrolytic means.
Atomic mass The total mass of the protons and neutrons in an atom.
Atomic number The number of protons in an atom.
The first plastic synthesised from petroleum to be produced commercially. It is still used today due to its high electrical resistance and ability to withstand
Bakelite
heat.
Base A substance that dissolves in water to produce hydroxide ions.
Biodegradable The ability of an organic material, usually of biological origin, to decompose by micro-organisms.
Biomass The mass of matter derived from living organisms, usually expressed as dry weight.
Biopolymer A plastic or fibre that is biodegradable due to its biological origin, e.g., paper, cotton and polymers originating from cellulose or starch.
An allotrope of carbon, Buckminsterfullerene (buckyball) is a very large molecule in which the carbon atoms form pentagons and hexagons in a similar
Buckminsterfullerene
way to a leather football.
Carbohydrate A large molecule containing only carbon, hydrogen and oxygen. e.g., glucose, starch.
Carbyne A recently synthesised allotrope of carbon that is double the strength of graphene. It resembles diamond in structure but is forty times stronger.
Catalyst A substance that speeds up a chemical reaction, but itself remains unchanged at the end of the reaction.
A refining process in which long chain or more complex hydrocarbons, such as oil, are broken down under pressure, heat and in the presence of a
Catalytic cracking
catalyst. This produces more useful compounds with shorter chain length.
Cathode The electrode at which reduction takes place.
Celluloid A polymer (cellulose nitrate), first manufactured in 1855 and used for movie film.
Cellulose A carbohydrate composed of glucose monomers. It is the main constituent of plant cell walls.
Chemical equation A summary of the reactants and products in a chemical reaction.
CHEMICAL PATTERNS GLOSSARY 76

Glossary
Term Description
Chemical reaction A change that results in new substances being formed.
Combustion A chemical reaction in which a fuel reacts with oxygen to release energy.
Compound A substance made up of two or more atoms joined by chemical bonds.
Concentration The strength of a solution, as determined by the amount of a substance (solute) dissolved in the solvent.
The process in which a metal reacts with air, water or other substances to form rust. A corrosive substance can destroy another substance by contact
Corrosive
e.g., strong acids and bases.
Covalent bond A force between non-metal atoms due to the sharing of electrons to form molecules.
Covalent compound A compound that is formed by the sharing of electrons between non-metallic elements.
Crude oil A complex mixture of carbon compounds formed from the fossilised remains of plants and animals that lived millions of years ago.
Decomposition reaction A chemical reaction in which a compound is broken down into simpler substances.
Dehydrate To remove or lose water in a chemical reaction.
Diamond A strong, hard allotrope of carbon in which each carbon atom is joined to four other carbon atoms, forming a giant covalent structure.
Diesel A fraction obtained from crude oil of chain length C14 to C20 that is used as a fuel.
Ductile Able to be stretched into a wire.
A reaction where one reactant is replaced by another reactant, e.g., a less reactive metal will come out of solution and a more reactive metal will dissolve
Displacement reaction
to replace it.
Effective collision A collision which results in a new substance being formed in a chemical reaction.
Electrode A conductor through which an electric current enters or leaves an electrolytic cell; either an anode or cathode.
An electro-chemical process in which current is passed between two electrodes through an ionised solution (electrolyte) to deposit positive ions on the
Electrolysis negative electrode (cathode) and negative ions on the positive electrode (anode). Electrolysis is used in industry to extract and purify reactive metals,
e.g., aluminium.
Electrolyte A solution in which the ions are free to move and conduct electricity.
Electron configuration The number and arrangement of electrons in orbitals around the nucleus of an atom.
Electroplating A process in which a protective metal coating is added to another metal using electricity. The ions on the coating metal gain electrons at the cathode.
Element A substance made up of only one kind of atom.
Endothermic reaction A chemical reaction which involves taking in of energy. (Reaction container becomes cold)
Ethanol An organic compound belonging to the alcohol group.
Exothermic reaction A chemical reaction in which energy is released in the form of heat.
Fermentation A reaction in which energy is produced in the absence of oxygen.
Fractional distillation The separation (through distillation using a fractionating column), of a liquid mixture into fractions differing in boiling point and chemical composition.
Fuel cell A cell producing an electric current from a chemical reaction e.g., hydrogen cell.
Galvanise To place a thin layer of zinc on a metal, e.g., iron, to protect the underlying surface from corrosion.

Glossary
Term Description
Gasoline A fraction of crude oil with carbon chain lengths of 5-12, containing hydrocarbons used mainly for motor fuels and chemical manufacture.
Graphene A strong, tough allotrope of carbon formed from a single layer of carbon atoms arranged in a hexagonal pattern.
Graphite An allotrope of carbon in which the carbon atoms form layers. These layers can slide over each other, making graphite much softer than diamond.
Group A vertical column of the periodic table containing elements with similar outer electron configuration.
Halide A binary compound containing a halogen, e.g., sodium chloride, potassium fluoride, calcium bromide.
Halogen An element in group 7 of the periodic table, e.g., fluorine, chlorine, iodine.
Hybrid vehicle A hybrid vehicle is a vehicle that uses two or more different power sources, e.g., electric vehicles, which combine a petrol engine and electric motors.
Hydrocarbon An organic compound composed entirely of carbon and hydrogen. Most hydrocarbons we use originate from crude oil.
Hypothesis A statement that predicts a possible explanation for observations, that can be tested by experiment.
Incomplete combustion occurs if there is insufficient oxygen, so that less energy is produced. The products of the reaction include carbon monoxide and
Incomplete combustion
carbon (soot).
Interstitial alloy An alloy formed when the element added has a much smaller atom, (typically a non-metal) which can fit between the atoms of the main element, e.g., carbon steel.
Journalism that involves inquiry, research and reporting on topics (e.g., global warming; chemicals in food) that are often controversial or concealed; with
Investigative journalism
the general purpose to inform, demystify and engage the wider public.
Ion A particle that is charged due to addition or removal of electrons from a neutral atom.
Ionic bond A force between metallic and non-metallic particles due to attraction between positive and negatively charged ions.
Ionic compound A compound formed from metal and non-metal ions.
Lattice A symmetrical structure formed by atoms bonded together in a crystalline solid.
Law A theory to which no exceptions have been found at the time it is made. Scientific laws explain why things happen.
Liquid petroleum gas A flammable mixture of hydrocarbon gases containing propane or butane (LPG); used as a fuel in vehicles and heating appliances.
Malleable Able to be beaten into another shape without breaking.
Matter Anything that takes up space and has mass.
A naturally occurring inorganic solid substance with definite chemical composition and characteristic crystalline structure, colour, and hardness, e.g.,
Mineral
bauxite, diamond.
Molecular model A model representing the arrangement of atoms and shape of a molecule.
Molecule Two or more atoms chemically combined together in fixed proportions.
Nanotube A strong electrically conductive allotrope of carbon, composed of hexagonal rings of carbon atoms forming hollow tubes.
Native element An element that is so stable that it is found in nature as the pure element, e.g., sulfur, gold.
A naturally occurring gas, largely methane, that is converted to liquid form (liquified natural gas or LNG) for ease of transport and storage. It is used in
Natural gas
gas burners and as a vehicle fuel.
Natural metal A metal found in nature as the element, e.g., silver, gold.
Neutralisation A reaction between an acid and base that produces a salt and water.

Glossary
Term Description
Noble gas An unreactive gas belonging to group 8 of the periodic table, e.g., helium, neon, argon.
Noble metal A metal that is chemically unreactive and resistant to corrosion, e.g., platinum, gold, silver.
Observation The act of noting, recording and possibly measuring something, often by using an instrument.
Octave A repeating pattern of eight. In chemistry, the pattern of similarity of every eighth element due to outer shell electron configuration.
Ore A material that contains a metal in such quantities that it can be mined and worked commercially to extract that metal.
Organic chemistry The branch of chemistry devoted to the study of carbon compounds.
Period A horizontal section (row) of the periodic table containing elements with the same number of electron shells.
A mixture of gaseous, liquid, and solid hydrocarbons that occurs naturally beneath the earth's surface. It can be separated into fractions including natural
Petroleum
gas, gasoline, naphtha, kerosene, paraffin wax, and asphalt and is used as raw material for a wide variety of purposes.
A series of chemical reactions which occur in the chloroplasts of green plants. Carbon dioxide and water combine in the presence of light and chlorophyll
Photosynthesis
to produce sugars and oxygen.
Plastic Synthetic polymers are referred to as plastics, e.g., nylon, polythene.
Polyatomic ion A charged particle made up of two or more elements that are covalently bonded together and act as one unit e.g., hydroxide (OH-)
Polylactic acid A biopolymer (PLA) derived from renewable resources, such as corn starch, tapioca roots or sugarcane.
Polythene A polymer formed from ethene monomers, also called polyethylene.
Precipitation A reaction in which a solid (precipitate) is produced from solution in a chemical reaction.
Rayon A synthetic polymer produced from chemically treated wood pulp and used extensively in fabrics.
Reliability The reliability of an experiment is a measure of its consistency; if repeated the same results are obtained.
Sacrificial anode An anode made from a more reactive metal than the cathode so that it first corrodes away, preserving the cathode metal.
Salt A substance produced in a neutralisation reaction between an acid and a base.
Alloys formed when the two metallic components have similar atomic size and chemical bonding characteristics, so that the atoms mix freely and evenly,
Substitutional alloy
e.g., brass.
Synthetic polymer An industrially-produced polymer that does not occur naturally.
Theory An explanation that has been supported by well-tested and repeated scientific testing.
Thermosetting Plastics that are hard and cannot be softened by heating once they are formed. They are usually heat resistant e.g., Bakelite.
Thermosoftening Plastics that become soft and flexible when heated, and harden on cooling again. These plastics can be easily reshaped, e.g., polythene.
Triad A group of three. e.g., Dobereiner discovered elements in groups of three with similar properties.
Valency The combining power of an atom determined by the number of outer shell electrons.
The validity of an experiment is determined by how well the design enables the aims to be achieved. A controlled experiment is valid if all variables that
Validity
may affect the experiment are controlled and only one factor (the independent variable) is changed.
Viscous A viscous liquid is one that is thick, e.g., oil, honey.
Vitriolic A term used to describe someone who is spiteful, acerbic or malicious. In chemistry, this term is used to describe sulfuric acid.

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PART 1: PERIODIC RAP! 4-21 PART 4: REACTION RATE 44-52

Meaning Digital interactive Hands-on inquiry Classroom activity Notebooking Discussion

90 91 92 93 94 95 96 97 98 99 100 101 102 103

alkali alkaline transition basic noble

CHEMICAL PATTERNS PERIODIC TABLE 3

CHEMICAL PATTERNS PART 1 4

ACTIVITY PERIODIC RAP!

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 5

Instructions: HINT: Listen carefully

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 6

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 7

t he ato es and non-metal.

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 8

ACTIVITY WHAT’S IN A PERIOD?

K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr Cl- Na+ Cl-

Cl- Na+ Cl-

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 10

PART B: OXIDES OF PERIOD THREE ELEMENTS

Click here to go to the digital resource

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 11

ACTIVITY PERIODIC PATTERNS

The first person to notice Sr Make a list of their

  o elements come in groups of six,

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 13

element yet discovered that fitted

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 14

ACTIVITY FORMULAE AND EQUATIONS

sodium ion chloride ion

What do you remember about these types

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 15

RULES What is the cross-over method?

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 16

What to do: The most accurate way to represent what is happening in a

WRITING CHEMICAL EQUATIONS

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 17

ACTIVITY WHO’S IN YOUR GROUP?

The most recently discovered group includes the noble gases,

interesting facts for each in a table. 2p

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 18

PART A: INVESTIGATING THE ALKALI METALS STUDENT INVESTIGATIONS

For these practical activities, carefully follow the

PART B: ALKALI METALS PART C: HALOGENS

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 19

ACTIVITY IS THE CHEMISTRY RIGHT?

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 20

RECOGNISING REACTION TYPES

CHEMICAL PATTERNS PART 1 PERIODIC RAP! 21

CHEMICAL PATTERNS PART 2 22

ACTIVITY SCIENCE JOURNALISM

Expert opinions and interviews

CHEMICAL PATTERNS PART 2 SCIENCE INVESTIGATIVE JOURNALISM 23

CHEMICAL PATTERNS PART 2 SCIENCE INVESTIGATIVE JOURNALISM 24

TASK : THE SCIENCE EINE

by marketing involving cool

As a science investigative reporter, you will

CHEMICAL PATTERNS PART 2 SCIENCE INVESTIGATIVE JOURNALISM 25

CHEMICAL PATTERNS PART 3 26

ACTIVITY WHAT IS A METAL?

Seventy five per cent of elements are metals. What special

PART 1: PERIODIC RAP! 4-21 PART 4: REACTION RATE 44-52

The first person to notice Sr Make a list of their

o elements come in groups of six,

ACTIVITY – KING OF CHEMICALS