C2
EXPECTATIONS
1. Don’t talk when the teacher is talking
2. Respect others in the classroom
3. Ask questions if you are unsure
4. Complete all homework on time
Starter
Find the definitions
of the keywords
below
KEYWORDS: Atom, proton, neutron,
electron
Understand the
structure of the atom
ALL – State that atoms
are made up of protons,
neutrons and electrons
MOST – Describe atoms
in terms of mass and
atomic number
SOME – Perform
calculations involving
mass and atomic
number
LO: understand the structure of an atom
What is an atom?
All matter is made up of
atoms
However, an atoms is NOT
the smallest unit of matter
like you might have been
previously taught
Atoms of themselves made
of smaller particles
LO: understand the structure of an atom
The different parts of the atom
The middle part of the atom
is called the nucleus
LO: understand the structure of an atom
What are atoms made of?
Protons – Positively charged
particles found inside the
nucleus
Neutrons – Neutral particles
found inside the nucleus
Electrons – Negatively
charged particles that orbit
the nucleus
LO: understand the structure of an atom
What are atoms made of?
LO: understand the structure of an atom
Task
1. Draw an atom that has 5 protons, 5 neutrons and 5
electrons
2. Copy and complete the paragraph below:
Atoms were once thought to be the _________ unit of
matter. However, we now know that the atom is made up of
smaller __________. The ___________ of an atom is made
up of protons and ___________. Protons have a
___________ charge and neutrons do not have a charge.
Electrons ___________ the nucleus and have a
____________ charge. The number of protons and electrons
in a neutral atom is the ________.
Orbit, smallest, nucleus, neutrons, negative, particles,
positive
LO: understand the structure of an atom
Protons, neutrons and electrons
Particle
Proton
Neutron
Electron
Relative charge
+1
0
-1
Relative mass
1
1
1/2000
LO: understand the structure of an atom
Relative sizes
LO: understand the structure of an atom
Atomic and Mass number
Atomic number: This is the number of protons inside the
nucleus of an atom
WARNING: Even though the number of protons and electrons
in a neutral atom are the same, make sure you say the
correct definitions if you are asked in an exam!
Mass number: This is the number of protons + neutrons in
the nucleus of an atom
LO: understand the structure of an atom
Atomic and Mass number
Atomic number: This is the number of protons inside the
nucleus of an atom
Mass number: This is the number of protons + neutrons in
the nucleus of an atom
LO: understand the structure of an atom
Example 1
Calculate the following quantities for the element below
(i) Atomic number
(ii) Mass number
(iii) Number of protons
(iv) Number of electrons
(v) Number of neutrons
LO: understand the structure of an atom
Whiteboard example 1
Calculate the following quantities for the element below
(i) Atomic number
(ii) Mass number
(iii) Number of protons
LO: understand the structure of an atom
Whiteboard example 2
Calculate the following quantities for the element below
(i) Atomic number
(ii) Mass number
(iii) Number of neutrons
LO: understand the structure of an atom
Task
Use your periodic table to find the following quantities
for: nitrogen, oxygen, iron, platinum, gold, lead,
mercury, potassium, calcium, phosphorus, argon, xenon
(i) Atomic number
(ii) Mass number
(iii) Number of protons
(iv) Number of electrons
(v) Number of neutrons
State the three particles that make
up the atoms
What do the terms “atomic number”
and “mass number” mean? Which of
the numbers is bigger?
Start Timer
10 Minutes
10
8
6
4
Explain what particles make up the
majority of the mass of an atom
and where they are found
2
0
True or false?
Copy the true sentences and change the false sentences
to make them true:
(i) Atoms are the smallest unit of matter
(ii) Atoms are made up of three fundamental particle:
protons, neutrons and smurfs
(iii) Protons are positively charged, neutrons are
negatively charged and electrons are neutral
(iv) The number of protons and electrons in a neutral
atom is the same
(v) The atomic number is the number of protons in the
nucleus of an atom
Starter
True or false?
Understand how
electrons in an atom are
arranged
ALL – State that
electrons orbit an atom
MOST – Draw electron
arrangements for atoms
SOME – Relate the
number of outer
electrons to reactivity
KEYWORDS electrons, electron shells
LO: understand how electrons in an atoms are arranged
Electron shells
Consider Calcium. Calcium
has an atomic number of 20
All of calcium’s 20 electrons
can NOT fit in one orbit.
Therefore, there must be
multiple orbits for electrons
to occupy
LO: understand how electrons in an atoms are arranged
Shell break down
Atoms have 4 shells where
electrons can live
Shell 1 – 2 electrons
Shell 2 – 8 electrons
Shell 3 – 8 electrons
Shell 4 – Whatever is left!
LO: understand how electrons in an atoms are arranged
Example 1
Draw the electron arrangement for sodium
LO: understand how electrons in an atoms are arranged
Example 2
Draw the electron arrangement for oxygen
LO: understand how electrons in an atoms are arranged
Whiteboard example 1
Draw the electron arrangement for potassium. It has an
atomic number of 12
LO: understand how electrons in an atoms are arranged
Whiteboard example 2
Draw the electron arrangement for hydrogen. It has an
atomic number of 1
LO: understand how electrons in an atoms are arranged
Task
Complete the worksheet on drawing electron
arrangements for atoms. Make sure you use crosses to
represent the electrons and you remember how many
electrons can go in each shell
Stick the sheet in when you are done
LO: understand how electrons in an atoms are arranged
Happy atoms
Atoms are happiest when
they have a full outer shell
Atoms can get a full outer
shell by stealing, sharing or
losing their electrons. When
this happens, you get a
chemical reaction
LO: understand how electrons in an atoms are arranged
Happy atoms
Elements that have 7
electrons in their outer shell
or 1 electron in their outer
shell are usually very reactive.
Why do you think that is?
State how many electrons can go
into each shell
Draw the electron arrangement for
Nitrogen
Start Timer
10 Minutes
10
8
6
4
Explain why Lithium and sodium are
extremely reactive element (they
are both group 1 elements)
2
0
Starter
Bingo
KEYWORDS ionic, covalent,
Electron shell
Understand why
chemical reactions
occur
ALL – State why
elements react together
MOST – Define ionic and
covalent bonding
SOME – Explain why
group1 and group7
elements are very
reactive
BINGO
LO: understand why chemical reactions occur
Practical – Chemical reactions
Aim: To compare the properties of the reactants and
products of chemical reactions:
Method:
1. Light the magnesium using the Bunsen burner
2. Make sure you don’t look directly at the magnesium
when it is burning
3. Once the magnesium has completely reacted, see if
you can get products to burn
LO: understand why chemical reactions occur
Conclusion
What can you say about the reactivity of the magnesium
compared to the magnesium oxide (the products). Why
do you think that it?
LO: understand why chemical reactions occur
Chemical reactions
Chemical reactions occur
because an element is trying
to get a full outer shell
Once a reaction has
occurred, the products are
not likely to react again as
they have already got their
full outer shells
LO: understand why chemical reactions occur
Chemical bonds
When a reaction has occurred, we say that a chemical
bond has been formed between the two elements to
form the compound
There are two types of chemical bond:
1. Ionic bond: Formed when atoms join together as a
result of gaining or losing electrons
2. Covalent bond: Formed when atoms join together as
a result of sharing electrons
Describe why elements react
together to form compounds
Explain what the terms “ionic bond”
and “covalent bond” mean
Start Timer
10 Minutes
10
8
6
4
Argon is a noble gas and in group8
of the periodic table. Explain why
this element is very unreactive
2
0
Starter
Reaction of sodium
and chlorine
Define ionic bonding
ALL – State the
definition for ionic
bonding and ions
MOST – Describe
elements that form ionic
bonds
SOME – Draw diagrams
to represent ionic bonds
KEYWORDS ionic, electrons,
Sodium chloride, group1, group7
LO: define ionic bonding
Recap
1. Ionic bond: Formed when atoms join together as a
result of gaining or losing electrons
They are USUALLY formed between metals and nonmetals
LO: define ionic bonding
Likely culprits
What elements on the periodic table are most likely to
gain or lose electrons?
Elements in group 1 (The alkali metals) react with nonmetals to form ionic compounds
Elements in group 7 (The halogens) react with metals to
form ionic compounds
LO: define ionic bonding
What happens?
Sodium has an atomic number of 11. Chlorine has an atomic number of
17. What happens when they react to form an ionic compound?
The molecules in an ionic bond
are called ‘ions’. Ions are atoms
that carry either +ve or –ve
charges
LO: define ionic bonding
Example 2
Magnesium has an atomic number of 12 and Oxygen has an atomic
number of 8. Draw dot and cross diagrams to show how the elements
bond together and the ions that the elements Mg and O make
LO: define ionic bonding
Task
Draw dot and cross diagrams to show how you would expect
the following elements to form ions together. Show the ions
formed for each bond:
1) Lithium and Chlorine
2) Calcium and Oxygen
3) Aluminium and Chlorine
4) Calcium and Chlorine
Higher:
5) Aluminium and Oxygen
LO: define ionic bonding
Future topics...
LO: define ionic bonding
Exam practice
Answer the questions on the topics we have learnt so far.
Mark and correct the questions when you are done and stick
them into your books
SPLAT
Two people stand at the back of the room
There are two answers on the screen and only
one is correct
A question will be asked
Whoever WALKS to the front the fastest and
SPLAT’s the correct answer first is the winner!
Starter
What is the question?
KEYWORDS covalent, electrons,
molecule, non-metals, share
Define covalent
bonding
ALL – State the
definition of a covalent
bond
MOST – Describe
covalent bonding in
terms of electron
transfer
SOME – Independently
Draw diagrams to
represent covalent
bonds
LO: define covalent bonding
What is the question?
Write the questions that go with the answers below:
1) It is made up of protons and neutrons
2) It was once thought to be the smallest piece of matter
possible. We now know it is made up of smaller particles
3) 8
4) An electron is transferred from one element to another
5) It is the number of protons + neutrons that an atom has
6) They are atoms that have either a positive or negative
charges
LO: define covalent bonding
Sharing electrons
It is not always possible for an
electron to be transferred from
one atom to another
When this happens, electrons
are shared between atoms so
that they can BOTH have a full
other shell
Covalent bonds are formed
when electrons are shared
between atoms
LO: define covalent bonding
Covalent molecules
It is not always possible for an
electron to be transferred from
one atom to another
When this happens, electrons
are shared between atoms so
that they can BOTH have a full
other shell
Covalent bonds are formed
when electrons are shared
between atoms
LO: define covalent bonding
Examples
Ionic compounds
1.
2.
3.
4.
Sodium Chloride
Magnesium fluoride
Lithium oxide
Potassium sulphide
Covalent compounds
1.
2.
3.
4.
Carbon dioxide
Water
Methane
Ammonia
LO: define covalent bonding
Example question 1
Show how two hydrogen atoms can join together to form a covalent bond
LO: define covalent bonding
Example question 2
The chemical formula of methane is CH4. Draw dot and cross diagrams to show
the covalent bonds that exist in methane.
LO: define covalent bonding
Whiteboard example 1
Show how two fluorine atoms can join together to form a covalent bond
LO: define covalent bonding
Whiteboard example 2
Carbon dioxide is a covalent molecule made up of one carbon atom and two
oxygen atoms. Draw dot and cross diagrams to show the covalent structure of
this compound
LO: define covalent bonding
Important things to remember!
1. ALWAYS draw one atoms as having dots and
the rest of the atoms as having crosses
2. Ions are NOT formed during covalent bonding.
They are only formed during IONIC bonding!
3. IONIC = TRANSFERRING
COVALENT = SHARING
LO: define ionic bonding
Task
Draw dot and cross diagrams to show how you would expect
the following elements to form covalent bonds
1) Hydrogen Chloride (HCl)
2) Water (H2O)
3) Ammonia (NH3)
4) Chlorine molecule (Cl2)
5) Hydrogen fluoride (HF)
Higher:
5) Oxygen molecule (O2)
6) Nitrogen molecule (N2)
LO: define ionic bonding
Plenary
Write a rap/rhyme about all you
have learnt so far about ionic and
covalent bonding. Include the
following keywords in your rap:
• Ionic
• Covalent
• Share
• Transfer
• HCl
• Ammonia
LO: define ionic bonding
Homework – Due next week
Answer the selected exam questions on B2 (Biology). You will
have learnt this last year with Mrs Elliott and this homework
will help keep what you have learnt fresh in your head
Starter
Brain teaser
Define metallic bonding
ALL – State what is
meant by a free electron
MOST – Describe the
structure and bonding of
ions in a metal
SOME – explain how
free electrons lead to
strong bonds between
ions
KEYWORDS metal, ions,
Free electron, electrostatic force
Starter
You are working in a factory that makes pills that weigh
exactly 1g. The factory has 9 production lines. Your manager
tells you that one of the production lines has a fault and is
making pills that weigh 1.1g.
Using an electronic scale JUST ONCE how could you find out
which production line has the fault?
LO: define metallic bonding
Metallic bonding
Metals are very special and do
not form either ionic OR
covalent bonds. They form
metallic bonds
Metals exist as positive ions
surrounded by a ‘sea’ of free
electrons
LO: define metallic bonding
Metallic bonding
The negative electrons sandwiched
between the positive ions lead to
strong electrostatic forces in the
metal. This means that most metals
have VERY HIGH melting/boiling
points.
When a current is applied, the
electrons carry the charge. This is why
metals can conduct electricity
LO: define metallic bonding
Metallic bonding
Metals exist as ___________ ions
surrounded by a ______ of free
electrons. These electrons are
from the outer shell of the metal
and are said to be ____________.
The strong ____________ forces
between the ions and electrons
leads to ________ melting/boiling
points in metals
Electrostatic, sea, positive, high,
delocalised
LO: define metallic bonding
Practical – Growing metals
Aim: To understand how metals form
Method:
1. Pour a small amount of silver nitrate into a test tube
2. Place a piece of copper wire into the solution
3. Leave in a test tube rack and observe how the crystals of
silver form
What do you observe? Why do the silver crystals form in the
first place? What do you notice about the shape of the
crystals?
What is a free electron
Start Timer
10 Minutes
10
Describe how metal ions and free
electrons are arranged in a metal
8
6
4
Explain why metals have extremely
high melting/boiling points
2
0
IONIC COMPOUNDS
GIANT COVALENT SUBSTANCES
SIMPLE COVALENT MOLECULES
GIANT METALLIC STRUCTURES
Starter
Draw the dot and cross
diagram for the ionic bonding
in Magnesium chloride
KEYWORDS ions, giant, conduct
Lattice , positive, negative, aqueous
Understand the
structure of ionic
compounds
ALL – State what is
meant by a giant ionic
lattice
MOST – Describe
properties of a giant
ionic compound
SOME – explain the
properties of a giant
ionic compound
LO: understand the structure of ionic compounds
Giant Ionic Lattice
Ionic compounds exist as a Giant
Ionic Lattice.
This means the following:
• Lots of ions group together to
make a large structure
• They structure has a regular
arrangement
• There are alternating positive
and negative ions
LO: understand the structure of ionic compounds
Properties
There are strong electrostatic
forces between the opposite
charges in the lattice
A large amount of energy is
required to overcome these forces
which leads to:
• High melting point
• High boiling
What do you notice about the
shape of the sodium chloride
crystals?
State what is meant by a giant ionic
lattice
Start Timer
10 Minutes
10
8
Draw the giant ionic lattice for
Magnesium Chloride
6
4
Explain why ionic compounds have
a high melting/boiling point
2
0
LO: understand the structure of ionic compounds
Practical – Conductivity of GIC
Aim: To determine the conductivity of GICs dissolved in
solution
Method:
1. Dissolve a small amount of each ionic compound in a
beaker of water
2. Place electrodes which are connected to an ammeter and
battery into the solution
3. Measure the current, if one is produced and record it in a
table
4. Repeat with a different ionic compound
What do your observations tell you?
Understand the
properties of simple
covalent molecules
ALL – State what is
meant by a simple
covalent molecules
MOST – Describe the
properties of a simple
covalent molecule
SOME – explain the
properties of a simple
covalent molecule
KEYWORDS: covalent, intermolecular
LO: understand the structure of simple covalent molecules
Simple covalent molecules
All of these molecules are
simple covalent molecules
LO: understand the structure of simple covalent molecules
Simple covalent molecules
Simple covalent molecules
have relatively low melting
and boiling points
They typically exist as
liquids or gases at room
temperature
They have strong covalent
bonds within the
molecules, but only weak
intermolecular forces
between molecules
LO: understand the structure of simple covalent molecules
Demo – Conductivity of SCM
Aim: To determine the conductivity of simple covalent
molecules
Method:
1. Place the electrodes which are connected to a light bulb
and battery into ethanol
2. Measure the current, if one is produced
What does the result tell you?
ARTICULATE
Work in pairs!
One person faces toward the screen and the
other away
A word relating to the topic will come up on the
screen.
Describe the word to your partner WITHOUT
USING THE WORD!
You won’t have long to describe so work fast!
Swap around after each word!
Understand the
properties of giant
covalent structures
ALL – State what is
meant by a giant
covalent structure
MOST – Describe the
properties of a giant
covalent structure
SOME – explain the
properties of a giant
covalent structure
KEYWORDS: giant covalent structure,
diamond, graphite, silicon dioxide, fullerene
LO: understand the structure of giant covalent structures
Giant covalent structures
Whereas most non-metals form
covalent bonds that form
molecules, some form large
networks of covalent bonds
These networks are called giant
covalent structures
LO: understand the structure of giant covalent structures
Giant covalent structures
Examples of giant covalent
structures include:
• Diamond
• Silicon Dioxide
• Graphite
LO: understand the structure of giant covalent structures
Diamond
Diamond is made up entirely of
carbon atoms. It is made when
carbon is put under extremely high
pressure and temperature
Diamond has a melting point of
3550°C and is the hardest naturally
formed substance known.
LO: understand the structure of giant covalent structures
Silicon Dioxide
Used in the production of glass.
Has a melting point of 1600°C.
LO: understand the structure of giant covalent structures
Graphite
Each carbon atom forms three
covalent bonds. The extra
electron that is not used to make
a bond exists as a free
(delocalised) electrons.
Just as in metals, the delocalised
electrons can carry the charge
when a current is applied.
My name is Thomas
Edison! I invented the
first production light
bulb that had a graphite
filament and could burn
for 40 hours. However,
the design was very
fragile!
LO: understand the structure of giant covalent structures
Graphite
Graphite exists as separate layers
that can slide over each other. For
this reason it is used in pencils
Graphite has a melting point of
3600°C.
LO: understand the structure of giant covalent structures
Fullerenes
Besides graphite and diamond,
carbon can also form another type
of giant covalent structure.
Fullerenes (named after the
scientists that discovered them)
are made by conjoined hexagonal
carbon rings
LO: understand the structure of giant covalent structures
Uses of Fullerenes
Possible uses of Fullerenes in the
future could be:
• Drug delivery
• In lubricants
• As catalysts in reactions
• To make carbon nanotubes to
reinforce structures
LO: understand the structure of giant covalent structures
Practical – Modelling molecules
Use the molymods to create models of:
• A giant ionic lattice
• 2 simple molecules
• Diamond
• Silicon dioxide
• Graphite
• A fullerene
Understand the
properties of giant
metallic structures
ALL – State what is
meant by a giant
metallic structure
MOST – Describe the
properties of a giant
metallic structure
SOME – explain the
properties of a giant
metallic structure
KEYWORDS: giant metallic structure,
Free electrons, delocalised, malleable
LO: understand the structure of giant metallic structures
Giant metallic structures
The ions that make up a giant metallic
structure are arranged in layers. The
layers can slide over each other and
allow the metal to be bent into shape
The free electrons hold the structure
together and also allow metals to
conduct electricity
LO: understand the structure of giant metallic structures
Homework
You will have a test next week on all the material we have covered so far.
The test will be marked in class. Whatever mark you achieve in this first
test will be on your module report.
Your homework for next week is to revise for the upcoming test.
Starter
Discuss with the people on your
pod what you think an alloy is and
any alloys that you might know
KEYWORDS: alloy, metal,
Shape memory material
Understand the
nature and benefits
of alloys
ALL – State what is
meant by an alloy
MOST – Describe
how alloys are
created and some
examples of alloys
SOME – explain the
benefits of particular
alloys
LO: Understand the nature and benefits of alloys
Alloys
An alloy is a mixture of two or more elements, where at least one of the
elements is a metal. Many alloys are mixtures of two or more metals
Alloying metals can create compounds that are:
• Stronger
• More flexible
• Have a higher melting point
• Less easily corroded
• Lighter
LO: Understand the nature and benefits of alloys
Alloys
Commonly used alloys are:
• Steel - Carbon and Steel
• Stainless steel – Carbon, Steel and Nickel
• Brass – Copper and Zinc
• Solder – Lead and Tin
• White gold – Gold, Nickel and Palladium
LO: Understand the nature and benefits of alloys
How alloys are formed
Atoms of second
element
In a normal metal, the atoms are arranged in a regular structure. In an
alloy, the atoms of the second element fit into the spaces between the
metal atoms.
Having atoms in these spaces makes it more difficult for the layers to slide
over each other. This is why most alloys are stronger than the metal alone
LO: Understand the nature and benefits of alloys
QWC question
Explain what an alloy is and how the atomic structure of an alloy
can make it stronger. Research shape memory alloys and what
they are used for. Give examples where appropriate.
5-6 marks criteria:
• Knowledge of accurate information appropriately contextualised
• Detailed understanding, supported by relevant evidence and
examples
• Answer is coherent and in an organised, logical sequence,
containing a wide range of appropriate or relevant specialist
terms used accurately
• The answer shows almost faultless spelling, punctuation and
grammar.
Starter
Draw a spider diagram for whatever
you remember about polymers
from C1
KEYWORDS: polymer, monomer,
Chain, plastic, LD, HD
Understand the
formation and use of
polymers
ALL – State what is
meant by a polymer
MOST – Describe
different kinds of
polymers and their
uses
SOME – explain the
difference between
thermosetting and
thermosoftening
polymers
LO: Understand the formation and use of polymers
Recap
Polymers
LO: Understand the formation and use of polymers
Polymers
A polymer is a long chain molecule that is made up of
lots of small molecules that have been chained together.
The small molecules that have been linked together are
called monomers.
LO: Understand the formation and use of polymers
The role of Alkenes
Alkenes are the perfect molecules for creating polymers.
They double bond on an alkene can be opened up, giving
extra bonds to attach things to. When the double bonds
on lots of alkenes are opened up, they can be chained
together to form a polymer
LO: Understand the formation and use of polymers
Drawing polymers
Drawing how polymers are formed MUST be done in a specific way
Ethene
This is known as a polymerisation reaction
LO: Understand the formation and use of polymers
Example question
Draw how propene can be used to make a polymer. Name the
polymer formed.
LO: Understand the formation and use of polymers
Mini-plenary
1. Write definitions for the following keywords:
• Monomer
• Polymer
• Polymerisation
• Double bond
2. Name the polymers formed from the following monomers:
• Ethene
• Propene
• Styrene
• Vinyl Chloride
• Ethene terepthalate
• Vinyl Acetate
LO: Understand the formation and use of polymers
Practical – Making polymers
Aim: To make slime!
Method:
1. Measure out a small amount of PVA glue into a polystyrene cup
2. Add a few drops of your preferred food colouring into a cup and
stir well with a stirring rod
3. Measure out 10cm³ of Borax powder and add it to your cup
4. Stir vigorously!
5. You may need to add more borax at this point if the mixture is
still too gloopy
6. Take your slime out of your cup when it sticks to the stirring rod
and mould it with your hands!
7. Compare the texture, consistency and strength of the polymer
that you have formed to the monomer that you had before!
LO: Understand the formation and use of polymers
Poly(ethene)
Formed at very high pressures
with trace amounts of oxygen.
Polymer chains are branched,
making them hard to pack
together
Formed at lower pressures and
using a catalyst at 50°C.
Polymer chains are straighter,
allowing them to pack closer
together
LO: Understand the formation and use of polymers
Heating polymers
How polymer chains are arranged can
have a major effect on how they are
affected by heat.
There are two kinds of polymers that
you are required to know about:
• Thermosoftening
• Thermosetting
LO: Understand the formation and use of polymers
Thermosoftening polymers
• The polymer chains are all coiled
together
• However, there are no cross bonds
between the molecules!
• When the polymer is heated, the
molecules unwind and can slide past
each other
• The material is flexible when it is hot and
can be shaped
• When it cools, it hardens
• Heating the polymer causes it to soften
again
• e.g. Polythene
LO: Understand the formation and use of polymers
Thermosetting polymers
• The polymer chains are all coiled
together
• There are cross bonds between the
molecules!
• When the polymer is heated, the chains
are linked to each other and can’t slide
past each other
• Once moulded, the plastic will not
soften when heated and can’t be
reshaped
• e.g. Vulcanised rubber used to make
tyres.
LO: Understand the formation and use of polymers
Task
Complete the exam questions
on alloys and polymers. Stick
the questions into your books
when you are done
LO: Understand the formation and use of polymers
Plenary
Add to the spider diagram that
you started at the beginning of
the lesson whatever you have
learnt during the lesson on
polymers!
Understand the
potential benefits
and risks of
nanoscience
ALL – State what is
meant by nanoscience
MOST – Describe
some uses of
nanoscience
SOME – explain
potential benefits and
risks of nanoscience
KEYWORDS: nanoparticles, catalyst,
nanotubes, tumour
LO: Understand the potential benefits and risks of nanoscience
Starter
You will be watching a video on nanoscience. Whilst you
are watching the video, answer the following questions in
your books:
1) What does ‘nano’ mean?
2) What are some applications of nanoscience?
3) What are some risks of nanoscience?
http://www.youtube.com/watch?v=70ba1DByUmM
LO: Understand the potential benefits and risks of nanoscience
Nanoscience
Nano is a prefix that means ‘one thousand millionth’.
Therefore, one nanometre is 0.000000001m, or one
billionth of a metre.
Nanoscience is the science of really tiny things!
Nanoparticles have an extremely large surface
area/volume ratio. This gives them incredible properties
that we are only JUST discovering.
LO: Understand the potential benefits and risks of nanoscience
You will be given an information sheet on
an aspect of nanoscience. In your group
you must create an information sheet
summarising what you have been given.
Start Timer
10 Minutes
10
8
6
What’s the catch?
4
You can only use a maximum of 10 words
but as many pictures as you like.
2
0
LO: Understand the potential benefits and risks of nanoscience
Decide who is the ‘stall holder’ in your group.
They will stay sat at your table.
The remaining members of your group are ‘shoppers’,
you must each go to another stall and gather
information about the other aspects of nanoscience.
Remember to make notes to feedback to your group
members.
LO: Understand the potential benefits and risks of nanoscience
What have you learnt
Answer the following questions in your books in as much
detail as possible:
1) How are nanoparticles used in cosmetics?
2) Describe how gold nanoparticles are used to treat cancer
and destroy tumours
3) How might nanotubes be someday be used in computers?
4) What are scientists in the US Army developing that uses
nanomaterials?
5) What are the possible risks of nanoparticles? Do you think
more research should be done into their uses, or should
research be limited because of the dangers?
LO: Understand the potential benefits and risks of nanoscience
Plenary
Make a spider diagram about everything you have learnt
about nanoparticles in today’s lesson.
Understand what is
meant by rate of
reaction
ALL – State the
definition of a rate of
reaction
MOST – describe
reactions that occur
slowly and quickly
SOME – explain how
rate of reaction is
calculated
KEYWORDS: rate of reaction, product,
reactant, time
Starter
Make a list of chemical reactions
that you see in every day life
EVERYDAY
CHEMICAL
REACTIONS
LO: Understand what is meant by rate of reaction
Rate of reaction
Reactions happen at different
speeds. A firework relies on a
chemical reaction that
happens in milliseconds
whereas rusting is a chemical
reaction between a metal
and oxygen which can take
years to happen
LO: Understand what is meant by rate of reaction
Rate of reaction
The rate of a reaction is
how quickly the
reactants are turned
into products
LO: Understand what is meant by rate of reaction
Rate of reaction
Rate of
=
Reaction
Rate of
=
Reaction
Amount of
reactant used
_______________
Time taken
Amount of
product made
_______________
Time taken
LO: Understand what is meant by rate of reaction
Practical – measuring rate of reaction
Aim: To measure the rate of reaction
Method:
1. Weigh out a small amount of marble chips
2. Weigh out a small amount of hydrochloric acid
3. Place both into a conical flask on a balance
4. Record how the mass of the mixture changes every 30s for
4 minutes
LO: Understand what is meant by rate of reaction
Practical – measuring rate of reaction
Time (s)
Mass of mixture (g) Mass of product (g)
LO: Understand what is meant by rate of reaction
Practical – measuring rate of reaction
A-A*: Draw a line of best fit for your results and
use your graph to calculate the rate of reaction
B: Draw a line graph of your results and use it to
calculate the rate of reaction
C: Use your results to calculate the maximum rate
of reaction and the minimum rate of reaction
State what is meant by ‘rate of
reaction’
State two chemical reactions that
occur in everyday life, one very
quickly and one very slowly
Start Timer
10 Minutes
10
8
6
4
Explain how to calculate the rate of
reaction
2
0
LO: Understand what is meant by rate of reaction
Starter
Write the questions that go with the answers below:
1) It is how quickly reactants are turned into products
2) They are a type of plastic which can be moulded again and
again by heating them up
3) They are a type of plastic which, once cooled and formed,
can not be moulded again
4) It is a long chain molecule made by linking together lots of
smaller molecules
5) It is a small molecule that is linked together with lots of the
same molecule to make a polymer chain
Understand the
factors that affect
rate of reaction
ALL – Describe
collisions theory
MOST – describe the
factors that affect the
rate of reaction
SOME – explain how
each factor affects the
rate of reaction
KEYWORDS: rate of reaction, concentration,
Temperature, surface area, catalyst
Starter
What is the question?
LO: Understand the factors that affect the rate of reaction
Collision theory
We have already learnt about what happens
when molecules react together. But HOW do
molecules react together in the first place?
The answer is in a process called collision theory
LO: Understand the factors that affect the rate of reaction
Collision theory
Imagine we have a mixture of
two substances. The
molecules in the two
substances will be moving
about and may randomly
collide with each other
If the molecules collide with a
little bit of energy, they will
just bounce off each other
and carry on going
LO: Understand the factors that affect the rate of reaction
Collision theory
If the molecules collide with
ENOUGH ENERGY, they will
join together. This means that
a chemical reaction has just
taken place!
The minimum amount of
energy that is required for a
reaction to take place is
called the activation energy
LO: Understand the factors that affect the rate of reaction
Task
Draw a comic strip to show how
reactions occur between
molecules. Include the
following words in your comic:
Collision, reaction, activation
energy
Make sure you show what
happens when two molecules
don’t have enough energy to
react as well!
SURFACE AREA
TEMPERATURE
CONCENTRATION
CATALYST
LO: Understand the factors that affect the rate of reaction
Practical – Surface area
Aim: To investigate the effect of surface area on the rate
of reaction
Method:
1. Measure out 10g of large marble chips
2. Measure out 20cm³ of HCL
3. Add the two substances to a boiling tube
4. Place a bung with tube attached over the boiling tube
5. Record how long it takes for the reaction to stop
6. Repeat with small marble chips and powdered marble
LO: Understand the factors that affect the rate of reaction
Practical – Surface area
A-A*: Calculate the average time for the reaction for each
of the substances and draw a bar chart of your results.
Use this to make a conclusion for how surface area
affects rate of reaction
C-B: Calculate the average time for the reaction for each
of the substances and use this to make a conclusion for
how surface area affects rate of reaction
LO: Understand the factors that affect the rate of reaction
Effect of surface area
1. The powdered marble has a MUCH LARGER surface area than
the marble chips
2. This means that there is a MUCH LARGER AREA for the
molecules in the hydrochloric acid to collide with
3. Collisions will be more frequent
4. There is more chance for the collisions to have the minimum
activation energy
5. The rate of reaction will be greater with the powdered
marble chips!
LO: Understand the factors that affect the rate of reaction
Practical – Concentration
Aim: To investigate the effect of concentration on the rate of
reaction
Method:
1. Measure out 25cm³ of sodium thiosulphate and place this
into a conical flask
2. Place the flask over a piece of paper with a large X draw
on it
3. Add 25cm³ of 0.1M HCl
4. Gently swill the mixture
5. Record how long before you can no longer see the X
6. Repeat the experiment with 0.5M, 1.0M and 1.5M HCl
LO: Understand the factors that affect the rate of reaction
Practical – Concentration
A-A*: Calculate the average time for the reaction for each
of the concentrations and draw a line graph of your
results. Use this to make a conclusion for how
concentration affects rate of reaction
C-B: Calculate the average time for the reaction for each
of the substances and draw a bar chart of your results.
Use this to make a conclusion for how concentration
affects rate of reaction
LO: Understand the factors that affect the rate of reaction
Increasing the pressure of
two gases will have the
same effect for the same
reasons!
1. The higher concentration acid has MORE MOLECULES of HCL
than the lower concentration acid.
Effect of concentration
2. This means that there are MORE MOLECULES OF HCL that can
collide with molecules of the sodium thiosulphate
3. Collisions will be more frequent
4. There is more chance for the collisions to have the minimum
activation energy
5. The rate of reaction will be greater with the higher
concentration acid
LO: Understand the factors that affect the rate of reaction
Practical – Temperature
Aim: To investigate the effect of temperature on the rate
of reaction
Method:
1. Measure out 20cm³ of 0.5M HCL into a conical flask
2. Add a small piece of magnesium ribbon
3. Note the number of bubbles and how quickly they are
produced
4. Repeat the experiment, this time gently heating the
hydrochloric acid using a Bunsen burner
5. Note how the number and frequency of bubbles
changes with the higher temperature
LO: Understand the factors that affect the rate of reaction
Practical – Temperature
Make a conclusion for the effect of a catalyst on
the rate of reaction. Use the observations from
your experiment to justify your conclusion
LO: Understand the factors that affect the rate of reaction
Effect of Temperature
1. The molecules in the acid will move faster when they are
heated up
2. This means that there are more molecules that have the
minimum activation energy for a reaction
3. Because the molecules are moving faster, collisions will be
more frequent
4. There are more collisions and more of them have the
minimum activation energy
5. The rate of reaction will be greater with the hotter acid
LO: Understand the factors that affect the rate of reaction
What is a catalyst?
A catalyst is a substance
that speeds up a rate of a
reaction, but does not get
used in the reaction.
They are usually very
expensive metals (platinum,
gold etc.), but using them
can significantly improve
the rate of an industrial
reaction.
LO: Understand the factors that affect the rate of reaction
Practical – Catalyst
Aim: To investigate the effect of a catalyst on the rate of
reaction
Method:
1. Measure out 25cm³ of hydrogen peroxide
2. Add a small amount of manganese oxide
3. Measure the amount of oxygen produced by the reaction
LO: Understand the factors that affect the rate of reaction
Effect of a catalyst
1. The catalyst lowers the activation energy required for a
reaction to occur
2. This means that there are more collisions that have the
minimum activation energy to react
3. This increases the rate of reaction
4. The catalyst does not get used in the reaction! It stays as it is
and can be used over and over again!
LO: Understand the factors that affect the rate of reaction
Task
Complete the exam questions on the factors that affect
the rate of reaction. Stick them into your books when
you are done
LO: Understand the factors that affect the rate of reaction
Plenary
Create a spider diagram in your books of the factors that
affect the rate of reaction and HOW they increase the
rate of reaction
Understand exothermic
and endothermic
reactions
ALL – Define the terms
exothermic and
endothermic
MOST – Give examples
of where these
reactions occur
SOME – Explain what
happens during these
reactions in terms of
energy
Starter
Find the definitions of the terms
exothermic and endothermic from
the textbooks
KEYWORDS: Exothermic, Endothermic,
Energy, rate of reaction
LO: Understand exothermic and endothermic reactions
Exothermic reactions
An exothermic reaction is one
that transfers energy FROM
the reacting chemicals TO the
surroundings.
More simply, it’s a reaction
that gives off heat
LO: Understand exothermic and endothermic reactions
Exothermic examples
• Burning fuels
• Neutralisation
• Respiration
http://www.bbc.co.uk/learni
ngzone/clips/exothermicchemicalreaction/10863.html
LO: Understand exothermic and endothermic reactions
Endothermic reactions
An endothermic reaction is one that TAKES IN energy
from the surroundings.
These reactions are a lot less common than exothermic
reactions
http://www.bbc.co.uk/learningzone/clips/endothermic
-exothermic/13509.html
LO: Understand exothermic and endothermic reactions
Practical – Endothermic reaction
Aim: To investigate the temperature change during an
endothermic reaction
Method:
1. Measure out 20cm³ of citric acid and place in a
conical flask
2. Measure the initial temperature of the acid
3. Add three spatulas of sodium hydrogencarbonate and
stir
4. Measure the temperature every 30s for 4 minutes
LO: Understand exothermic and endothermic reactions
Practical – Endothermic reaction
Draw a line graph of your results with the time on the xaxis and temperature on the y-axis
Make a conclusion for how you know the reaction was
an endothermic reaction. Use results from your
experiment to back up your conclusion
State what is meant by an
exothermic and endothermic
reaction
Start Timer
10 Minutes
10
8
Give two examples of exothermic
reactions
6
4
Explain how chemical hand
warmers work
2
0
LO: Understand exothermic and endothermic reactions
Task
Complete the exam questions on exothermic and
endothermic reactions
Understand exothermic
and endothermic
reversible reactions
ALL – Define the term
‘reversible’
MOST – Give an
example of a reversible
reactions
SOME – Explain the
direction in which
reactions will be
exo/endothermic
Starter
Write the definitions of exothermic
and endothermic in your books
KEYWORDS: Exothermic, Endothermic,
Energy, rate of reaction, reversible
LO: Understand exothermic and endothermic reversible reactions
Reversible reactions
In normal chemical reactions, it is very difficult to change
your reactants back to your products e.g. it is very
difficult to make your cooked food back into its raw form
However, in reversible reactions this IS possible!
Reversible reactions are represented in a particular way
A+B⇌C+D
LO: Understand exothermic and endothermic reversible reactions
Exo/Endothermic reversible reactions
EXOTHERMIC
A+B
⇌ C+D
ENDOTHERMIC
If a reversible reaction is exothermic in the
forward direction, then it will be endothermic in
the backwards direction. i.e. if it gives out energy
when moving in one direction, it will require
energy to go in the opposite direction!
LO: Understand exothermic and endothermic reversible reactions
Copper sulphate
Hydrated
Copper
Sulphate
(blue)
ENDOTHERMIC
⇌
EXOTHERMIC
Anhydrous
Copper
+ Water
Sulphate
(white)
Changing hydrated copper sulphate into
anhydrous copper sulphate, requires energy. The
reaction in the opposite direction, however, gives
out energy.
Understand the
reactions of acids and
bases
ALL – State the ions that
make a solution acidic
or alkali
MOST – State the salt
made in reactions
between acids and
bases
SOME – Explain what
happens in a
neutralisation reaction
using ions
Starter
Draw and colour in the pH scale.
Label where you would find
strong/weak acids, strong/weak
alkalis and neutral
KEYWORDS: Acid, Base, Neutralisation,
Salt, Ions, pH Scale
LO: Understand the reactions of acids and bases
The pH Scale
The pH scale is a
visual way of
representing
acidity and alkalinity
pH 1-6 = Acid
pH 7 = Neutral
pH 8-14 = Alkaline
LO: Understand the reactions of acids and bases
What makes a substance acid or Alkali?
Acidic solutions
contain lots of H+
ions. Alkali solutions
contain lots of OHions. It is these ions
which react with
chemicals and make
acids/alkalis so
dangerous
LO: Understand the reactions of acids and bases
What is a base?
A base is the name
given for ANY
chemical that CAN
neutralise an acid.
An alkali is a special
type of base that
can be dissolved in
water to form a
solution
LO: Understand the reactions of acids and bases
What is a base?
Bases are usually
metal oxides and
metal hydroxides.
Of these, hydroxides
are usually soluble
and can be used to
make alkaline
solutions.
LO: Understand the reactions of acids and bases
Practical - Neutralisation
Aim: To work out which indigestion tablet is the best at
neutralising an acid
Method:
1. Add 20cm³ of HCl to four boiling tubes
2. Add universal indicator to each of the boiling tubes and
record the initial pH of the acid
3. Grind up an indigestion tablet and add it to one of the
boiling tubes
4. Record the pH of the new solution
5. Clean out the mortar and pestle and repeat with a new
indigestion tablet
LO: Understand the reactions of acids and bases
Practical - Neutralisation
Make a bar graph of your results with the tablet
on the x-axis and the change in pH it produced on
the y-axis. Use your graph to make a conclusion
for which tablet was the most effective.
Write an evaluation for your experiment. Identify
3 problems with the method and suggest 3
improvements that would make your results
more accurate/reliable.
LO: Understand the reactions of acids and bases
Neutralisation
Neutralisation reactions ALWAYS have the
following form:
Acid + Base  Salt + Water
Be careful! Salt in this case does not mean the
stuff you put on your chips! It is just a general
name used to describe the product made when
an acid reacts with something!
LO: Understand the reactions of acids and bases
Neutralisation reactions
Sodium
+ Hydrochloric
Hydroxide (aq)
Acid (aq)
Potassium
Oxide (s)
+
Sulphuric
Acid (aq)
Aluminium
Oxide (s)
+
Nitric
Acid (aq)
LO: Understand the reactions of acids and bases
General rules
LO: Understand the reactions of acids and bases
Task
Write the word equations for the reactions
between:
1. Potassium oxide and nitric acid
2. Sodium hydroxide and sulphuric acid
3. Calcium oxide and hydrochloric acid
4. Sulphuric acid and lithium oxide
5. Nitric acid and beryllium oxide
6. Magnesium hydroxide and hydrochloric acid
LO: Understand the reactions of acids and bases
Neutralisation reactions
Neutralisation reactions can also be considered in
terms of the ions that were mentioned before.
When an acid and a base are reacted together
the H+ ions in the acid react with the OH- ions in
the alkali. This makes water i.e.
H+ + OH-  H2O
LO: Understand the reactions of acids and bases
Plenary
Make a spider diagram about everything we have learnt
about Acid and Bases
ACIDS AND
BASES
Understand how salts
can be made using acids
ALL – State the methods
that can be used to
make salts
MOST – Create chemical
equations to show the
salts that are formed in
reactions
SOME – Explain the
advantages and
disadvantages of using
certain methods of
creating salts
KEYWORDS: Acid, Base, Metal, Alkali,
Salt, reactivity, insoluble
LO: Understand how salts can be made using acids
Methods of creating salts
Salts can be made using acids by reacting them with three
different substances:
1) Metals – will give you the salt you want, but some metals
are too reactive and so salts can’t always be made this way
2) Insoluble bases – You can keep on adding the base until it
stops reacting, then filter off the excess
3) Alkalis – You can use an indicator to measure when the
acid has been neutralise
How can you get the salt from the solution after it has been
made?
LO: Understand how salts can be made using acids
Creating salts using metals
Reacting metals with water/acids can create the salts that
we require. However, some metals are very difficult to
obtain and others are very reactive. This method, therefore,
isn’t ideal.
http://www.bbc.co.uk/learningzone/clips/alkalimetals/4407.html
LO: Understand how salts can be made using acids
Practical – Creating salts
Aim: To create magnesium chloride using magnesium oxide and
hydrochloric acid
Method:
1. Pour 20cm³ of Hydrochloric acid into a beaker
2. Add a spatula full of magnesium oxide and stir
3. Wait for all of the magnesium oxide to dissolve and then add
another spatula
4. Repeat the process until no more magnesium oxide will
dissolve
5. Filter the solution into a conical flask to get rid of any excess
magnesium oxide
6. Heat the solution using a Bunsen burner to get rid of the water
and leave magnesium chloride
LO: Understand how salts can be made using acids
Practical – Creating salts
Hazard
Risk
Precaution
LO: Understand how salts can be made using acids
Practical – Creating salts
Aim: To create magnesium chloride using magnesium oxide and
hydrochloric acid
Method:
1. Pour 20cm³ of Hydrochloric acid into a beaker
2. Add a spatula full of magnesium oxide and stir
3. Wait for all of the magnesium oxide to dissolve and then add
another spatula
4. Repeat the process until no more magnesium oxide will
dissolve
5. Filter the solution into a conical flask to get rid of any excess
magnesium oxide
6. Heat the solution using a Bunsen burner to get rid of the water
and leave magnesium chloride
LO: Understand how salts can be made using acids
Task
Answer the exam questions on neutralisation and
creating salts
LO: Understand how salts can be made using acids
5, 5, 1
Summarise today’s topic in 5 sentences.
Reduce to 5 words.
Now to 1 word.
Understand what is meant
by electrolysis
KEYWORDS: electrolysis, anode, cathode,
Electrolyte, half equation, redox, copper
ALL – State the definition of
electrolysis
MOST – Describe what
occurs during electrolysis
and know how to form half
equations
SOME – Explain how
electrolysis is used to purify
copper
LO: understand what is meant by electrolysis
What is electrolysis?
Electrolysis literally
means ‘splitting up using
electricity’. In
electrolysis, we use
electricity to break down
(decompose) a substance
into simpler substances.
LO: understand what is meant by electrolysis
What is electrolysis?
In electrolysis, the
electrolyte (substance
being broken down) is
dissolved or melted into a
molten state. This
separates the substance
into positive and negative
ions. The ions travel to
different electrodes,
separating the substance
into simpler substances
LO: understand what is meant by electrolysis
Notes on electrodes
The electrodes are
usually made out of
unreactive (inert)
substances. Substances
such as graphite, which
will not react with the
substances made are a
common choice
LO: understand what is meant by electrolysis
Task
Copy the
diagram of the
electrolysis
setup, labelling
the different
parts
LO: understand what is meant by electrolysis
Definitions
1) Electrolyte – The substance that is being broken down
2) Anode – The electrode that is connected to the
positive terminal of the battery
3) Cathode – The electrode that is connected to the
negative terminal of the battery
4) Anion – The negative ions that are attracted to the
positive anode
5) Cation – The positive ions that are attracted to the
negative cathode
What is the definition of
electrolysis?
Explain what the terms electrolyte,
anode, cathode, anion and cation
mean
Start Timer
10 Minutes
10
8
6
4
Explain why an inert substance is
used for the electrodes
2
0
LO: understand what is meant by electrolysis
Electrolysis in detail
Let’s consider the electrolysis of lead bromide. Lead
bromide is an ionic compound and can be dissolved in
water. The lead forms positive ions with a charge of +2
and the Bromine forms negative ions with a charge of -1.
Pb 2+
Pb 2+
Pb 2+
Br -
Br -
Br -
LO: understand what is meant by electrolysis
Electrolysis in detail
When the electrolyte is connected to a battery, the lead ions
act as the cations. They have a positive charge and are
attracted to the negative cathode. The Bromine anions have
a negative charge and are attracted to the positive anode.
-
Pb
Br -
2+
Pb 2+
Pb
2+
Br Br -
+
LO: understand what is meant by electrolysis
Electrolysis in detail
At the cathode, the Pb2+ ions gain electrons and lead will
form on the electrode. At the anode, the Br- ions lose the
extra electron that they have and form Bromine gas. The
electrolyte has now been split into separate substances.
-
Lead deposits
+
Bromine
gas
LO: understand what is meant by electrolysis
Task
Use your knowledge of electrolysis to draw a comic strip
to show how lead bromide can be split into lead and
bromine.
Pb 2+
Pb 2+
Pb 2+
Br -
Br -
Br -
LO: understand what is meant by electrolysis
Half equations
We can represent what is happening at the electrodes
using ‘half equations’. For example, from the previous
example, the following reaction will be occurring at the
anode:
2Br-  Br2 + 2eTwo Bromine ions lose an electron each to form Bromine
gas, depositing the electrons on the positive anode.
LO: understand what is meant by electrolysis
Half equations
We can represent what is happening at the electrodes
using ‘half equations’. For example, from the previous
example, the following reaction will be occurring at the
cathode:
Pb2+ + 2e-  Pb
The lead ions gain electrons from the negative cathode
and form lead deposits on the cathode.
LO: understand what is meant by electrolysis
Example 1
Write half equations for the anode and cathode for the
electrolysis of Copper Chloride (CuCl2). (Hint: Metals
always form positive ions and non-metals always form
negative ions)
LO: understand what is meant by electrolysis
Example 2
Write half equations for the anode and cathode for the
electrolysis of Potassium Bromide (KBr). (Hint: Metals
always form positive ions and non-metals always form
negative ions)
LO: understand what is meant by electrolysis
Task
Write half equations at the anode and cathode for the
electrolysis of the following substances:
1) Calcium Chloride (CaCl2)
2) Sodium Chloride (NaCl)
3) Lithium Fluoride (LiF)
4) Beryllium Bromide (BeBr2)
5) Magnesium Oxide (MgO)
6) Magnesium Chloride (MgCl2)
What is a half equation?
Start Timer
10 Minutes
10
Describe the process of electrolysis in
terms of the ions present and what
occurs at the electrodes
8
6
4
Construct the half equations for the
electrolysis of Copper Bromide
(CuBr2)
2
0
LO: understand what is meant by electrolysis
Purifying Copper
Besides separating
substances, electrolysis can
also be used to purify copper
and to extract metals from
their ores.
Copper is an extremely useful
and valuable metal. It has a
low reactivity and very low
resistance, making it ideal for
use in electrical wires.
LO: understand what is meant by electrolysis
Task
Read pages 164-165 of the additional science textbook.
Use the spread to answer the following questions:
1) What impurities may be present in naturally found
copper? Why is it important to remove these before
the copper can be used for electrical wires?
2) Describe how the purification of copper is conducted.
Draw the set up of the electrolysis equipment
3) Write half equations for the reactions that occur at the
anode and cathode
4) Explain what is done to the copper once it is purified.
LO: understand what is meant by electrolysis
Plenary
Draw a spider diagram of everything you have learnt
today about electrolysis
ELECTROLYSIS
Starter
Write a definition for Electrolysis –
You will have learnt this in last
week’s lesson
Understand how
Aluminium is extracted
ALL – State some uses of
aluminium
MOST – Describe the
process for extracting
Aluminium
SOME – Explain why
Aluminium is dissolved in
Cryolite during electrolysis
KEYWORDS: Bauxite, Cryolite, Electrolysis
LO: understand how Aluminium is extracted
Aluminium
Aluminium is a very versatile
metal. It is light and does
not corrode or rust easily,
meaning it can be used to
make everything from drink
cans to aeroplane parts.
However, it is very expensive
to extract, mainly because
of the amount of electricity
that is used to extract it
LO: understand how Aluminium is extracted
Extracting Aluminium
Aluminium is usually found
in an ore called Bauxite
The Bauxite is purified to form
Aluminium oxide. This is a
white powder, from which
Aluminium can be extracted.
LO: understand how Aluminium is extracted
Extracting Aluminium
Aluminium oxide has a melting
point of 2000°C! Melting this
would be extremely
expensive! Instead….
The Aluminium oxide is dissolved in
molten Cryolite. The Cryolite has a
melting point of about 1000°C,
reducing the cost of extracting
Aluminium (slightly…)
LO: understand how Aluminium is extracted
Extracting Aluminium
The dissolved
aluminium oxide can
then be separated
using Electrolysis.
Graphite anodes and
cathodes are used to
conduct electricity
through the molten
electrolyte
LO: understand how Aluminium is extracted
Extracting Aluminium
The Aluminium forms
Al3+ ions in the
solution. They are
attracted to the
negative cathode,
where they form
molten aluminium.
LO: understand how Aluminium is extracted
Extracting Aluminium
At the positive anode,
O2- ions form Oxygen.
The oxygen reacts
with the graphite (a
type of carbon) to
form carbon dioxide.
The anode must
therefore be regularly
replaced.
LO: understand how Aluminium is extracted
Task
Make a flow diagram
of the process of
extracting aluminium
from its ore Bauxite.
Make sure you are
clear about each step
in the process and
why it is done.
BINGO
THAT’S ALL FOR
C2!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!