Unit C2: Further Chemical Reactions, Rates and Equilibrium, Calculations and Organic Chemistry.2.5.8 explain that cracking involves the breakdown of larger saturated hydrocarbons (alkanes) into smaller more useful ones, some of which are unsaturated (alkenes) and.Unit 2: Further Chemical Reactions, Rates and Equilibrium, Calculations and Organic Chemistry.(g) the environmental effects and consequences of the emission of carbon dioxide and sulfur dioxide into the atmosphere through the combustion of fossil fuels.
Unit 1: CHEMICAL SUBSTANCES, REACTIONS and ESSENTIAL RESOURCES. 
(f) the acid/carbonate reaction as a test for acidic substances and CO₃²⁻ ions. Unit 2: CHEMICAL BONDING, APPLICATION OF CHEMICAL REACTIONS and ORGANIC CHEMISTRY. a metal carbonate + an acid → a salt + water + carbon dioxide. You should note that the national curriculum links at the beginning of the document are now out of date. It must be stressed to children that they need to blow out through the straws and not suck in. If not carefully managed, you may introduce or reinforce the misconception that carbon dioxide is an ‘acidic gas’, whereas in fact it produces an acidic solution when dissolved in water.Īs with all experiments, a thorough risk assessment should be carried out along with other health and safety considerations. Also, children require knowledge of gases, in particular carbon dioxide and oxygen, as well as understanding what we breathe in and breathe out. In order for children to understand what is happening, prior knowledge of the colours of universal indicator in the presence of acidic, alkaline and neutral solutions is needed. Also, if you are progressing on to the properties of different types of rocks, a selection of other rocks will be needed. Practical considerationsĮquipment for the activity will need to be sourced prior to the lesson, including universal indicator and limestone. The activity can lead onto subsequent investigations into testing other properties of rocks, such as hardness, permeability and reaction with acids. This leads on to children being able to make suggestions about the properties and possible uses of rocks, based on their findings from this experiment. This activity can be used as a whole-class investigation into the properties of rocks, in particular limestone. That rocks are natural materials whereas bricks are man-made (also referred to as manufactured). 
That rocks have different properties, often as a result of the type of rock they are and how they are formed.Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.Using appropriate scientific language and ideas to explain, evaluate and communicate their methods and findings.Drawing conclusions and raising further questions that could be investigated, based on their data and observations.
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If you teach primary science, see the headings below to find out how to use this resource: Skill developmentĬhildren will develop their working scientifically skills by: The chemical attack on limestone by rain that is naturally acidic (containing dissolved carbon dioxide) and ‘acid rain’ (rain that is more acidic because of dissolved pollutants such as sulfur dioxide and nitrogen oxides). RSC Yusuf Hamied Inspirational Science Programme.Introductory maths for higher education.The physics of restoration and conservation.
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