965516
Metals
- 4. For efficient
resource use,
industrial chemical
reactions must use
measured amounts
of each reactant
- define the mole as the number
of atoms in exactly 12g of
carbon-12 (Avogadro’s number)
- compare mass changes in
samples of metals when they
combine with oxygen
- describe the contribution of
Gay-Lussac to the
understanding of gaseous
reactions and apply this to an
understanding of the mole
concept
- recount Avogadro’s law
and describe its
importance in developing
the mole concept
- distinguish between empirical
formulae and molecular formulae
- process information from secondary
sources to interpret balanced
chemical equations in terms of mole
ratios
- perform a first-hand investigation to measure and
identify the mass ratios of metal to non-metal(s) in a
common compound and calculate its empirical formula
- solve problems and analyse information
from secondary sources to perform
calculations involving Avogadro’s number
and the equation for calculating the
number of moles of a substance
- process information from secondary sources to investigate the relationship
between the volumes of gases involved in reactions involving a metal and relate
this to an understanding of the mole
- define the mole as the number
of atoms in exactly 12g of
carbon-12 (Avogadro’s number)
- 2. Metals differ in
their reactivity with
other chemicals and
this influences their
uses
- describe observable changes when
metals react with dilute acid, water
and oxygen
- describe and justify the criteria used to
place metals into an order of activity
based on their ease of reaction with
oxygen, water and dilute acids
- identify the reaction of metals
with acids as requiring the
transfer of electrons
- outline examples of the selection of metals for different
purposes based on their reactivity, with a particular
emphasis on current developments in the use of metals
- outline the relationship between
the relative activities of metals
and their positions on the Periodic
Table
- identify the importance of first
ionisation energy in determining
the relative reactivity of metals
- perform a first-hand investigation
incorporating information from secondary
sources to determine the metal activity series
- construct word and balanced
formulae equations for the reaction
of metals with water, oxygen, dilute
acid
- construct half-equations to represent the electron
transfer reactions occurring when metals react with
dilute hydrochloric and dilute sulfuric acids
- describe observable changes when
metals react with dilute acid, water
and oxygen
- 3. As metals and other elements were discovered,
scientists recognised that patterns in their physical
and chemical properties could be used to organise
the elements into a Periodic Table
- identify an appropriate model
that has been developed to
describe atomic structure
- outline the history of the development of
the Periodic Table including its origins, the
original data used to construct it and the
predictions made after its construction
- explain the relationship
between the position of
elements in the Periodic
Table, and: - electrical
conductivity - ionisation
energy - atomic radius -
melting point - boiling point -
combining power (valency)
- electronegativity -
reactivity
- process information from secondary sources to
develop a Periodic Table by recognising patterns
and trends in the properties of elements and use
available evidence to predict the characteristics
of unknown elements both in groups and across
periods
- use computer-based technologies to produce a table
and a graph of changes in one physical property
across a period and down a group
- identify an appropriate model
that has been developed to
describe atomic structure
- 1. Metals have been
extracted and used for
many thousands of
years
- outline and examine some uses
of different metals through history,
including contemporary uses, as
uncombined metals or as alloys
- describe the use of common alloys
including steel, brass and solder and
explain how these relate to their properties
- explain why energy input is
necessary to extract a metal from
its ore
- identify why there are more metals
available for people to use now
than there were 200 years ago
- gather, process, analyse
and present information from
secondary sources on the
range of alloys produced
and the reasons for the
production and use of these
alloys
- analyse information to relate the
chronology of the Bronze Age, the
Iron Age and the modern era and
possible future developments
- outline and examine some uses
of different metals through history,
including contemporary uses, as
uncombined metals or as alloys
- 5. The relative abundance and ease of
extraction of metals influences their value
and breadth of use in the community
- • define the terms mineral and
ore with reference to economic
and non-economic deposits of
natural resources
- describe the relationship between the
commercial prices of common metals,
their actual abundances and relative
costs of production
- describe the separation processes, chemical
reactions and energy considerations involved in
the extraction of copper from one of its ores
- explain why ores are
non-renewable resources
- recount the steps taken
to recycle aluminium
- discuss the importance of
predicting yield in the
identification, mining and
extraction of commercial ore
deposits
- justify the increased recycling of
metals in our society and across the
world
- analyse information to compare the cost and energy
expenditure involved in the extraction of aluminium from its
ore and the recycling of aluminium
- • define the terms mineral and
ore with reference to economic
and non-economic deposits of
natural resources
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