Three-dimensional models might be shown as well. The reaction between iron and sulfur is demonstrated and the product is examined. Students are told the product iron sulfide consists of equal numbers of iron and sulfur atoms chemically joined combined. They are asked to model the change in a role play. Display samples of iron, sulfur and a mixture of iron and sulfur. Describe iron and sulfur as elements, and the other sample as a mixture.
Tell the students that, working in pairs, they are going to examine the samples of iron, sulfur and the mixture using a magnifying glass, a magnet, warming and dilute sulfuric acid. If available, show the difference in brittleness of iron and sulfur. Invite or choose pairs to show and explain their drawings. Ask other students to comment. Spend time discussing the merits of the drawings and allow pairs time to modify their sketches on the white-boards. Ask students to examine the product and compare its properties with those of the elements and the mixture.
Draw the session s to an end by leading a class discussion about the nature of the particles. Reinforce that:. Write up a word equation and a symbol equation to conclude the discussion. An interesting opening to the session, with a brief self diagnosis, will encourage attentiveness at the outset. The importance of this topic demands that the student sheets are scrutinised carefully.
Written guidance to help each individual is essential. This lesson plan was originally part of the Assessment for Learning website, published in Assessment for Learning is an effective way of actively involving students in their learning. Each session plan comes with suggestions about how to organise activities and worksheets that may be used with students. During lockdown, teachers worked so hard to create engaging remote resources. Each activity contains comprehensive information for teachers and technicians, including full technical notes and step-by-step procedures.
Meet Brent Murray, a food scientist with a passion for beer, ice cream, clotted cream and other food colloids. For a simple combination of milk, cream, sugar and flavourings, there is a lot of science involved in ice cream manufacture. Use this practical to investigate how solutions of the halogens inhibit the growth of bacteria and which is most effective.
Site powered by Webvision Cloud. Skip to main content Skip to navigation. Build a lesson plan around this experiment This experiment can be used as part of a lesson plan for 11—14 year olds, using particle models to describe the chemical change that occurs — see Reacting iron and sulfur to explore compounds. Exciting elements video containing the iron and sulfur reaction The demonstration video for iron and sulfur reaction can be found at 7.
Additional information This is a resource from the Practical Chemistry project , developed by the Nuffield Foundation and the Royal Society of Chemistry. Level years years. Use Practical experiments Demonstrations Video. Do not allow product to enter drains, sewage systems, or other water courses. Do not allow material to penetrate the ground or soil. Methods and materials for containment and cleanup: Pick up mechanically.
Prevention of secondary hazards: No special measures required. Reference to other sections See Section 7 for information on safe handling See Section 8 for information on personal protection equipment. See Section 13 for disposal information. Handling Precautions for safe handling Handle under dry protective gas. Keep container tightly sealed.
Store in cool, dry place in tightly closed containers. Ensure good ventilation at the workplace. Information about protection against explosions and fires: No data available Conditions for safe storage, including any incompatibilities Storage Requirements to be met by storerooms and receptacles: No special requirements.
Information about storage in one common storage facility: Do not store together with acids. Store away from air. Store away from oxidizing agents. Further information about storage conditions: Store under dry inert gas. This product is moisture sensitive. This product is air sensitive. Store in cool, dry conditions in well-sealed containers. Protect from humidity and water. Specific end use s No data available. Additional information about design of technical systems: Properly operating chemical fume hood designed for hazardous chemicals and having an average face velocity of at least feet per minute.
Control parameters Components with limit values that require monitoring at the workplace: Iron II sulfide Keep away from foodstuffs, beverages and feed. Remove all soiled and contaminated clothing immediately. Wash hands before breaks and at the end of work. Maintain an ergonomically appropriate working environment. Breathing equipment: Use suitable respirator when high concentrations are present. Risk assessment should be performed to determine if air-purifying respirators are appropriate.
Only use equipment tested and approved under appropriate government standards. Protection of hands: Impervious gloves Inspect gloves prior to use. Suitability of gloves should be determined both by material and quality, the latter of which may vary by manufacturer.
Ignition temperature: No data available Decomposition temperature: No data available Autoignition: No data available. Danger of explosion: No data available. Reactivity Contact with acids liberates toxic gas. Chemical stability Stable under recommended storage conditions. Possibility of hazardous reactions Reacts with strong oxidizing agents Contact with acids liberates toxic gas.
The slideshow shows what happens in this reaction:. The test tube is partly filled with a mixture of iron and sulfur. The mixture is heated strongly using a Bunsen burner. The test tube now contains iron sulfide.
Iron sulfide, the compound formed in the reaction, has different properties to the elements from what it is made. The table compares the properties of iron, sulfur and iron sulfide:.
0コメント