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AS90946 - Investigate the implications of the properties of metals for their use in society (1.7)
AS90946 - Investigate the implications of the properties of metals for their use in society (1.7)
Standard details can be found here; https://www.nzqa.govt.nz/ncea/assessment/view-detailed.do?standardNumber=90946
Exemplars can be found here; https://www.nzqa.govt.nz/ncea/subjects/science/annotated-exemplars/level-1-as90946/
This standard is about understanding the physical and chemical properties of metals and how they are used in our everyday life.
Section 1 - Intro
👀 Watch About working with metal in the following video. 10 Amazing metal work processes
💭 Brainstorm some ideas about the importance of metals in our everyday lives. What do we use them for? Add your ideas to the jamboard here. Metals in society
📚 Use the following presentation to get a basic outline of some of the key chemistry ideas about metals, their properties and their uses. Metals & their uses
✍ Make some summary notes to help clarify your ideas.
REMINDER: If you are doing work using your device you should be placing each piece of completed work in a year 11 Science Metals folder in your google drive. If you are doing things on hard copy they should be getting written and or glued into your exercise books.
1.7_metals_and_their_uses_nceal1_2012 (1).ppt👉 Answer the check in questions below to see which key ideas you understood from the presentation
1) Name any 2 parts of an atom.
2) What charge does an electron have?
3) What does the atomic number of an element tell us?
4) Elements are made of more than one type of atom bonded together. True or False?
5) The elements are represented by symbols and we can find them on what table?
6) Mercury has what symbol? where does it get this symbol from?
7) Copy & complete the sentence;
The electrons of an atom are organised into shells, also known as an elements electron ___________________.
8) List 3 properties of non-metals and 3 properties of metals.
9) For any 3 metals list there name, their symbol, a use, & a property relevant to that use.
10) What does the reactivity series tell us? Name 2 unreactive metals and 2 reactive metals.
Section 2 - Learning some basic chemistry
Section 2 - Learning some basic chemistry
2.1 - Atom structure
2.1 - Atom structure
👀 Watch the video clip or go here
✍ Answer the questions below in your science book.
Name the 3 subatomic particles that make up an atom?
Where are neutrons found in an atom? What charge do they have?
Where are electrons arranged in an atom?
What is the symbol for Carbon? If Carbon has 6 protons, how many electrons does it have?
How many electrons does Helium have in its outer shell? Does this make it reactive or unreactive?
Challenge - Follow this link to an interactie to check you understanding of atoms and their structures.
2.2 - Periodic table, Atomic Numbers & Masses
2.2 - Periodic table, Atomic Numbers & Masses
👀 Watch the video clip or go here periodic table
✍ Answer the questions below in your science book.
What is the atomic number of H, Mg, and Fe
What's the difference between mass and atomic numbers?
How are the elements organised in the periodic table in relation to mass and atomic numbers?
Choose a metal element and identify its symbol, atomic number, mass number, and how many electrons it has.
2.3 - Forming ions
2.3 - Forming ions
👀 Watch the video clip
✍ Answer the questions below in your science book.
What is an ion?
Copy & complete the sentences;
When an atom loses electrons they become ________________ charged and form ______________.
When an atom gains ____________ they become negatively ______________ and form ___________.
What is the outermost shell of electrons called?
How many electrons does sodium have in this shell?
When sodium reacts how many electrons does it lose?
How do we write the ion that is formed?
How many electrons does oxygen gain?
What ion does it form?
How do we write this ion?
Complete the challenge in the video - draw the calcium and chloride ions.
Section 3 - Physical properties
Section 3 - Physical properties
Intro - Have a go at the two interactive activities below.
💭 What did you already know about physical properties? What was something new you learnt?
3.1 👉1. Visit this website to get a few ideas about metals - http://www.chem4kids.com/files/elem_metal.html
2. Copy and complete the table on the left into your notes or make a table in a google doc, find the definitions for the characteristics by using resources such as google searching or this page https://www.bbc.co.uk/bitesize/guides/z9m6v9q/revision/2 where you can click on the words to find meanings.
3. Use the words below the table to decide which applies to metals and non-metals for each characteristic. Eg. We know metals have high density compared to non-metals, so in this row in the table we would put the word high in the metals column and low in the non-metals column.
4. Copy & complete the sentences about each property and use the starting letters and the pictures to help you try and determine the missing word.
3.2 ✍1. Copy the mind map picture on the left into your books under the heading Physical properties of metals.
3.2 ✍1. Copy the mind map picture on the left into your books under the heading Physical properties of metals.
For each property write a small description of what it means (some are already done for you on the picture, provide an example of a metal that shows this property.
For each property write a small description of what it means (some are already done for you on the picture, provide an example of a metal that shows this property.
Section 4 - Uses based on physical properties
Section 4 - Uses based on physical properties
4.1 Copy & complete the table for each of the metals below, you need to find one common use of the metal and identify a suitable physical property that makes the metal suitable for this purpose, and how that helps us.
Eg. Aluminium - dinghy/boat - Low density - easy to move into the water.
4.2 Complete the worksheet below to develop your understanding of physical properties and uses of metals.
4.3 - Applying physical properties - Complete the worksheet below.
Write the Physical property and get a suitable picture to illustrate the use.
Check your understanding by completing these match up activities.
Section 5 - Chemical change
Section 5 - Chemical change
5.1 Chemical and physical changes
Use the image on the right to summarise key ideas under the following headings;
What is a physical change?
What are examples of physical changes?
What is a chemical change?
What are the key signs of a chemical change?
Looking at the pictures under chemical change give 2 examples of chemical changes we might see in our everyday lives.
5.2 Chemical reactions
Key Ideas - Copy the notes below (you can select and copy paste into a google doc), 📚read through each key idea and ✍ highlight the keywords.
When energy is absorbed during a chemical reaction, it is stored as chemical energy in the products.
The release of a gas can be evidence of a chemical reaction.
The formation of a precipitate can be evidence of a chemical reaction.
Reactants are substances present before a chemical reaction takes place.
Products are substances present after a chemical reaction takes place.
In a balanced chemical equation, the total number of each type of atom in the reactants is equal to the total number of each type of atom in the products.
Energy is required to break chemical bonds.
Energy is released when new chemical bonds form.
During a chemical reaction, the mass of the products is equal to the mass of the reactants.
During a chemical reaction, atoms within a substance can be rearranged.
During a chemical reaction, atomic bonds are broken and/or formed.
During a chemical reaction, a new substance is formed with different physical properties.
Atoms of an element have a specific mass known as atomic mass.
According to the law of conservation of mass, atoms may be rearranged during a chemical reaction, but they are not created or destroyed.
A chemical formula represents the number of atoms of each element in a compound.
5.3 - Chemical Equations - Word & Symbol
👀 Looking at the summary details in the grey section below about Chemical equations, formulae and symbols equations, ✍ answer the following questions to check your understanding;
a) What is the difference between a reactant and product?
b) Where do we find products in a written word equation?
c) In what ways are word equations different to maths equations?
d) In a word equation in the examples below name one reactant and one product?
e) In one of the symbol equations below name one product & reactant?
f) What is the formulae for hydrogen gas and for sulfuric acid?
g) What does the arrow in the equations show us?
Challenge - Write a word equation for the following reaction;
If Sodium is added to water it reacts vigorously to make a gas called Hydrogen, it also makes an alkali substance called sodium hydroxide.
______________________ + ________________________ -> ____________________________ + __________________________
Section 6 - Chemical properties
Section 6 - Chemical properties
There are a series of reactions you will need to understand and learn for this topic, these are the major everyday reactions metals have when they are used for everyday purposes and uses. Metal in water, metal in air (oxygen) and metals with acids.
6.1 - Metals and oxygen
👀 Watch the summary video about metal and oxygen reactions, and answer the questions below.
1) What is the general word equation for metal reacting with oxygen?
2) What is the product made when a metal reacts with oxygen?
3) what is an example of a symbol equation for a metal reacting with oxygen?
4) What is an oxide layer?
5) Why can an oxide layer be useful for some metals?
6) What is the difference between a reaction between copper and oxygen with heat, and magnesium and oxygen with heat? Why is there a difference?
Challenge - Write a word and symbol equation for the reaction of zinc and oxygen.
6.2 - Metals and water
👀 Watch the summary video about metal and water reactions, and answer the questions below.
1) What is the general word equation for metal reacting with water?
2) What are the reactants in this reaction?
3) What product is made when sodium reacts with water?
3) What is an example of a symbol equation for a metal reacting with water?
4)What is the evidence of a more reactive metal?
5)What is the least reactive out of lead, iron, magnesium and zinc?
Challenge - Write a word and symbol equation for the reaction of Magnesium with water.
6.3 - Metals and acid
👀 Watch the summary video about metal and acid reactions, and answer the questions below.
1) What is the general word equation for metal reacting with acid?
2) What are the products in the reaction of sulfuric acid and calcium?
3) What product stays the same when the acid in the reaction is changed? what product changes when the acid in the reaction changes?
4) What is the end name of the salt when hydrochloric acid is used?
5) How do we test for the hydrogen gas produced?
6)Which metals don't react with dilute acids?
6.4 - Common Metals reactions
Complete the 2 worksheets below that summarise all the common metal reactions, make a copy of the doc into your google drive science folder and work on it there.
Important metals word equations
Important Metals Word equations.docx6.5 - Putting it all together
Watch the video clip (Reactivity series of metals) and use this to complete the worksheet to summarise the ideas around metals their reactions and their equations.
6.6 - The tricky stuff - balancing symbol equations
Check out this site to practise balancing symbol equations.
Check your understanding of some key symbols and formula with this match up activity.
Section 7 - Reactivity of metals
Section 7 - Reactivity of metals
✍ Use the metals reactivity series site on this page ->
to copy and complete the summary ideas below.
Metals all have different chemical properties including how reactive they are. This is known as the R____________________ series. The higher up the series they are like P__________________ the more reactive they are, compared to metals like C_________________ which is very unreactive.
P___________________ would not be a suitable metal to use for knives & forks due to it being very r______________. It reacts violently with w_____________, steam, oxygen and a________.
C_____________ (Cu) would be suitable for water pipes due to the fact that it is unreactive with water, s_________ and a________. This means water hot or cold can flow through the pipes without it r_______________.
Challenge - Put the following metals in order of reactivity from most to least reactive; Pb, Fe, Cu, Mg, Zn, Al, Ca, Ag
Check your understanding by completing these match up activities.
Section 8 - Uses of metals
Section 8 - Uses of metals
8.1 - Common uses of Metals
👉For each of the 5 metals listed here on the right,
✍copy and complete the table below.
8.2 - Discussing uses of metals
👉 Make a copy of the common metals uses worksheet, (add it to your Science folder in your drive) then complete it.
✍Focus on trying to explain why the property you have identified makes that metal suitable for the use you have chosen.
One example for Magnesium has been completed for you.
Section 9 - Preventing corrosion of metals
Section 9 - Preventing corrosion of metals
Watch the video and summarise the key methods to prevent corrosion.
Section 10 - Putting it all together
Section 10 - Putting it all together
Checklist - Do you understand all of these key ideas??
Common metal names & Symbols - Eg. Cu, Pb, Zn, Al, Fe, Mg, Ca
Physical properties of metals - Ductility, malleable, Density, hardness, strength, High melting point, lustre, conductor of heat, conductor of electricity
Chemical properties of metals - Reactions with oxygen, water and acid.
Word equations - Reactants and products, + and arrow.
Symbol equations - Compound formula and balancing equations
Metals reactivity - Reactivity series most to least reactive
Linking properties to uses. - Copper is useful for wiring because it is very ductile but is also a good conductor of electricity. This means we can form it into a wire easily and electrical current can flow through it.
Practice assessments
Practice assessments
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