Overview: The students will develop their own activity series based on lab results. Qualitative observations will be used. Tie-ins include single-replacement reactions (SRR), oxidation-reduction, and practical applications such as galvanization. The effect of surface area on reaction rate, catalysts, reaction predictions, etc. also come into play. Students work in teams to determine the relative activity of six different metals in a solution of copper sulfate. I use this lab during the metals unit. The students have already covered and have an understanding of atomic structure, bonding, and the terms oxidation and reduction.
Goal/Objective: The students will develop an activity series based on their own lab observations and will use it to predict and explain single replacement reactions and oxidation-reduction.
Pre-discussion: "What are some indications that chemical reactions are occurring?????" Temperature change, bubbles of gas, color change, precipitants. This is all the lead-in I provide. I then have the students do the lab and make observations in their journals. I walk around and discuss with the groups what is happening during the lab - to make sure they are headed in the right direction. I point out to them to take notice of reaction rates and think about what might be affecting them.
Basic Procedure:
Materials/equipment per team: test tube rack with seven test tubes
zinc (pieces of mossy that have been cleaned with steel wool)
aluminum (wire or foil that have been cleaned of all coatings)
Teacher Demo.: Place a strip of copper foil in a test tube of 0.1M silver nitrate solution. Have students write observations. Have them place silver on their activity series
Hints on Class Discussion: Have them consider the effect of surface area on the rate of reaction. Discuss the effects of a catalyst on reactions. Give the students a sample equation (SRR) to show them what is happening in terms of oxidation-reduction. Then, give them some sample equations and have them predict whether or not a reaction will occur and explain their answer. Discuss galvanization and how it protects iron and steel.
This is just a brief summary of the lab. I don’t give the students lab sheets - I have them journal everything. If you have any questions or comments please e-mail me at ewa025@more.connect.more.net. If you want Andy Nydam’s dance analogy (it is fantastic!!!) get in touch with him or ask me - the kids love it.
Debbie Goodwin
Chillicothe High School
Chillicothe, MO 64601
(S)816-646-0700
Personal Goals for MST
I am starting one section of MST at our school this year (97-98). We hope to expand it to 3 or 4 sections in the next couple of years. Student interest is very high. Obstacles to overcome are facilities and money. We are the pilot program for Missouri and we intend to institute some sort of training program for teachers in our state in the near future. We want MST to have a strong presence in Missouri.
Word 97 doc file of this project: goodwin.doc
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