| Method |
Precise Learning Objective |
Linked |
Question / Activity
(Designed for maximum working out) |
Stepping Stones |
Pitstop Check
(Thinking Map) |
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Unreactive metals such as gold are found in the Earth as the metal itself but most metals are found as compounds that require chemical reactions to extract the metal. |
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Why are metals such as gold found in the Earth as the metal itself? Show the PP slide with a range of metal ores / native metal images with their symbols. Ask students to complete the tasks in their books. Share answers. |
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Metals less reactive than carbon can be extracted from their oxides by reduction with carbon. |
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How can metals less reactive than carbon be extracted from their oxides? Class practical to extract metals: http://science.cleapss.org.uk/Resource/TL009-Reduction-of-metal-ores-using-carbon.pdf |
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Reduction involves the loss of oxygen. |
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What is meant by 'reduction' in terms of oxygen? Introduce the mnemonic OIL RIG
Oxidation Is Loss of electrons (and gain of oxygen)
Reduction Is Gain of electrons (and loss of oxygen)
Tell them that this happens in redox reactions.
Ask students to create an image in their books to help them remember these phrases. They should use equations and or atomic diagrams. |
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Knowledge and understanding are limited to the reduction of oxides using carbon. |
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What substance can be used to extract the lesser reactive metals? Recall the reactivity series from lesson 1 or sort using a jumbled list from the board / cards. Identify the position of carbon and explain to students the reasons why. |
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Knowledge of the details of processes used in the extraction of metals is not required. |
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What type of reaction is it when electrons are transferred from one species to another? EW: Explain why some metals can be extracted by reduction reactions using carbon and other's cannot. Include in your answer example of those metals that can/cannot be extracted using carbon. |
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Students should be able to interpret or evaluate specific metal extraction processes when given appropriate information |
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Ask students to apply their knowledge of the reactivity series to other elements. They should estimate if they could be extracted or not from information given about the element.
Stretch: Roentgenium is less reactive than gold.
Challenge: Rubidium (in group 1) students should recall the pattern of group one from C1.2
Super Challenge: Tennessine |
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Students should be able to identify the substances which are oxidised or reduced in terms of gain or loss of oxygen. |
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Model the loss of oxygen during reduction and the gain of oxygen during a chemical reaction, e.g
magnesium oxide carbon dioxide --> Magnesium carbon dioxide
MgO CO2 --> Mg CO2
Show students how one species gains oxygen whilst the other loses it.
Practice identifying what is oxidised and reduced giving reasons why for different word and symbol equations.
Foundation Tier Extension: Students can write their own word/symbol equations. |
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Students should be able to identify in a given reaction, symbol equation or half equation which species are oxidised and which are reduced. |
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Identify the species that are oxidised and reduced in the half equations below:
Cu2 Mg --> Mg2 Cu (HT) Identify the substances that are reduced and oxidized in symbol and half equations. |
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