Lesson F1: Changing materials
Main activities
F1a Seeing chemical reactions
For each group:
- a few matches and a box for striking with a heatproof mat, labelled A
- a test tube rack containing the following in separate test tubes and labelled
with the contents and the letter:
B hydrochloric acid and calcium carbonate
C nitric acid with universal indicator and sodium hydroxide solution
D zinc (with a bung in the tube) and copper sulphate solution
E lead nitrate and potassium iodide
F dilute sulphuric acid and magnesium
Lesson F2: Acids and metals
Main activities
F2a Reaction of magnesium and hydrochloric acid
For each group:
- a test tube and rack
- a bung
- a few cm3 of dilute hydrochloric acid
- 1–2 cm of magnesium ribbon
- a splint
- access to a Bunsen burner flame (or matches to light the splint)
F2b Reacting metals with acids
For each group:
- several metals, e.g. magnesium, zinc, copper, nickel, lead
- five test tubes with bungs in a rack
- splints
Lesson F3: Acids and carbonates
Starter activities
Capture interest (1)
- a bottle of carbonated drink
Main activities
F3a Reaction of calcium carbonate with hydrochloric acid
For each group:
- two test tubes in a rack
- a bung fitted with a delivery tube
- calcium carbonate powder (one spatula measure)
- a few cm3 of dilute hydrochloric acid
- a few cm3 of limewater
- a spatula
Lesson F4: Firefighting
Starter activities
Problem solving
- ‘flammable’ hazard symbol
Main activities
F4a Burning and energy
For the class (optional hydrogen demonstration):
- a balloon
- a hydrogen cylinder
- a clamp and stand
- string or thread
- three safety screens
- a taper
- a metal rod, e.g. from a retort stand
- a means of lighting the taper
- the class (optional magnesium demonstration):
- a Bunsen burner
- a heatproof mat
- tongs
- blue glass (for each pupil)
- magnesium ribbon
F4b Putting fires out
For each group:
- approximately 20 wooden splints (these could be provided ready broken in half
for the pupils)
- three pieces of newspaper, approximately A4 size
- three heatproof mats and/or tin lids
- a stopclock
- a 250 cm3 beaker containing approximately 100 cm3 of sand
- a wash bottle of water
- a measuring cylinder (to measure 50 cm3)
- a delivery tube with jet inserted in rubber bung to fit the flask, as shown in the
diagram
- a spatula
- sodium hydrogencarbonate
- dilute hydrochloric acid
- an ignition tube
- washing-up liquid
F4c Burning candles
For the class:
- a bell jar
- a trough of water
- a candle on a small Petri dish such that the candle will float on the water inside
the bell jar
F4def How much air does a candle need?
For each group (Equipment should be set out so that pupils can choose what they
- need for themselves, the exact requirements depending on pupils’ plans.):
- a large trough or washing-up bowl
- five containers of various sizes, e.g. beakers, jam jars, coffee jars
- candles on small Petri dishes or floating candles (tea lights float quite well on their own)
- measuring cylinders (various sizes)
- a marker pen (suitable for marking glass).
Lesson F5: Burning changes
Main activities
F5a Making oxides
For each group:
- a Bunsen burner
- a heatproof mat
- tongs
- blue glass (for each pupil)
- magnesium ribbon (1–2 cm)
- steel wool (a walnut-sized piece)
- copper foil (1–2 cm2)
Lesson F6: Getting hotter
Starter activities
Concrete preparation (2)
- magazine and newspaper articles about
global warming
Main activities
F6a Burning fossil fuels
For the class:
- a micro-burner or Bunsen burner
- a heatproof mat
- two retort stands with clamps
- glassware and connections as shown in the diagram
- dry cobalt chloride paper
- limewater
- water suction pump
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This list is in Microsoft Word, so it can be customised to fit each school’s requirements.