A community of VALUED individuals

Versatile Aspirational Learning Understanding Engaged – Determined

Chemistry– Metals + acids Name …………………………………………………………………….

Part I was present Red, amber or

for this lesson Green?
(tick)
R A G

1 3.1 Acids and metals

2 3.2 Metals and oxygen

3 3.3 Metals and water

4 3.4 Metals displacement

5 3.5 Extracting metals

6 3.6 Ceramics

7 3.7 Polymers

8 3.8 Composites

9 3.9 Chapter summary

Mini test 1 Mark: Grade:

Successes in this topic:

Developments:

1
Learning homework for this topic: This will be on Show My Homework. Please ask you parents to sign that you have been learning it. A good way would be to make a poster.

Probably done in yr. 10 for most groups.

2
Key word Definition

carbon fibre A material made of thin tubes of carbon.

A compound such as a metal silicate or oxide that is hard,

ceramic
strong, and has a high melting point.
A mixture of materials with properties that are a combination
composite
of those of the materials in it.
A more reactive metal displaces – or pushes out – a less
displace
reactive metal from its compound.
In a displacement reaction, a more reactive metal displaces
displacement reaction
– or pushes out – a less reactive metal from its compound.
Elements on the left of the stepped line of the Periodic Table.
metal Most elements are metals. They are good conductors of
energy and electricity.
Polymers made by plants and animals, including wool,
natural polymer
cotton, and rubber.

ore A rock that you can extract a metal from.

polymer A substance made up of very long molecules.

A substance is reactive if it reacts vigorously with substances

reactive
such as dilute acids and water.

reactivity series A list of metals in order of how vigorously they react.

A state symbol gives the state of a substance in a chemical

state symbol equation. (s) means solid, (l) means liquid, (g) means gas,
and (aq) means dissolved in water.
A substance made up of very long molecules that does not
synthetic polymer
occur naturally.
Reaction of aluminium with iron oxide to make aluminium
thermite reaction
oxide and iron.

3
CWK How do metals react with acid? ………/……./………..

Lesson Developing Secure Extending

I can use formula

I can describe what
happens when metals
C2 3.1 react with acids.
Acids and
metals I can state that hydrogen
gas makes a squeaky pop
when lit.
I can compare the equations to show what
reactions of different happens when metals
metals with dilute acids. react in different acids.
I can use word and
I can explain the test formula equations to
for hydrogen gas. explain the test for
hydrogen gas.

Key words
hydrogen lit splint squeaky pop test tube acid salt

A. The products in the reaction

between a metal and an acid are a
salt and ………………………………… gas.
B. The test for hydrogen gas is

…………………………………………………………….

…………………………………………………………….

…………………………………………………………….

…………………………………………………………….

…………………………………………………………….

4
Reacting metals with acid
Setting the scene
When metals react with acids they form a salt and hydrogen. But not all metals react
readily with acid. You will use the signs of a reaction to identify which metals react
more readily, and which react least readily.

Aims
In this practical you will:

 react four different metals with an acid to decide which react most vigorously
 make observations of the reactions to decide how vigorously the reactions are
occurring.
You will be working scientifically to:
 interpret your observations to decide which metal reacts most vigorously with acid
 make and record observations
 present observations using tables
 use appropriate methods, paying attention to associated risks.
Safety
 Wear eye protection throughout the practical and wash spills off skin immediately.
 Magnesium is flammable. Keep away from naked flames.
 Iron filings can be irritating to eyes. Do not rub your eyes. Clear up unused iron
immediately.
 Lead is toxic. Wash your hands after handling.
 Take care when handling test tubes as they can become hot and bubble during the
experiment.

Equipment and materials

eye protection, 0.5M hydrochloric acid, test tubes, zinc, lead, iron, magnesium ribbon,
test-tube rack, copper sulphate solution

Method
1 Put 2cm of acid into a test tube.
2 Place a small piece of magnesium ribbon into the acid.
4 Wait for a few minutes and draw what happens - draw how many bubbles you see.
5 Repeat the method using zinc, lead, and iron.

Results – draw what happens:

5
 Mg Magnesium Zn Zinc Fe Iron Pb Lead

Metals Observations
Magnesium

Zinc

Iron

Lead

Questions
1 Tick the observations that suggested a reaction was occurring. Challenge

The acid fizzed and bubbles were given off.

The metal changed colour.

The same amount of acid was used for each experiment.

The temperature of the acid went up.

6
 2 List the four metals in order of increasing reactivity with the acid. Put 1 for the most
reactive, 2 for the second most reactive and so on. Extra challenge.

Magnesium ………………….
Lead ………………….
Iron ………………….
Zinc ………………….

Explain how you decided the order they should be in.

E.g. I chose magnesium as …………………………………………… reactive because it gave the most

………………………………………. when added to acid.

3 How you can find out if you have produced hydrogen gas. Super challenge.

Use a glowing spill, if it is hydrogen it will relight

Use a lit spill, if it is hydrogen there will be a squeaky pop.

Use limewater, if it is hydrogen it will turn the limewater cloudy.

When an acid reacts with a metal a salt and water are formed.

Acid + metal  salt + water

If the metal reacted with citric acid then a metal citrate was made. Super challenge +
The type of acid used decides which salt you get.
Hydrochloric acid makes a CHLORIDE
Sulphuric acid makes a SULPHATE
Nitric acid makes a NITRATE
4 Complete the following word equations for the reactions between the four metals
and hydrochloric acid:

magnesium + hydrochloric acid → ……………………………….. + …………………………………

zinc + hydrochloric acid → ………………………………… + ………………………………………….

lead + hydrochloric acid → ……………………………….. + …………………………………………..

iron + hydrochloric acid → ……………………………….. + …………………………………………...

7
 Summary questions

Choose your question

Extra challenge Super challenge

What have you learned this lesson?

This lesson I learned about:

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………
Prove it tasks for 3.1
8
 B) The label on a bottle of kitchen cleaner says:

It leaves kitchen and bathroom surfaces bright and shiny.

Another part of the label says:
Contains sulphamic acid

Irritating to eyes and skin

Keep out of reach of children

(i) The chart shows the colour of universal indicator in different solutions.

type of solution strongly weakly weakly strongly

neutral
acidic acidic alkaline alkaline

colour of universal
red orange green blue purple
indicator

What colour will the kitchen cleaner turn universal indicator?

..................................................................………. 1 mark

(ii) Which hazard label do you expect to see on the bottle?

Write the correct letter from the list above.

............................................…
1 mark
Maximum 4 marks
CWK How do metals with oxygen? …………/………/…………………..
9
 Lesson Developing Secure Extending

I can state the product of I can explain the

the reaction between
C2 3.2 metals and oxygen.
Metals and
oxygen
I can identify state
symbols from an equation.
I can compare the
reactions of different
metals with oxygen.
I can use state symbols
in balanced formula
equations.
reactivity of metals
according to how they
react with oxygen.
I can construct balanced
equations that include
state symbols.

Key words
gas solid liquid magnesium zinc calcium calcium oxide magnesium oxide

A. i) The state symbol for a

substance in the gas state is
…………………………

(s) means ……………………………

ii) Predict the symbol for a

substance in the liquid state
…………………………………………………..

B.
Meta l i) …………………………………………………

Metal ii) ………………………………………………..

iii) Give the word equation for calcium

reacting with oxygen:
……………………. + oxygen  ………………………………………

demonstration
How do metals react with oxygen?
10
Setting the scene
Some metals react more easily with oxygen than others. You can usually tell which
metals react more easily by watching them burn.

Aims
In this practical you will:
 Watch your teacher react metals with oxygen by burning them in air
 record your observations to decide which metal reacts most easily with oxygen.
 make and record experimental observations
 interpret your observations to decide which metal reacts most vigorously
 present explanations of your conclusions.
Safety - Wear eye protection throughout the practical demonstration
 Magnesium is highly flammable. Do not look directly at burning magnesium.
 Iron filings can be irritating to eyes.
 Calcium is highly flammable. Do not look directly at burning calcium.
 Your teacher may ask you to sit behind a safety screen for parts of the
demonstration.

Equipment and materials

eye protection, magnesium ribbon, iron wool, copper strips, aluminium strip/foil,
black tongs, test tubes, heatproof mat, safety screen
spirit (methanol or ethanol) burner

Use this table to record your observations.

Metal
Observations Equation to represent the reaction
reacting
Iron + oxygen  iron oxide

iron ……. + ……….  …………………..

Aluminium + oxygen  …………….. oxide

aluminium ……… + ……….  …………………..

Copper + ………………  copper oxide

copper …… + ……….  …………………..

magnesium+ …………….. ……………..oxide

magnesium ………. + ……….  ……………………..

Prove it task 2

11
Choose from the following list of chemical formulae to help you complete the word
equations [super challenge] and symbol equations [Super challenge +] :

Oxygen copper oxide magnesium oxide aluminium oxide

Mg Cu Al Fe O2 FeO Al2O3 CuO MgO

Extension. You may include state symbols in your equations.

State symbol Meaning Example

(s) solid copper strips

(l) liquid water

(g) gas oxygen

(aq) aqueous solution salty water

……………………. + ……………………….  …………………………………

……………………. + ……………………….  …………………………………

……………………. + ……………………….  …………………………………

……………………. + ……………………….  …………………………………

Method for teacher demo.

1 Collect one sample of each metal and a pair of tongs.
2 Holding each sample using the pair of tongs, heat in a blue flame for 30 seconds
to a minute.
3 Record your observations about each reaction in an appropriate results table.
4 Write an equation to represent the reactions you have seen. Include state symbols.

Questions
1 List the metals in order of how well they reacted with oxygen. Start with the most reactive
metal.
Most reactive ………………………………………
……………………………………..
……………………………………..
Least reactive ……………………………………..

12
2 Explain how your observations helped you to put the metals into the order in
Question 1.

Extension
1 Explain what reactive means.

2 Using your observations, complete the following sentences:

is more reactive than but less

reactive than .

I know this because

3 Lithium reacts explosively with oxygen in a Bunsen burner flame. Use this
information and your observations above to predict the reactivity of lithium
compared to the metals you have observed in this practical. Explain your answer.

13
Summary /Prove it Tasks

1. Complete the sentences.

gold copper magnesium oxide

Some metals burn vigorously in air, for example ……………………………. The products are

Metal ………………………………. Some metals form an oxide layer on their surface when heated,

for example …………………………………….. Some metals, for example ……………………………….. , do not

react with oxygen. (4 marks)

…………………………… + ………………………………….. 
……………………………………………

Extra Challenge

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

Super Challenge ……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

14
 ……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………
Creative Challenge
……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

What have you learned this lesson?

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

15
CWK How do metals with water? …………/………/…………………..

Developing Secure Extending

I can state the products
of the reaction between
C2 3.3 metals and water.
Metals and I can state whether a
water
metal is more or less
reactive than another
metal.
I can compare the
reactions of metals with
water.
I can use the reactivity
series to predict
reactions.
I can link a metal’s
reaction with its place in
the reactivity series.
I can explain predictions
made about a metal’s
reactivity.

Key words
water hydrogen calcium hydroxide solid liquid gas (s) (l) (g) (aq) steam

A. The products of the

reaction of calcium and
water are:

…………………………………….. and

…………………………………………….

B. What are the state

symbols for substances in
the following states:

Liquid

…………………………….

Dissolved in water

……………………………………….

16
 C Name two metals that react
with steam but not cold water:

……………………………………………………………

...Na + .…H2O  .…H2 +

.…NaOH

…………………………………………………………………………………………………………………
..

…………………………………………………………………………………………………………………
.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………
.

………………………………………………………………………………………………………………..

17
 …………………………………………………………………………………………………………………
.

Reacting metals with water

Setting the scene
When metals react with water they form an oxide or hydroxide, some produce
hydrogen. But not all metals react with water.
You will use the signs of a reaction to identify which metals react more readily, and
which react least readily.

Aims - react four different metals with water to decide which react most
vigorously
 make observations of the reactions to decide how vigorously the reactions are
occurring.

Safety
 Wear eye protection throughout the practical and wash spills off skin immediately.
 Take care when handling test tubes as they can become hot and bubble during the
experiment.

Equipment and materials

eye protection, , test tubes, pieces of: zinc, lead, iron, magnesium ribbon, test-tube
rack, copper sulphate solution
Method
1 Put 2cm of water into a test tube. Label the tube magnesium.
2 Place a small piece of magnesium ribbon into the water.
4 Wait for a few minutes and draw what happens - draw how many bubbles you see.
5. Leave the tube to see if anything happens.
5 Repeat the method using zinc, lead, and iron. Label each tube with the metal it has in it.
6 leave the tubes until next lesson to see how they have changed
Results – draw what happens:

18
 Mg Magnesium Zn Zinc Fe Iron Pb Lead

Metals Observations
Magnesium

Zinc

Iron

Lead

Questions/Prove-it tasks
1. Describe what you might see if a reaction has happened. Challenge

…………………………………………………………………………………………………………….

…………………………………………………………………………………………………………….

2. a) List the four metals in order of increasing reactivity with the water. Put 1 for the most
reactive, 2 for the second most reactive and so on. Extra challenge.

Magnesium ………………….

Lead ………………….

Iron ………………….

Zinc ………………….

19
 b) Explain how you decided the order they should be in.
E.g. I chose magnesium as …………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………….

3. How you can find out if you have produced hydrogen gas. Super challenge.
……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

4. Explain what could you do to stop a metal reacting with water? Super challenge +.

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………….

Metal corrosion oxygen oxide paint grease anodised

Galvonised sacrificial protection

What have you learned this lesson?

This lesson I learned about:

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

20
CWK What is a displacement reaction? …………/………/…………………..

Developing Secure Extending

I can predict if a given I can explain why

I can state which metal is
pair of substances will displacement reactions
C2 3.4 more reactive in a pair of
undergo displacement. are predicted to occur or
Metal named metals.
not occur.
displacem
ent I can state where I can use particle models
I can use the reactivity
reactions different metals are and diagrams to
series to explain
found in the reactivity represent displacement
displacement reactions.
series. reactions.

Key words
more less reactive metal solution compound oxide aluminium iron

A. A displacement reaction is

when a ………………………… reactive

metal displaces (pushes off) a

less ………………………………… metal.

B. State why copper cannot displace

magnesium in magnesium sulfate
solution.
……………………………………………………….

…………………………………………………………

In a displacement reaction a

……………….

Reactive metal pushes out a

……………….

Reactive metals from its compound.

For example ………………………. displaces

………………………………….. from

……………………….. oxide.

21
Will a displacement reaction occur?
Setting the scene
The reactivity series lists metals in order of how reactive they are. More reactive metals are
able to displace less reactive metals from their compounds. This is a displacement reaction.

Safety
 Wear chemical splash-proof eye protection throughout the practical activity.
If any chemicals get onto your skin, wash these off immediately and inform
your teacher.
 Magnesium is flammable. Keep it away from naked flames.
 Lead foil is toxic and is hazardous to the environment. Dispose of it as directed by your
teacher.
 Zinc nitrate is harmful and oxidising. Keep this away from sources of heat and wash any
spills off your skin immediately.
 Magnesium nitrate is oxidising.
 Copper nitrate is harmful.
 Lead nitrate solution is toxic.

Equipment and materials

eye protection [goggles], magnesium pieces, zinc pieces, copper pieces, lead pieces,
zinc nitrate solution, magnesium nitrate solution, copper nitrate solution, lead nitrate
solution, test tubes or spotting tile, test-tube rack, pipettes

Hypothesis
Which of the following statements describes what happens if a displacement reaction
takes place?
a A less reactive metal will displace a more reactive metal from its compound.
b A more reactive metal will displace a less reactive metal from its compound.

Method
1 Place a small piece of your first metal into four separate test tubes.
2 Add 1 cm3 of magnesium nitrate solution to one of the test tubes using a dropping pipette.
Record your observations.
3 Repeat Step 2 using zinc nitrate, copper nitrate, and lead nitrate, using a clean test
tube containing a fresh piece of metal and a clean pipette each time.
4 Now repeat Steps 1–3 for zinc, copper, and lead.

22
 5 Fill in the table below to show whether a displacement reaction happened for each metal–
metal compound combination.

Use ticks to show pairs that had a displacement reaction and crosses to show those that
did not react.

Substance magnesium zinc copper lead

magnesium
nitrate
x
zinc nitrate
x
copper nitrate
x
lead nitrate
x
6 Explain why it is not necessary to react a metal with a solution of its own compounds. For
example, why is it not necessary to react copper with copper nitrate?

23
7 Write a word equation for each of the displacement reactions you observed occurring.

Example:
Magnesium + zinc nitrate  magnesium nitrate + zinc

Magnesium + ……………………. nitrate  magnesium nitrate + …………………

Magnesium + ……………………. nitrate  magnesium nitrate + …………………

Zinc + ……………………. nitrate  ……………………………… nitrate + …………………

Extension
1 Explain, using particle diagrams, what happens during a displacement reaction.

24
 2 Write a balanced formula equation for each displacement reaction you have
identified in Question 4 above. Include state symbols in your equation.

Choose from the following list of possible chemical formulae:

Mg Mn Zr Zn Co Cu Pb Ph
Mg(NO3)2 Mn(NO3)2 Zr(NO3)4 Zn(NO3)2 Co(NO3)2
Cu(NO2)2 Pb(NO3)2 Pb3(PO4)2

……………………….. + …………………………  …………………………………………….. + ……………………………….

……………………….. + …………………………  …………………………………………….. + ……………………………….

……………………….. + …………………………  …………………………………………….. + ……………………………….

……………………….. + …………………………  …………………………………………….. + ……………………………….

……………………….. + …………………………  …………………………………………….. + ……………………………….

……………………….. + …………………………  …………………………………………….. + ……………………………….

25
Summary questions/Prove it tasks

a) React yes/no.
Because …………………………………………………………
………………………………………………………………………….

b) React yes/no.
Because …………………………………………………………
………………………………………………………………………….
c) React yes/no.

Because …………………………………………………………
………………………………………………………………………….
a) React yes/no.

Because …………………………………………………………
………………………………………………………………………….

26
CWK How are metals extracted from their ores ? …………/………/…………………..

I can state where carbon
is found in the reactivity
series.
C2 3.5
Extracting
metals
I can calculate the
percentage of waste
material in a metal ore.
I can use the reactivity
series to decide which
metals can be extracted
from their ores by
heating with carbon.
I can calculate the
amounts of metals in
ores.
I can explain why metals
can be extracted using
carbon, using the idea of
displacement.
I can convert amounts of
metals within ores from
masses to percentages,
or vice versa.

Key words
rock metal separate oxide ore chemical charcoal carbon dioxide

A. An ore is a ………………………… that

you can extract a
………………………………. from.
B. Describe two stages in
extracting a metal from its
ore.
1. ……………………………………………………………

………………………………………………………………..

………………………………………………………………..

2. ……………………………………………………………

………………………………………………………………..

………………………………………………………………..

………………………………………………………………..

1. Underline the correct word and

cross-out the incorrect word.

……………………………………………………………………….

27
How were metals extracted in the past?
Setting the scene
Many metals can be extracted from their ores. Ores are compounds that contain metals
combined with other elements. Metals such as iron have been used for many
thousands of years but how did people first get to this metal?

Aims
In this activity you will:

 look at an early method for extracting iron from iron ore

 use your knowledge of extracting metals to explain why this method works.

You will be working scientifically to:

 present explanations of data.

Task
In Europe, around 900 BC, iron could be extracted using the following method. Read
the method and then answer the questions below.

28
Questions
1 Write the name that would be given to the rocks described in Step 1 of the method.

2 Suggest why wood or charcoal needs to be added to the fire or oven.

3 Write a word equation to represent the reaction that is happening in the above
method. Assume the iron ore is iron oxide only.

4 Use your knowledge of the reactivity series to explain why the above method could
be used to extract iron but not aluminium.

29
30
Extension
1 Write a formula equation to represent the extraction of iron described above.
Assume the formula for iron oxide is FeO. Include state symbols in your equation.

2 Suggest why iron artefacts, such as jewellery, appeared much later in history than those made
from gold but much earlier than those made from aluminium.
Hint: you may use the reactivity series to help you.

3 Sadie has 10 g of brucite and 50 g of dolomite, which are both magnesium ores.
If brucite contains 41 % magnesium by mass and dolomite contains 13 % magnesium
by mass, which sample will give Sadie more pure magnesium? Show your working.

31
CWK What are ceramics and why are they useful? …………/………/…………………..

Lesson Developing Secure Extending

I can distinguish between

I can list the properties I can explain ceramic
chemical and physical
of ceramics. properties.
properties of ceramics.
C2 3.6
I can explain why I can justify why possible
Ceramics
I can list some uses of properties of ceramics ceramics are identified
ceramics. make them suitable for from data about material
their uses. properties.

Key words
compound metal nitrides pottery oxides bricks hard brittle stiff solid strong insulators

A. A ceramic material is a

…………………………………….. They include

……………………………… silicates, metal

…………………. , metal carbides and metal

……………………………………….

Examples are ………………………….. and bricks.

B. Four properties of ceramics are:

1. …………………………………………………………..

……………………………………………………………..

2. …………………………………………………………..

……………………………………………………………..

3. …………………………………………………………..

……………………………………………………………..

4. …………………………………………………………..

……………………………………………………………..

32
 C. List three uses of ceramics

1. …………………………………………………………..

……………………………………………………………..

2. …………………………………………………………..

……………………………………………………………..

3. …………………………………………………………..

……………………………………………………………..

Complete the paragraph

........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................

33
Comparing ceramic strength
1 Which three ceramics will you test?
1

List of apparatus available: eye protection, clamp stand, masses of various sizes
ceramic samples, for example, dinner plates, roof tiles
What method will you use?
How can you use the apparatus above to design an experiment that will test the strength of
different ceramics?
Hint: could you hang masses from the ceramics, or pile them on top of the ceramics?
Write a step-by-step set of instructions in the space below.
Make sure you are only changing the type of ceramic being tested each time you do the
investigation.
1

34
4 How will you stay safe during your practical?
Fill in the risk assessment table below. Include other ideas you may have in the table.

Risk Likelihood of this happening How can we minimise this risk?

example: Ensure that masses are carried

dropping heavy unlikely with two hands and keep masses
masses on top of tables where possible.

broken ceramic

clamp stands
toppling

Results
Complete the results table below. The final column has been left blank for you to write
down the results of what you will be measuring.

Ceramic Description

35
Questions
1 Give the name of the independent variable in your investigation.

2 Give the name of the dependent variable in your investigation.

3 Explain how your method keeps the investigation fair.

4 Suggest any problems there may be in keeping your investigation fair.

Extension
1 Investigations should be valid. This means that they should measure, or find out about, what
they were meant to. Explain how your investigation is valid in measuring the strength of the
ceramic material.

36
Prove it:

What have you learned this lesson?

This lesson I learned about:

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………
37
CWK What are polymers and why are they useful? …………/………/…………………..

Lesson Developing Secure Extending

I can state the definition I can describe polymer I can explain properties
of a polymer. properties. of different polymers.
C2 3.7 I can explain how
Polymers I can state some uses of polymer properties I can compare properties
polymers. make them suitable for of different polymers.
their uses.

Key words
molecules identical atoms groups wool jumpers cotton rubber polythene

A. A polymer is a substance
with very long
……………………………….

A polymer has
…………………………

Groups of ……………………………

repeated many ………………….

B. Give an example of a
polymer and one of it uses.

Polymer ……………………………………

Use ………………………………………….

38
 c. Describe why low-density poly(ethane)
makes good carrier bags.

…………………………………………………………………………………
.

…………………………………………………………………………………
.

…………………………………………………………………………………
.

…………………………………………………………………………………
.

…………………………………………………………………………………
.

…………………………………………………………………………………
.

Complete the passage:

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 Choose a Q

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Choosing suitable polymers
Setting the scene
Polymers are very long molecules made of identical repeating groups of atoms.
Different polymers contain different groups of atoms. The different groups give
polymers very different properties. This means polymers can be designed to have
properties that make them good for particular uses.

Aims
In this activity you will:
3 look at some information about different polymers
4 use this information to decide which jobs they can be used for.

You will be working scientifically to:

5 interpret data to draw conclusions
6 make predictions using your scientific knowledge
7 present explanations of data.

Task
Look through the table below about six different polymers. Use this information to fill in the grid
underneath, deciding which polymer is the most suitable for the different uses, and explaining
your answer.

What
Does it Cost to
Does it happens
absorb make (£ Does it
Polymer Strength conduct when the
water/ per square decay?
electricity? polymer is
moisture? metre)
heated?

A very weak no no nothing 0.01 no

B very strong no no nothing 7.50 no

yes, after
C strong no no it shrinks 0.05
1 year

D strong no yes it burns 3.50 no

yes, after
E weak no no nothing 0.02
6 months

F weak yes no nothing 10.00 no

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 Use Suitable polymer Reason for choice

t-shirt or top for a

marathon runner

disposable drinks cup

buoy
(floating marker in
the sea)

computer circuit
components

carrier bag

cling film

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Questions
1 Describe the differences between a synthetic and a natural polymer.

2 Suggest which two polymers above may be considered environmentally friendly.

Explain your answer.

Extension
Molecules that join to form polymers are produced from crude oil. Using this
information and your knowledge of fossil fuels, state three advantages and
three disadvantages of using polymers. Explain your answer.

What have you learned this lesson?

This lesson I learned about:

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

CWK What are composites and why are they useful? …………/………/…………………..

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 Lesson Developing Secure Extending

I can state some

I can describe I can explain composite
properties of composite
composite properties. properties.
C2 3.8 materials.
Composite I can explain why
I can suggest advantages
s I can state some uses of composite properties
and disadvantages of
composite materials. make them suitable for
composite properties.
Keyuses.
their words
mixture properties polymer carbon fibres glue-like density rust strong layers

A. A composite material is a
………………………………………………… of different
materials. Each material has different
…………………………………………………….
An example of a composite material is
……………………………………………………..
B. Two material in carbon-fibre-reinforced

plastic are ……………………………………………….

and ……………………………………………………………….

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 C. Name two material in glass-fibre-
reinforced aluminium.

1. …………………………………………………..

2. ……………………………………………………

Summary/Prove it
Underline the correct word and cross out
the incorrect word (use pencil first).

……………………………………………………………………………………
.

……………………………………………………………………………………
.

……………………………………………………………………………………
.

……………………………………………………………………………………
.

……………………………………………………………………………………. ……………………………………………………………………………………
.
…………………………………………………………………………………….
……………………………………………………………………………………
……………………………………………………………………………………. .

……………………………………………………………………………………. ……………………………………………………………………………………
.
…………………………………………………………………………………….
……………………………………………………………………………………
……………………………………………………………………………………. .

……………………………………………………………………………………. ……………………………………………………………………………………
.

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 ……………………………………………………………………………………
.

……………………………………………………………………………………
.

……………………………………………………………………………………
.

……………………………………………………………………………………
.

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Concrete properties
Setting the scene
Nisha has been finding out about the strength of concrete. Depending on how it is made, its
strength can vary, which means it can be used for lots of different purposes. She made concrete
by mixing 100 g of cement with water and a mixture called aggregate. She used different
amounts of aggregate each time and then tested the strength of the concrete.

Aims
In this activity you will:
8 use Nisha’s results to discover what she has found out about the strength of
concrete.

You will be working scientifically to:

9 present her data in an appropriate graph
10 interpret the data to identify patterns and draw conclusions
11 come up with some further questions from the results.

Task
Plot a suitable graph of Nisha’s results shown in the table and answer the questions below.

Amount of aggregate material added (g) Strength of concrete (N/mm2)

400 35
450 25
600 20
800 10
1000 7.5

Questions
1 Describe the pattern shown in the strength of concrete in Nisha’s results.
Use the data to explain your answer.
As more aggregate material is added to cement mix

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2 Reinforced concrete consists of steel bars with concrete around them. Using your knowledge of
composites, explain why reinforced concrete is preferable to normal concrete in the
construction of a new building.

Extension
1 Use your graph to suggest the strength of a concrete mixture that is made using 1200 g of
aggregate material. Show your working.

2 Identify whether cement or aggregate material is responsible for the strength of concrete using
your graph. Explain your answer.

3 Aggregate material can contain different amounts of sand and coarse or fine materials.
Different manufacturers will sell different compositions of aggregate material. This means they
may contain different amounts of sand or gravel, for example. Suggest a further investigation
Nisha may wish to carry out into the strength of concrete.
You must identify the independent, dependent, and at least two control variables.

What have you learned this lesson?

This lesson I learned about:

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

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Glossary

Key word Definition

carbon fibre A material made of thin tubes of carbon.

A compound such as a metal silicate or oxide that is hard,

ceramic
strong, and has a high melting point.
A mixture of materials with properties that are a combination
composite
of those of the materials in it.
A more reactive metal displaces – or pushes out – a less
displace
reactive metal from its compound.
In a displacement reaction, a more reactive metal displaces
displacement reaction
– or pushes out – a less reactive metal from its compound.
Elements on the left of the stepped line of the Periodic Table.
metal Most elements are metals. They are good conductors of
energy and electricity.
Polymers made by plants and animals, including wool,
natural polymer
cotton, and rubber.

ore A rock that you can extract a metal from.

polymer A substance made up of very long molecules.

A substance is reactive if it reacts vigorously with substances

reactive
such as dilute acids and water.

reactivity series A list of metals in order of how vigorously they react.

A state symbol gives the state of a substance in a chemical

state symbol equation. (s) means solid, (l) means liquid, (g) means gas,
and (aq) means dissolved in water.
A substance made up of very long molecules that does not
synthetic polymer
occur naturally.
Reaction of aluminium with iron oxide to make aluminium
thermite reaction
oxide and iron.

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