Summary: Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed.
Compounds
“recall that all matter is composed of atoms and has mass”
“identify a range of compounds using their common names and chemical formulae”
“classify compounds into groups based on common chemical characteristics”
Notes
| Activity/Resource | Notes |
|---|---|
| [Literacy] Common Compounds | For a series of everyday compounds, students create descriptions/simple profiles with the following information: Common name Chemical name and formula Elements that make up compound Identify what the subscript numbers mean and what they apply to? Identify that a new compound is formed by rearranging atoms rather than by creating matter |
| [Practical] Molecular Kits | Students use molecular kits (likely ball and stick, although there are other types, including space-filling and skeletal) to model simple compounds |
Chemical Reactions
“investigate a range of types of important chemical reactions that occur in non-living systems and involve energy transfer, including:
– combustion
– the reaction of acids including metals and carbonates
– corrosion
– precipitation
– neutralisation
– decomposition”
“identify some examples of important chemical reactions that occur in living systems and involve energy transfer, including respiration and reactions involving acids such as occur during digestion”
Notes
- Most textbooks have examples of chemical reactions that can be performed in a typical school lab. Simple chemical reactions can also be found online.
- An important aspect of students performing these experiments is addressing misconceptions they may have. Consider having a browse of the Royal Society of Chemistry’s chapter on Chemical Misconceptions.
| Activity/Resource | Notes |
|---|---|
| [Practical] Precipitation | React aqueous solutions with sodium nitrate, sodium hydroxide, sodium carbonate, sodium chloride, sodium sulfate to work out the solubility rules Write word equations to show how the compound names rearrange themselves Draw diagrams to show ion movement and precipitate forming in the reaction vessel |
| [Practical] Neutralisation | Test pH of reactants and products of neutralisation reaction Antacid tablet and hydrochloric acid – measure the pH of reactants/products, describe this as a model of how antacid neutralises stomach pH (acid reflux) Identify common use of this reaction in the lab/kitchen |
| [Practical] Acid and Metal | Pop test – confirm presence of hydrogen gas Recognise that some metals are more active than others Relate uses for common metals (copper, iron, aluminium, zinc etc.) to their reactivity |
| [Practical] Combustion | Burn magnesium |
| [Practical] Decomposition | Heat copper carbonate and collect carbon dioxide gas, expose limewater to carbon dioxide to confirm its presence |
| [Practical] Design a Cold Pack | Many variations of this lab investigation exist online, e.g. one from the National Science Teaching Association (although I would recommend creating a worksheet suitable for your class, with or without scaffolding, e.g. pre-made tables) The focus here is to get students to test out different salts dissolved in water, to measure changes in temperature (exothermic or endothermic), and to consider what is happening at the particle level (with diagrams) Challenge students to consider how they will ensure their investigation is valid and reliable, and how they will analyse their collected data |
Word Equations
“construct word equations from observations and written descriptions of a range of chemical reactions”
“deduce that new substances are formed during chemical reactions by rearranging atoms rather than creating or destroying them”
Notes
| Activity/Resource | Notes |
|---|---|
*Will continue adding/refining ideas here over time.
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