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CKS3: Yr8 Chemistry Unit – What's my World Made out of Part 2 Lesson number: 3. Lesson Title: Compounds and Mixtures Learning Outcomes How I did Targets Learning Outcome 1: Describe the difference between elements, compounds and mixtures. Connector: Level 5 •On your table is a tray with different bottles of identify them e.g. what is its Learning Outcome 2: name, does it have a symbol, is it an element or compound. Explain how and why compounds can be different from the elements they are made from. (Level 4) Level 6 Learning Outcome 3: Apply certain rules to name compounds Level 7 03:50 TJ Science Department Lesson plan Teacher information • On each pod should be a tray of different mixtures and compounds in bottles. • • • • Demonstrations Teacher to demo what happens if you put sodium in water Salt This is optional to do as an experiment or teacher can demo depending on time and ability Iron Sulphur Iron Sulphide HCL Magnets Test tube Pippetes • • • • • • • This is what all will do: Two test tubes, conical flask, spatula solutions of FeCl2, Na2CO3, NH4OH, CuSO4, HCl, solid MgCO3 sugar Provision: 1) EAL: 2) SEN: Role of TA: 1) 2) 3) BIG picture Key Question: What is the difference between an mixture and a compound? • What skills will you be developing this lesson? • HSW- by planning and carrying out an investigation/ Interpreting data/ evaluating an experiment • Literacy- by writing explanations using correctly spelt keywords and good grammar. • Team work- during a practical investigation • Participation- during a practical activity • Reflection- through self and peer assessment of each outcome •How is this lesson relevant to every day life? Chemicals and reactions used to work machines for example, for fireworks Where does this lesson fit in to the rest of the topic? Lesson 2 •Quick Discussion: •What do you already know? Keywords: Create sentences using the keywords to show that you know what they mean. Put your hand up if there is any key word from the list that you don’t understand. • Compound • Mixture • Element • Chemically New Information for Learning Outcome 1 • Visual: Demonstration • Audio: Demonstration • Kinaesthetic: Class experiment New Information for Task 1 • Mixtures: Are two or more elements that are not chemically joined Molecules Mixtures of different gases • Molecules: two of the same elements that go round in pairs New Information for Task 1 Compounds Compounds are different to elements. They contain different atoms. Here are some examples: Methane Sodium chloride (salt) Glucose Newsimple Information for Task 1 Some compounds… Methane, CH4 Water, H2O Carbon dioxide, CO2 Key Hydrogen Ethyne, C2H2 Oxygen Sulphuric acid, H2SO4 Carbon Sulphur New Information for Learning Outcome 1 A compound is made when atoms of different elements react and join together. For example, water is produced from the chemical reaction between hydrogen and oxygen. hydrogen + oxygen water H H + O O H H Two hydrogen molecules react with one oxygen molecule to produce two molecules of water. Why does water have different properties to its elements? Task for Learning Outcome 1 How do you know when a chemical reaction is taking place? colour changes gives out a gas cools down flashes produces a solid glows heats up produces smoke Task for Learning Outcome 1 Making compounds Compounds are made when two or more elements (or compounds) go through a chemical reaction. For example: 1) When carbon reacts with oxygen it usually forms ____ _________ 2) When oxygen reacts with hydrogen it could form ______ 3) When iron reacts with oxygen it could form ______ ______ There are usually “tell-tale” signs to show when a compound is being made, such as bubbling, heat given off, colour changes, fizzing etc. Water, iron oxide or carbon dioxide? Task for Learning Outcome 1 Task: Decide if these statements describe an element or a compound. hydrogen sodium can cannot contain there beare broken be only more chloride just millions gas broken one than over isdown is an type of down one an 100 example different into example oftype different into atom their of anything types separate atom types that smaller elements are chemically joined Task 1:Answers Check your answers. Elements contain only one type of atom cannot be broken down into anything smaller there are just over 100 different types hydrogen gas is an example Compounds contain more than one type of atom that are chemically joined can be broken down into their separate elements there are millions of different types sodium chloride is an example Learning Outcome 1: Review Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column. Learning Outcome Learning Outcome 1: Describe the difference between elements, compounds and mixtures. Level 5 How I did Met? Partly met? Not met? Targets How can I improve on Learning Outcome 1? Keywords: Demonstrate your Learning for Outcome 1 I am working at level .... because ........... Create (L8) Evaluate (L7) Judge Justify Defend Decide Agree Value Prove Check Criticise Recommend Support Test Create Evaluate Combine construct Develop Imagine Design Change Improve Discuss Create Invent Suppose Put together Make up Synthesise Analyse (L6) Apply (L5) Use Build Execute Develop Construct Identify Plan Select Solve Organise Apply Model Analyse Apply Remember (L3) Understand Who What When Where Why Which How Match Define List Choose Name Spell Tell Describe Remember 03:50 Take apart Compare Classify Examine List Distinguish Simplify Theme Conclude Motive Discover Understand (L4) Explain what when where how Rephrase Demonstrate Summarise Contrast Show Predict Compare Clarify Illustrate Categorise New Information for Learning Outcome 2 Why is it safe to put sodium chloride on fish and chips… …but not safe to use sodium and chlorine? New Information for Learning Outcome 2 A compound has different properties to the elements from which it is made because the atoms are joined differently. carbon + oxygen carbon dioxide Colourless gas in which many substances burn. Colourless gas used in fizzy drinks and fire extinguishers. + Black solid used as fuel. C + O O New Information for Learning Outcome 2 • Animation 4.6 page 60 Task for learning Outcome 2 • We are going to carry out some practical work, looking at four different reactions. • The apparatus you will need is the following: • • • • • • Two test tubes, conical flask, spatula solutions of FeCl2, Na2CO3, NH4OH, CuSO4, HCl, solid MgCO3 sugar Learning Activities for Task for learning Outcome 2 Outcome 1 What do you need to do to be safe when conducting this experiment? Task for learning Outcome 2 How do you know when a chemical reaction is taking place? colour changes gives out a gas cools down flashes produces a solid glows heats up produces smoke Task for learning Outcome 2 • • Use your descriptions to explain generally the types of clues that tell you that a reaction is taking place. I know a chemical reaction had taken place between _______ and _______ because…………. Learning Outcome 2: Review Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column. Learning Outcome Explain how and why compounds can be different from the elements they are made from. Level 6 How I did Met? Partly met? Not met? Targets How can I improve on Learning Outcome 2? Keywords: Demonstrate your Learning for Outcome 2 I am working at level .... because ........... Create (L8) Evaluate (L7) Judge Justify Defend Decide Agree Value Prove Check Criticise Recommend Support Test Create Evaluate Combine construct Develop Imagine Design Change Improve Discuss Create Invent Suppose Put together Make up Synthesise Analyse (L6) Apply (L5) Use Build Execute Develop Construct Identify Plan Select Solve Organise Apply Model Analyse Apply Remember (L3) Understand Who What When Where Why Which How Match Define List Choose Name Spell Tell Describe Remember 03:50 Take apart Compare Classify Examine List Distinguish Simplify Theme Conclude Motive Discover Understand (L4) Explain what when where how Rephrase Demonstrate Summarise Contrast Show Predict Compare Clarify Illustrate Categorise Learning Activities for Task 3 The 3 Naming Rules: Rule 1 – When two elements join the end is usually _______ide. e.g. Magnesium + oxygen magnesium oxide Rule 2 – When three or more elements combine and one of them is oxygen the ending is _____ate e.g. Copper + sulphur + oxygen Copper sulphate Rule 3 – If two identical elements combine then the name doesn’t change Learning Activities for Task 3 Naming Compounds To name simple compounds of metals and non-metals: 1. Write down the name of the metal. 2. Write down the name of the non-metal, changing the ending of the word to “-ide”. What is the name of the compound made when the following elements combine? magnesium and oxygen sodium and chlorine oxygen and iron magnesium oxide sodium chloride iron oxide Learning Activities for Task 3 What is the name of each compound formed by these metal and non-metal elements? Element 1 Element 2 iron magnesium sodium tin aluminium nickel zinc lithium sulphur nitrogen chlorine oxygen bromine iodine sulphur nitrogen iron sulphide Name of compound magnesium nitride sodium chloride tin oxide aluminium bromide nickel iodide zinc sulphide lithium nitride Learning Activities for Task 3 Many compounds contain more than two elements. For compounds containing two elements plus oxygen, the ending of the other non-metal usually changes to “-ate”. Element 1 Element 2 Element 3 Name of compound nickel sulphur oxygen magnesium nitrogen oxygen magnesium nitrate sodium nitrogen oxygen copper sulphur oxygen aluminium bromine oxygen sodium nitrate copper sulphate aluminium bromate nickel sulphate Learning Activities for Task 3 • Task 3: name the following compounds: 1) Calcium + carbon + oxygen 2) Potassium + carbon + oxygen 3) Calcium + sulphur + oxygen 4) Magnesium + chlorine + oxygen 5) Calcium + oxygen + nitrogen • Tricky ones! – extension: for these, write down names of elements in the compounds, then name: 6) AgNO3 7) H2SO4 8) K2CO3 Learning Outcome 3: Review Go back to your Learning Outcome grid and fill out the ‘How I did’ and the ‘Targets’ column. Learning Outcomes Learning Outcome 3: Apply certain rules to name compounds Level 7 How I did Met? Partly met? Not met? Targets How can I improve on Learning Outcome 3? Keywords: Demonstrate your Learning for Outcome 3 I am working at level .... because ........... Create (L8) Evaluate (L7) Judge Justify Defend Decide Agree Value Prove Check Criticise Recommend Support Test Create Evaluate Combine construct Develop Imagine Design Change Improve Discuss Create Invent Suppose Put together Make up Synthesise Analyse (L6) Apply (L5) Use Build Execute Develop Construct Identify Plan Select Solve Organise Apply Model Analyse Apply Remember (L3) Understand Who What When Where Why Which How Match Define List Choose Name Spell Tell Describe Remember 03:50 Take apart Compare Classify Examine List Distinguish Simplify Theme Conclude Motive Discover Understand (L4) Explain what when where how Rephrase Demonstrate Summarise Contrast Show Predict Compare Clarify Illustrate Categorise Review for Remembering • Stand up if you have met the lesson outcomes? • If not what do you need to do next in order to meet the outcome? Record this in your diary as part of your homework. • Is there any part of the lesson you think you need to go over again next lesson? • Tell the person next to you three things you have learnt this lesson. • How will you remember this for your exam? Extended Learning Extended Learning task: Create a revision poster to show what happens when an acid reacts with a metal • Due date: next lesson • Criteria for Level 5: . • Criteria for level 6: • Criteria for level 7: