ALL my KS3 SCIENCE Revision Quizzes (~US K12 grades 6,7,8)

GCSE-IGCSE-KS4 Science-CHEMISTRY notes & quizzes (~US K12 grades 9-10)

Advanced Level CHEMISTRY GCE AS A2 IB notes and quizzes (~US K12 grades 11-12)

All my GCSE-IGCSE Science-CHEMISTRY etc. syllabus help links

 All my GCE-AS-A2-IB AQA, Edexcel, OCR etc. Advanced Level Chemistry syllabus-specification help links

KS3 Quizzes or task sheets based on this summary: four word-fill worksheets * multiple choice quiz * X-word

ALL KS3 SCIENCE QUIZZES * KS3 Chemistry Quizzes  and full list of GCSE Revision Notes on Chemistry, Earth Science and Radioactivity * EMAIL query?comment

More advanced GCSE work based on 9F: GCSE m/c tests * Metal Reactivity * Acids, Bases, pH, salts * The Periodic Table

 KS3Biology Quizzes * KS3Chemistry Quizzes * KS3Physics Quizzes * mixed Science Quizzes

    QCA 9F "Patterns of reactivity" Multiple Choice Questions for Science SATs revision on reactions of metals with air (oxygen), water and acids, reactivity series of metals, displacement reactions, uses of the reactivity series in predicting the outcome of a reaction and uses of displacement reactions, uses and sources of metals.

9Fwf1-6 six handy linked word-fill worksheets * 9Fwf2 * 9Fwf3 * 9Fwf4 * 9Fwf5 * 9Fwf6 *

The BIG hard on-line crossword puzzle (with letter hints), printout of the BIG version

OR the smaller EASIER (with letter hints), printout of the smaller EASIER version

The 9F crossword and word-fill

• that although metals react in a similar way with oxygen, water and acids, some react more readily than others
• to establish and use a reactivity series for metals
• to represent chemical reactions by word and/or symbol equations
• use a proposed reactivity series to make predictions
• present qualitative data in a way which enables patterns to be described
• investigate the relative reactivity of different metals, identifying and controlling relevant variables
• select and make effective use of secondary sources about the origins and uses of metals; identify relevant observations and describe patterns in these; suggest a workable approach to investigating the reaction of metals with acids, identifying variables to be controlled; explain results using scientific knowledge and understanding
• identify and describe similarities in chemical reactions; identify differences in the reactivity of different metals and use these to explain some everyday uses and occurrence of metals; represent chemical reactions by word equations

Its handy if you ..

• can explain the differences between elements and compounds
• have represented elements and compounds by symbols and formulae
• have represented chemical reactions by word equations
• have carried out tests to identify common gases
• know that many metals react with oxygen to form oxides
• can make generalisations about the reaction of metals with acids

Some important words for you to understand, use and spell correctly ...

• words with different meanings in scientific and everyday contexts,
  eg displacement, nature
• words with a precise scientific meaning, eg compound, reactivity, react, salt, equation, reactant, product
• names of chemical compounds, eg copper sulphate, magnesium nitrate, zinc chloride
• words and phrases relating to scientific enquiry, eg order of reactivity, qualitative observations

Why do metals tarnish?

• that many metals are affected by air/water and different metals are affected in different ways
• that some metals are soft and can be cut, revise Periodic Table work and properties metals/non-metals
• consider a range of metal objects or pictures of objects, eg copper and nickel coins, gold rings, an old gold necklace, a relatively new rusty hinge, a tarnished silver cup, a photograph of a bronze/copper roof
• pieces of potassium, sodium and lithium, which are shiny when freshly cut but which immediately tarnish on exposure to air - explain why the surfaces become dull
• describe how metals change due to exposure to the air, eg iron rusts, silver becomes dull, copper darkens (dull green?) and identify some metals that corrode readily and some that do not
• give a reason why sodium, potassium and lithium seem to be metals, eg they are shiny, and a reason why they seem not to be, eg they are not hard, they can’t be left in the air without tarnishing
• contrast the permanent uncorroded state of gold, eg an old gold necklace, with the rapid corrosion of other metals, eg a new iron hinge.

How do metals react with water?

• that some metals react with cold water to produce hydrogen
• that some metals react more readily with water than others
• hazards associated with some reactive metals - sodium/water - safety screen, goggles 
• whether metals react with water or not, giving their reasons - explore the reaction of some familiar metals, eg iron, zinc, magnesium, copper - predict whether the rapidly tarnishing metals seen in the previous activity would react with water - do the reactions to test predictions
• Use a safe method to show that hydrogen and an alkaline solution are produced, eg place a small piece of lithium in a beaker of water and collect the gas produced in a test tube - identify similarities and differences in the reactions of potassium, sodium and lithium with water - establish an order of reactivity of these metals and write word equations - video clip of the reactions of rubidium and caesium with water - compare the reactions of the alkali metals with those of the other metals used earlier and identify an order of reactivity - why some metals are kept under oil.
• identify evidence for a chemical reaction, eg bubbles of gas, heat produced
• describe some similarities in the reactions, eg hydrogen produced, pH shows alkali produced
• describe differences between the reactions, eg flame produced with potassium (hydrogen gas formed ignites)  but not with sodium or lithium
• extend this work to the reactions of some metals with steam
• find out how fires involving metals are dealt with
• write the symbols and formulae for reactants and products, and from these form symbol equations.

Is the order of reactivity of metals with water the same as that with acids?

• reminder of unit 9E ‘Reactions of metals and metal compounds’ on the reactions of acids with metals and writing word equations
• some metals react more readily with acids than others eg carry out quick reactions between either sulphuric acid or hydrochloric acid and filings of coarse metal mesh, eg copper, iron, zinc, magnesium, and from their observations of bubbling, temperature rise etc. decide the order of reactivity
• compare the reactions of hydrochloric and sulphuric acid, and agree an order of reactivity - compare this with what was established in the previous activity
• write the symbols and formulae for reactants and products, and from these write symbol equations

Can we make predictions about the reactions of metals with oxygen?

• to use a proposed reactivity series to make predictions and test predictions made
• remind that metals also react with oxygen (or the oxygen in the air) to form oxides - word equations
• use proposed reactivity series to suggest how readily different metals would react, from evidence collected, show order of reactivity of metals with oxygen is generally similar to that with water and with acids.
• use the reactivity series to make a sensible prediction, eg sodium would be more reactive with oxygen than copper; magnesium reacts more violently than copper; but it was difficult to compare sodium and calcium
• look at quantitative data supporting an established reactivity series eg in unit 9I ‘Energy and electricity’ exploring the voltage of simple cells with poles made from different metals
• write the symbols and formulae for reactants and products, and from these write symbol equations

Can metals displace each other?

• that a metal will displace a less reactive metal from a solution of one of its salts eg a metal high in the reactivity series will push out one lower down, but a lower one won’t push out a higher one
• using  small samples of metals, eg magnesium, iron, copper, zinc, and solutions of metal salts, eg zinc sulphate, iron(II) sulphate, copper sulphate, silver nitrate - testing combinations of metal and metal salt to find out if there is a reaction, recording their results in a table to find a pattern in their results
• predict whether other reactions will occur and can link to work done on the voltages of simple cells and relate their results to the position of the metal in the reactivity series
• work could be extended to heating metals, eg copper, zinc, with metal oxides to determine whether there is a reaction - caution some mixtures may be dangerous.
• write the symbols and formulae for reactants and products, and from these write symbol equations.
• that displacement reactions can be useful eg demonstration of the the thermit reaction between iron(III) oxide and aluminium - explain where the energy to melt the iron produced comes from the heat released in the reaction, and explain, eg using a video clip, the use of the reaction in welding eg on railway lines. Use the displacement model to describe what is taking place during the reaction.

How does the activity series relate to uses and sources of metals?

• to relate the occurrence, extraction and use of metals to their position in the activity series (eg for extraction - smelting with carbon for less reactive, electrolysis for very reactive metals - no details required)
• Why is sodium not used for cutlery?; Why is a light metal like magnesium not used for car bodies?; Why has so much gold jewellery survived from ancient civilisations?; Why was bronze used before iron?
• Aluminium is much more abundant than iron, so why wasn’t it used until the beginning of the twentieth century?; Which metals are found naturally?; What are the sources of magnesium? Why is it not found naturally?; How are metals recycled?
• make connections between reactivity and aspects of use, eg aluminium is reactive, and therefore hard to extract – this is why it wasn’t used as early as iron

How can we find out more about the reaction of metals with acids?

• to compare the reactivity of metals with acids eg Zn, Mg and Al with hydrochloric acid, measuring temperature or volume of gas formed 'fair test' factors in designing an experiment identify variables that need to be controlled, eg quantity of metal, volume of acid
• explain the results obtained in the light of the reactivity series and knowledge about aluminium