Y7 KS3 - Unit 5 Slides

Chemistry - Materials
Term 2 - Assigned Teams
1. Stay seated with your assigned groups. Do not get up to distract other teams.
2. If you are too loud, you will be moved to a different team. (and receive a demerit)

Team 1 Team 2 Team 3 Team 4 Team 5

Ivy Loogaew Green Singto Marwin

Note Nene Min Top Maroc

Taya Napa Namkhangsai Pizza Peter

Kita Yoko Gena

Warm Up - Metals Starter
Unit 4 Test Date

Unit 4 test will be on Wednesday next week on 17th Jan.

Please be ready.
It will cover…
- MRS. GREN,
- Viruses,
- Species
- Dichotomous Keys
Don’t forget to turn in your dichotomous key assignment into google classroom by
Monday.
 Unit 5 - Properties of Materials
5.1 Metals and Non-metals
5.2 Comparing metals and non-metals
5.3 Metal Mixtures
5.4 Using the properties of materials to separate mixtures
5.5 Acids and Alkalis
5.6 Indicators
5.1 - Metals and Non-metals
Key points

● The position of an element on the periodic table provides information about its
properties.
● The majority of elements are metals and they are found on the left and in the
middle of the periodic table.
● Most metals share a lot of properties, such as being good conductors of heat
and electricity.
● Non-metals often have the opposite properties. For example, they are usually
poor conductors of heat and electricity.
True or False?

Calcium is a metal.
True or False?

Calcium is a metal.
It’s true - calcium (Ca) is a metal!

We often hear about calcium being in milk and dairy products, but
that is when the calcium atoms are chemically bonded to other
atoms to form compounds.

Calcium is found on the left of the periodic table, surrounded by

other metals. Calcium has the usual properties of a metal. For
example it is a good conductor of heat and electricity.
Notes - Metals
Material - substances from which objects are made

Metals are useful materials.

Notes - Properties of Metals

Metals are…

Shiny - reflects light

Malleable - able to bend or shape (with a hammer)

Ductile - drawn out into wires

Sonorous - makes ringing sound when hit

Conduct - allow heat or electricity to flow through

(some) Magnetic - attracted to a magnet

Metals and Heat

Metals need a lot of heat to melt.

They have a high melting point and

boiling point.
Metals and Electricity

To conduct electricity means that an electric current can flow through.

List TEN metals in your
notes.
Concept Check Questions (Kahoot 1-12)
Notes - Properties of Non-metals

Non-metals tend to be…

brittle- something that easily breaks with a snap

shatter- break into many pieces

Dull - does not reflect light very well

insulators- does not conduct heat or electricity

Common Non-metals
Most are gases.

Most have low melting and boiling points.

Concept Check
Blooket Practice
Gimkit Vocabulary Practice!
5.2 Comparing Nonmetals and Metals
Kahoot Concept Check

Metals vs Non-Metals
Independent Practice
Workbook Section 5.1-5.2 ALL
English Practice
5.3 Warm Up
Classify A, B, C, and D as

- Elements
- Compounds
- Mixtures

Explain why to a partner.

5.3 Metal Mixtures
Key Points
- Alloys are mixtures of different
elements with at least one metal.
- Many pure metals are too soft, they
can be strengthen by mixing with
other metals.
- Many metallic substances around you
are alloys due to this reason.
Notes - Alloys
Alloys - mixtures of metals

- Metals are physically mixed (no

bonding!)
- Properties of alloys are different
than the metals (and non-metals)
they contain

Bronze - alloy mixture of copper and tin.

(harder!)

Steel - an alloy made of iron and carbon

(harder than iron!)
Notes - Alloy Particles Disrupts - upset the pattern

Pure metals are

made of layers.

Alloys have
metals thats
disrupt the
layers.
Notes - Other Everyday Alloys
- Coins - copper, nickel, zinc, tin
- Jewellery - gold, copper, silver, zinc
- Aeroplanes - aluminum, magnesium, copper
- Artificial joints - titanium alloys
- Modern glasses - Nitinol (nickel and titanium)
More on gold… did you know?
Wordwall Activity
https://wordwall.net/play/66881/787/701
Kahoot Concept Check

Join and earn some DOUBLE house points!!

Team Mode on ONE Device.

Please select a team leader and use their device.

- Team leader please list your team members when you join the kahoot.
Blooket Practice
Practice
English Practice
English Practice
5.4 Starter / 5.3 Warm Up
Answer the following in your notes.

1. What is the difference between a mixture and a compound?

2. How are pure metals and alloys different? (Discuss how their particles are
arranged differently)
 Unit 5 - Properties of Materials
5.1 Metals and Non-metals
5.2 Comparing metals and non-metals
5.3 Metal Mixtures
5.4 Using the properties of materials to separate mixtures
5.5 Acids and Alkalis
5.4 - Using the properties of materials to separate mixtures

- Describe the differences between elements, compounds and mixtures,

including alloys as an example of a mixture
- Understand that all substances have chemical properties and physical
properties

- Identify properties of different substance in a mixture and use those to

separate them
Key Terms
Notes - Mixtures
Recall.. From Year 7

Mixtures - contain different substances that are physically mixed and not
chemically combined.

Why would you want to separate mixtures in the first place?

Notes - Separating Mixtures

Some mixtures are very easily separated…here are some techniques

- Sieving
- Filtration
- Evaporation
- Distillation
- Chromatography
Physical Changes -
A physical change is when a substance undergoes a change that does not change its
chemical identity. These changes are usually reversible. Some are obvious but some not
so obvious.

- Phase changes are always physical changes (ex: liquid → gas)

Common physical changes include changing shape and size.

Dissolving is also a physical change.

Chemical Changes
Chemical changes are different from physical changes. Often a chemical change also has a
physical change as well.

- New substances are made in chemical changes, and the change is often not easily
reversed.
- When a chemical reaction occurs, the change is called a chemical change. These
include:
Question…

So if you want to separate mixtures to use the parts for

other things… what kind of change would you want?
Notes - Examples of Separation

Crystallisation with evaporation. Distillation

Copper sulfate crystals dissolve in liquid/liquid mixtures can be separated

water. This is a physical change. using their different boiling points.

If we evaporate the water…the Uses boiling and condensation to

crystals will reappear! separate
Independent Practice

Workbook Section 5.4

Chemical vs Physical changes
https://wordwall.net/resource/38267607/chemical-reaction-vs-physical-change

https://wordwall.net/resource/295907/chemical-or-physical-change
Warm Up

Go over test for unit 4!

Double check your marks with the mark scheme!

Bring up any potential errors you see.

5.5 Acid/Base
Notes - Acids
Acid - substance with a pH less than 7.
Contains H particles. Opposite of alkali.

Corrosive - substance is able to dissolve or

eat away other materials (like skin)

Harmful - something that causes damage

irritate - cause itching or sores on body

- Sour, tangy taste

- Strong acids are dangerous
- Causes BURNS
Notes - Alkalis
Alkali - substance with a pH more than 7. Contains OH particles. Opposite Acid.

- Cleaning products
- Sodium hydroxide strong alkali
- Dangerous and corrosive
- Feels soapy, burns skin
- Cancels out acids
Concept Check
Answer the following in your notes.
But I hate wearing safety glasses….
Safety
When handling chemicals:

1. Stand up to work. Avoid spills on yourself

2. Always wear safety glasses. So NOTHING
gets in your eyes.
3. Top of bottle face upside down, so it doesnt
get chemicals on the table
4. Replace bottle top as soon as you’re done
using.
More Safety Symbols
Include all of these in your notes.
Activity
Workbook 5.5
Complete workbook 5.5
English Practice
English Practice
Practice
Wrkbk Practice
Wrkbk Practice
Warm Up (notes) (demerits for anyone off task!)
A student performed an experiment adding
alkali to an acid. They graphed their result.

1. What is the pH of the solution at the

start of the experiment?

2. What is the pH of the solution at the

end of the experiment?

3. Did the student start with an acid or an

alkali solution?
Salt-Sand Mixture - Guided Questions
Answer the following questions with your group. (3 minutes)

1. What key property → Solubility… (does it mix with water?)

- Sand?
- Salt?

2. What is filtration?

3. How to separate solute from solvent? (dissolved in water)

(Hidden Technique) Fluted Filter Paper
5.4 Practical -
Separating Salty Sandy
Water
Guidelines:
1. Wear safety glasses for ANY practical.
2. Get help from the teacher to set up your burner.
3. Take care not to BURN yourself!
- HOT GLASS LOOKS LIKE COLD GLASS.
- Use either tongs or rubber hands to handle hot stuff.
BE CAREFUL NOT TO DROP THE HOT STUFF.
IT”LL BREAK.
- Do not burn the table. Cool the evaporating dish on
the a tile or black surface from the stand.
4. Clean up when you are done.

Automatic level 2 demerits for horseplaying or breaking

safety rules.
Warm Up - Practical Writing
A student wrote this for their introduction. The lab was about separating iron, salt
and sand.

Cause we wanted to find iron, salt, and sand.

What could be improved about this introduction? Discuss with a partner and then
write how you could improve this in the peardeck.
5.4 Practical Write Up Recap on what we did in class.

- You will learn how to properly write a lab report.

- You will be doing this frequently in your science classes year to
year.
- It will make your life easier if you learn to do it right in Y7 :)
- SO PAY ATTENTION >:D
Lab Report Parts
1. Title (relevant to the experiment)
2. Introduction (give background information)
3. Hypothesis (state what you are predicting with independent and dependent
variables)
4. Apparatus (Everything you used)
5. Safety (What to be careful about)
6. Method (Detailed step by step instructions on how to do the practical)
7. Data (Observations and Measurements and Calculations)
8. Conclusion (What did you learn from your experiment)
 Introductions should always include:
Introduction 1. Purpose
a. Why did you do the lab or What is the point of the practical? What should
you be learning?
2. Relevant background information.
a. Any key words or terms you should know to understand the practical

Examples:

Developing Student:
We want to know why salt dissolves in different temperatures.

Good Student:
This experiment will show us what happens when salt dissolves in different temperatures.

Excellent Student:
The purpose of this experiment is to see how temperature affects salt dissolving in water.
Dissolving means to evenly mix. Salt is the solute because it is being mixed in water. Water is the
solvent because it is doing the dissolving. Salt water is a mixture, meaning salt does not react with
the water.
 A testable prediction. (Not always needed in a practical)
Hypothesis
Examples:

Developing Student:
I think that salt will dissolve.

Good Student:
I think salt dissolves faster in hot water.

Excellent Student:
If salt is placed in higher temperatures
than it will dissolve faster.
Apparatus
What did we use? Include all chemicals and equipment.

Use the correct equipment term.

Examples:

Developing Student Good Student Excellent Student

Glass cup Beaker 50mL beaker

Method Detailed step by step instructions on how the practical was
performed. Use bullet points or numbers.

Developing Student Good Student Excellent Student

Heat up the water. 1. Pour the water 1. Pour 25mL of water

Add the salt. Time
how long it takes.
into the beaker into the beaker.
2. Heat up the water 2. Using a hot plate,
3. Add the salt
heat up the water until
it starts bubbling.
4. Record the time it 3. Turn off the heat.
takes to dissolve 4. Measure 3g of salt on
a top pan balance.
5. Add the salt to the
water.
6. Measure how long it
takes for the salt to
dissolve.
Write your practical!

Include

1. Title
2. Introduction
3. Apparatus
4. Safety
5. Method
Warm Up - Practical Writing
A student wrote this for their introduction. The lab was about separating iron, salt
and sand.

Cause we wanted to find iron, salt, and sand.

What could be improved about this introduction? Discuss with a partner and then
write how you could improve this in the peardeck.
Hazard Symbol Revision

Task: Play both of these games! (5 minutes)

Add the questions you missed to your notes.

https://wordwall.net/resource/3823360/hazard-symbols

https://wordwall.net/resource/44835/science/hazard-group-sort
5.6 Learning Objectives
- Understand that all substances have chemical and physical properties
- Understand that the acidity or alkalinity of a substance is a chemical property
and is measured by pH
- Use indicators (universal and litmus) to identify if a solution is acidic, alkaline
or neutral

- Learn how to tell an acid from an alkali

- Learn how to make indicators
- Use pH scale to determine acid from alkali
Key Terms - KNOW THESE WORDS!
Peardeck Task: Partner Activity

With a partner… discuss the properties of acid and alkalis that we’ve learned
about. List them in the pairdeck.

You have 3 minutes to do this task.

Key Points
● The pH scale shows how acidic a substance is. It can be measured using a pH
meter which gives a numerical value.
● The pH scale ranges from 0 (very acidic) through 7 (neutral) to 14 (very alkaline).
● pH can be also be measured using an indicator and comparing the colour with a
comparison chart.
● pH can only be measured in water-based solutions!
Notes - Indicators
Indicators - substance that turns different colours in acid and alkali
Concept Check - Answer in your notes.
Notes - Litmus
Litmus - dye used as an indicator

- Litmus is an example of an indicator. It turns red in solutions that are acidic

and it is blue in alkaline solutions.

Neutral - neither acid nor alkali and is at pH 7

Concept Check - Answer in your notes.
Universal indicator

Universal indicator - made up of

a range of other indicators to show
how acidic or alkaline a substance
is

pH scale - measures the strength

of acid and bases

pH can only be measured for

solutions! (things in dissolved
water!!!)
Copy and answer in your notes.
Mystery Activity
Identify the mystery substances using an indicator.

DO NOT TASTE ANY OF THE SUBSTANCES.

Task 2:
Complete your notes for section 5.6 - Indicators.

Make sure your notes has…

- Key Terms
- Concept Check Questions AND Answers
- Universal Indicators pH scale colors
- How to tell an acid from an alkali
- How to use indicators
End Class
Warm Up - Indicators

1. What are indicators?

2. What color does universal indicator turn when it is in an acidic solution?

Activity - Making your own
Indicator
Instructions

1. Cut up some purple cabbage.

2. Place the pieces into a beaker
3. Add some boiling water from a kettle to
the beaker.
4. Wait for 20 minutes.
5. Filter the leftover cabbage pieces from
the indicator solution.
6. Store away. We will use it next class.
Task:

DO NOT TOUCH THE SUPPLIES UNTIL YOU GET PERMISSION.

Make a table like the one above for today’s lab on a scratch sheet of paper.

You may do it digitally if you’d like.

pH Activity
Guidelines:

1. Do NOT bring the solutions

back to your table.
2. Bring a test tube to the solution!
3. Only add a few drops to your
test tube (5-10 drops)
4. DO NOT DRINK/EAT ANYTHING.
(instant level 5 demerit for even
joking) Pipette 5-10 drops of your solution into your test tube, keep track!!
5. BE ORGANISED. And your cabbage indicator
6. Universal Indicator paper should be cut in
half to save resources!
Universal Indicator Color pH range

Compare your cabbage indicator

to universal indicator paper.

Split the paper into two so we

don’t waste any.

Answer the following questions in

your notebook.

1. Which indicator is more

useful?
2. Why? Explain with data from
your lab.
Workbook 5.6
Warm Up - Kahoot over Indicators

Earn some housepoints!

Warm Up - Blooket Activity over Indicators

Everyone can play on

their own e-devices for
this activity.

We’ll spend 20-30

minutes revising

(2-3 gamemodes)
Remainder of Class

Ensure you submitted all your workbook assignments.

Work on your notes.

Term 2 - Assigned Teams
1. Stay seated with your assigned groups. Do not get up to distract other teams.
2. If you are too loud, you will be moved to a different team. (and receive a demerit)

Team 1 Team 2 Team 3 Team 4 Team 5

Ivy Loogaew Green Singto Marwin

Note Nene Min Top Maroc

Taya Napa Namkhangsai Pizza Peter

Kita Yoko Gena

Jeopardy Style Revision!
Get into 4 teams, you’ll be competing for house points.

Each team will take turn picking a category and points. If they answer the question
correctly, they will earn that many points.

If a team does NOT get it correctly, it’ll go to the next team.

Once per game another team may challenge a team for their question.

- During this challenge two teams will compete against each other. The winner
takes the point category!
Revision Day! (Test next class)
5.1-5.2 Key Terms for Metals/Nonmetals (Draw that!)

5.1 - Properties of Metals Blooket

5.2 - Comparing metals/nonmetals Kahoot

5.3 - Alloys - Kahoot

5.4 - Separating Mixtures - read your practical report.

5.5 - Hazard Symbols wordwall 1 and group sort

5.6 - Indicators Kahoot and Blooket

Test on Friday (if you are here)
Test will be over… Unit/Chapter 5.
5.1 Metals and Non-metals
5.2 Comparing metals and non-metals
5.3 Metal Mixtures
5.4 Using the properties of materials to separate mixtures
5.5 Acids and Alkalis
Your best resources are….
1. The textbook and your notes (This is THE BEST resource to study)
2. Your workbook
3. My notes/slides
4. The revision games.
(This is not the best resource to use to study, your test is not multiple choice!!)