making models of matter students’ worksheet · 2014-08-06 · clil unit 1: elements making models...

STUDENTS’ WORKSHEET

MAKING MODELS OF MATTER

CLIL Making models of matter

Maria Caballeria IES Vilatzara 1

UNIT 1: ELEMENTS..................................................................................................... 3

LESSON 1: REAL OBJECTS, MODELS AND DIAGRAMS .................................................... 3

Activity-1 : “drawing diagrams”............................................................................... 4

Activity-2: “complete” ............................................................................................. 5

Activity-3: “Identify” ................................................................................................ 5

Activity-4: “the carbon atom is like a tetrahedron” .................................................. 8

Activity-5: “comparing and building” ....................................................................... 9

Activity-6: “building structures” ............................................................................. 10

Activity-7: ”physical appearance” ......................................................................... 10

Activity-8: “classify in similarities and differences“................................................ 11

Activity-9: “loop game” ......................................................................................... 11

LESSON 2: LEARNING MORE ABOUT ELEMENTS ......................................................... 12

Activity-1: “looking at diagrams and deducing properties” .................................... 13

Activity-2: “classify” .............................................................................................. 15

Activity-3: “a fact file card”.................................................................................... 15

Activity-4 : “students’ talking time and identifying” ................................................ 16

Activity-5: ”hot seat” ............................................................................................. 16

Activity-6: “remembering”..................................................................................... 17

Activity-7: “a grid”................................................................................................. 18

Activity-8: “doing a glossary”................................................................................ 19

Activity-9: “word-search” ...................................................................................... 20

LESSON 3: CHECKING AND SUMMARISING: THE PERIODIC TABLE. ................................ 21

Activity-1: “checking”............................................................................................ 21

Activity-2: “complete” ........................................................................................... 22

Activity-3: “memorising elements” ........................................................................ 23

Activity-4: “periodic table games” ......................................................................... 25

Activity-5: “a game of the elements”:.................................................................... 25

Activity-6: “the project” ......................................................................................... 25

CLIL Making models of matter


UNIT 2: COMPOUNDS............................................................................................... 27

LESSON-1: WATER ELECTROLYSIS............................................................................ 27

Activity-1: ”labelling”............................................................................................. 28

Activity-2: “comparing diagrams and predicting”................................................... 29

Activity-3: “describing a picture: on, in, at.”........................................................... 31

Activity-4: “preparing the experiment for water electrolysis of diagram-2.............. 31

Activity-5: “do the experiment in the lab” .............................................................. 32

Activity-6: “describing and understanding” ........................................................... 33

Activity-7: “matching” ........................................................................................... 33

Activity-8: “multiple choice” .................................................................................. 34

Activity-9: “students’ talking time”......................................................................... 34

Activity-10: “writing a lab report”........................................................................... 35

Activity-11: “fill the gaps” with “elements” or “compounds”: .................................. 36

Activity-12: “classifying “ ...................................................................................... 36

Activity-13: “thinking about compounds and elements” ........................................ 37

Activity-14: “still more difficult”.............................................................................. 37

LESSON-2: PLAYING WITH MODELS .......................................................................... 38

Activity-1: “the water electrolysis with models” ..................................................... 38

Activity-2: ”a balanced symbol reaction with models” ........................................... 39

Activity-3: “a performance of water electrolysis with students” ............................. 39

LESSON 3- CARBON COMPOUNDS ............................................................................ 40

Activity-1: “building hydrocarbons”. ...................................................................... 41

Activity-2: “formulae”............................................................................................ 43

Activity-3: “double and triple bounds” ................................................................... 44

Activity –4: “reading and understanding”.............................................................. 45

Activity-5: “mind map” .......................................................................................... 46

Activity-6: “a grid”................................................................................................. 47

Activity-7: “journey assessment” .......................................................................... 48

CLIL unit 1: ELEMENTS Making models of matter


Unit 1: Elements LESSON 1: real objects, models and diagrams In science, we use models to help us to understand how things are. Look at the pictures: Figure-1: this is an aircraft

From:http://en.wikipedia.org/wiki/Image

Figure-2: this is a model of an aircraft. The model of an aircraft has the same shape and can be 1000 times smaller and helps us understand what the aircraft looks like.

From: http://i24.ebayimg.com/03/s/08/58/65/5f_2.JPG

Figure-3: We represent the real aircraft or its model with a drawing called a diagram.



Activity-1: “drawing diagrams” Look at these pictures and choose one vehicle and then the amoeba. Draw their diagrams beside them.

A model is similar to the real object in some ways: it has the same shape, it is 3-D, it contains similar features, but usually it’s made of plastic and is smaller or bigger than the real object. Normally, we represent it with a 2-D diagram.



Activity-2: “complete” What can you say about them? Complete the text with words from the list. You can use the words more than once. Similar bigger smaller lighter faster heavier The shape of a real car is ....….….......…… to the model of car. The model of a car can be 100 times …….......………than the real car. The model of an amoeba can be 100 times…....…………than the real amoeba. The shape of a real amoeba is ….....…..……….to the model of amoeba. The model of a ship can be 1,000 times........................than the real ship. The model of an aircraft can be 1,000 times.......................than the real one. The real aircraft is ..............................than the model The real aircraft is...........................................than the real car. Activity-3: “Identify” Identify these diagrams:

What’s this?

What’s this?



Everything is made from atoms, including you. Atoms are tiny particles that we can’t see even with a microscope. Scientists have detected them after a lot of experiments. The model that represents an atom is a sphere of plastic (a ball), and its diagram is a circle: This model represents a Hydrogen atom.

Normally it is represented by a white plastic ball

This is the model of an Oxygen atom

This is the model of the carbon atom:

This diagram represents the Hydrogen atom. It will be the same for the carbon atom but in black, and for the Oxygen it is red. It can represent a particle, in general.

This diagram represents a gas. It’s formed by atoms but they do not join up with each other.



A substance that contains only one kind of atom is an element. There are over a hundred different types of atoms, and they are classified in the periodic table. Each element has a symbol of one or two letters. Look at this model: This model represents a carbon atom. It has four places where you can join four sticks:

Scientists use these models to indicate the chemical bond between these atoms Normally, the carbon atom is joined with four other atoms achieving a more stable structure. Every stick represents a chemical bond that is formed by the sharing of electrons between atoms. It’s the covalent bond.

This diagram represents a solid. The particles or atoms are arranged in a regular way. They are packed closely together. There are strong forces holding the particles together. This structure is typical of metals

This diagram represents a glass with some liquid. The particles can slide over one another



Activity-4: “the carbon atom is like a tetrahedron” 1-Join the sticks to the C atom like the photography shows. 2-Draw a triangle joining the three points on the paper 3-Tip the model onto its side, draw around it to make the next triangle in the net, and repeat until you have four triangles: 4-Cut this figure from the paper and fold the paper on the red lines and you will obtain a tetrahedron. 5-Put the model of the atom carbon inside and you’ll see that it’s in the centre of this figure. The vertices are the directions where the chemical bond is formed.



Now, look at these two diagrams: Activity-5: “comparing and building” The first structure is carbon diamond and the second one is carbon graphite. What differences can you find? Complete this table with the following words: layers longer length tetrahedral shape four equal three carbon atoms

Features: C(diamond) C(graphite)

General structure Carbon atoms form four covalent bonds in a _____________________

Carbon atoms form four covalent bonds but in_____________________

Number of chemical bonds

Each carbon atom is bonded to ____________________ carbon atoms.

Each carbon atom is bonded to _________________ in an hexagonal pattern, in the same plain

lenght of chemical bonds All the bonds have the same _____________________.

The fourth bond is_______________ than the others, and is established between the layers.

Giant covalent structure of graphite.

Giant covalent structure of diamond:



Activity-6: “building structures” Make the structure of carbon diamond with the models you have. Activity-7: ”physical appearance” Use the Internet to search for two photographs One of them of a diamond and the other of graphite, and try to find the physical properties of both. Make a fact file card like this model:

Symbol:

Physic state: Colour:

Photography and name: Carbon diamond

Melting point:

Symbol:

Physic state: Colour:

Carbon graphite

Melting point:

Look at the physical aspect of the diamond and graphite. Can you find any similarities and differences between them?



Activity-8: “classify in similarities and differences“ Classify in similarities and differences:

Similarities Differences

Activity-9: “loop game”

Both of them are formed by carbon atoms

Each one has a different structure

The carbon atoms form covalent bonds

As a consequence of the different giant covalent structure, they have different appearance, and different properties

They are elements

They have different colour

Both of them are solids

They have different melting point...

They are represented by the same symbol but with a bottom specification



LESSON 2: Learning more about elements In some elements the atoms pair up: Oxygen is an element like this. It is formed by two atoms. This particle is called a molecule. It can be represented by a formula: O2 O2 Molecules of Oxygen, Hydrogen, Nitrogen, Fluorine, Chlorine, Bromine and Iodine are diatomic: O2, H2, N2, F2, Cl2, Br2, I2

This is the model of an Oxygen molecule. It’s diatomic because is formed by two equal atoms.

This is the model of a Hydrogen molecule. It’s diatomic because is formed by two equal atoms: Helium and all the noble gases are monoatomic. They are formed by a single atom.

Symbol of element

Number of atoms that forms the molecule



Activity-1: “looking at diagrams and deducing properties” Look at this table. All of them are elements, but they have different structures: Element Symbol diagram Aluminium

Al

Mercury Hg

Helium He

Oxygen O2

Nitrogen N2

Carbon (graphite)

C(graphite)

Carbon (diamond) C(diamond)



Tick (X) the correct properties of all these elements: Properties

Helium

Oxygen Nitrogen Aluminium Mercury C(graphite) C(diamond)

Formed by molecules with 2 atoms

Formed by only one atom, without any chemical bond

A gas at ordinary temperature

A solid at ordinary temperature

A liquid at ordinary temperature

Formed by a metallic structure

Formed by a giant covalent structure



Answer these questions about last table: What elements are solids at ordinary temperature? What elements are liquids? What elements are gases? What are the differences and the similarities between the models of the Carbon diamond and graphite and the models of the other elements? What are the similarities between Oxygen and Nitrogen? What are the similarities and the differences between Oxygen and Helium? What are the similarities and the differences between Oxygen and Aluminium? What are the similarities and the differences between Aluminium and Mercury? Activity-2: “classify” Fill this conceptual map with the elements that you have studied before. Activity-3: “a fact file card” Search the internet and make a fact file card of each element, like the carbon diamond and carbon graphite ones, you have found out about: Oxygen, Nitrogen, Mercury, Aluminium and Helium. Eventually, you have to have 7 cards of elements Draw on the opposite side of the card the diagram of each structure at ordinary temperature.

ELEMENTS

GIANT COVALENT STRUCTURES:

MOLECULES More than an atom:

MONOATOMIC: a single atom:

METAL STRUCTURE:



Activity-4: “students’ talking time and identifying” (in pairs) Ask your partner about the element in your card: Is it solid/liquid/gas at ordinary temperatures? What is its melting point? What colour is it? What’s its symbol? What does it represent? What’s its name? Use these language frames: It is

Helium Carbon graphite solid black ...

This diagram represents a covalent bond

a Hydrogen molecule an element a metal a molecule a solid a liquid a gas a giant covalent structure...

Activity-5: ”hot seat” (all the group)



Activity-6: “remembering” Complete using some words from the Word- bank:

Text:

Word- bank

Elements are made up of small particles known as..............................We write a...............................to represent an element. All the elements are listed in the.................................table. The three states of matter are............................... ................................, and.............................. The air is a mixture of gases. One of them is....................................., that occupies 21% of the volume of the air. The other is ................................................. that occupies 78% of the volume of the air. The.......................... of Oxygen is O2

Atoms Element Formula Gas Liquid Metal Model Molecule Periodic table Solid Symbol Oxygen Nitrogen



Activity-7: “a grid” (in groups of four) 6 symbol

C(graphite) N2 C(diamond) Helium solid

5 formula

Mercury Al circle diagram liquid

4 Element

length Covalent bond

He N gas

3 H2

Hg diagram ball Hydrogen matter

2 Periodic Table

model Aluminium Giant covalent structure

Oxygen To slice

1 Atom

molecule particles Melting point

O2 N2

1

2 3 4 5 6

6

5

4

3

2

1

1

2 3 4 5 6



Activity-8: “doing a glossary” 1-Go to: http://www.google.co. uk/ 2-Use “define” option to find definitions of the words in the grid 3-Fill the columns Word

Definition

Molecules

Atom

Covalent bond

Element

Compound

Symbol of an element

Formula



Activity-9: “word-search” Search these words:

ATOM BOND CARBON COMPOUND ELEMENT HYDROGEN NITROGEN OXYGEN PARTICLE STRUCTURE

S B W Q P N E H E M

W T Z D N E G Y X O

M N R N E G G B H T

L E B U L O L D Y A

P M K O C R R N D Q

J E I P I T N O R N

N L U M T I U B O R

R E Q O R N C R G B

S D B C A E T A E X

Z T F G P D V C N O



LESSON 3: “checking and summarising”. The periodic table.

Activity-1: “checking” Look up these websites. You’ll find interactive periodic tables. If you click every element you’ll be able to see what it looks like. http://www.chem.ox.ac.Periodic Tableuk/vrchemistry/pt/ http://www.chemtopics.com/elements.htm In the Periodic Table, similar elements are grouped together in vertical columns or groups, and the rows are called periods. The elements that make up a period show a gradual change in properties from left to right. Elements can be classified as either metals or non- metals. Metals are found on the left of a period and non-metals on the right. Metals are usually: shiny;

hard, heavy strong tough easily shaped conductors of thermal energy conductors of electricity. Non- metals can be solid, liquid or gas at ordinary temperatures,

do not conduct heat and do not usually conduct electricity. They are brittle. In the Periodic Table, the metals are on the left-hand side and the non-metals are on the right. All the metals are solids at room temperature, apart from mercury which is a liquid.



Activity-2: “complete” (in pairs) Work in pairs to complete each text but don’t look at your partner’s text: Use this language frame to make the questions:

on the first line second line third line....

What’s the word

at the top of the text at the bottom of the text in the middle of the text

between... near… below… beside…

?



Activity-3: “memorising elements” Put in the next table all the symbols of these elements, comparing with the Periodic table Element Symbol Hydrogen, Oxygen, Nitrogen, Carbon, Aluminium, Mercury, Chlorine, Bromine, Fluorine, Iodine, Silicon Boron Phosphorus, Sulphur, Helium, Lithium, Sodium, Potassium. Manganese, Chromium, Cobalt, Nickel, Copper,



Zinc, Silver, Gold, Tin, Lead, Arsenic, Argon Neon Bismuth Fill the next diagram of the periodic table with the symbols you have learnt.

Draw the “ladder” that separates metals from non-metals.



Activity-4: “periodic table games” (30 min) Look up this website: http://www.sheppardsoftware.com/Elementsgames.htm Play the four proposals and give the teacher the printed score of the two last games.

Activity-5: “a game of the elements”: Activity-6: “the project” In groups of two prepare a power point presentation about an element: model, structure, diagram, symbol, molecular formula, properties, other features... Use these language frames:

a an

This

is

the

model aircraft diagram model of an Oxygen atom

is

bigger than the real object smaller than the model

It

has the same shape

contains

similar features

is made of

plastic



represents a covalent bond

a glass with some liquid a plane a solid an atom a molecule

This diagram

Is formed by particles atoms molecules

Join up to each other other atoms

Are arranged in a regular way an irregular way

Can slide over one another under one another

These atoms

Are joined with four other atoms three other atoms

Vocabulary to describe shapes: Tetrahedral shape In layers Longer than… In a hexagonal pattern The bonds have the same length...

CLIL Unit 2: COMPOUNDS Making models of matter


UNIT 2: COMPOUNDS LESSON-1: water electrolysis. When electricity is passed through water with a small quantity of acid to help it conduct electricity, a chemical reaction takes place. Two gases are formed: The gas that is formed at the positive electrode is Oxygen. The gas collected at the negative electrode is Hydrogen. Look at this diagram: . Diagram-1 What do you think it represents? This drawing represents a battery. If a battery is connected to each end of a conductor, a constant flow of charges is produced. This is called an electric current. A battery is used as a power supply. (You should never forget how dangerous electricity can be) This diagram represents a lamp or a bulb. When electric current flows through the bulb, it shines brightly. You can use it to check that an electric current is flowing.

The piece of platinum or carbon graphite connected to the positive terminal of the battery is called the positive electrode. The piece connected to the negative terminal of the battery is called the negative electrode. (Both of them resist the attack of acid substances.)

They can be connected to the battery with a wire and two crocodile clips.



When an electric current flows between these two electrodes, two gases are formed: 2H2O(l) 2H2(g) + O2(g)

We can use balanced symbol equations to represent chemical reactions. The current flows when the switch is closed (or “ON”), and current cannot flow when the switch is open (or “OFF”) The production of a chemical reaction using electricity is called electrolysis. Activity-1: ”labelling” Write the name of this lab equipment in the boxes: Test tube with water beaker battery wire stand clamp



Activity-2: “comparing diagrams and predicting” Look at diagram-2 carefully Compare it with diagram-1? Diagram-1 Diagram-2 Complete this table with the similarities and differences you can observe between them:

Similarities Differences



Complete these sentences and write them in the box below:

1. When an electric current flows through...................................................a chemical reaction takes place.

2. In the negative electrode, Hydrogen gas has given off, and in the

positive...................

3. The volume of gas displaces the column of water and….

4. The volume of Hydrogen gas is...

Hypothesis:

bigger than the Oxygen one smaller than the Oxygen one the same as the Oxygen one.



Activity-3: “describing a picture: on, in, at.”

Put a cross (X) next to the correct answer about diagram-2 in the table below: There is a stand on the left side.

There is a beaker in the middle of the picture

There are two inverted test tubes in the middle of the picture.

There is a battery at the top of the picture

The electrodes are made of inert metal platinum.

There is a switch in the right hand corner

The test tubes are empty of water

There is a switch at the bottom, in the right hand corner.

There is a stand on the right side of the diagram.

The lamp is at the top and in the middle of the picture.

Activity-4: “preparing the experiment for water electrolysis of diagram-2”. (In groups of three) Look for this material in the lab:

• 2 test tubes

• a battery (9 V approx)

• a large beaker with tap water and a little of acid

• two stands

• two clamps

• wires with crocodile clips, and a switch

• two platinum electrodes.



Put these paragraphs in order and number them.

Carefully invert the test tube keeping your thumb in place.

Fill the test tube to the top with water.

Put the inverted test tube in the big beaker full of water and release your thumb. Make sure the end of the test tube is in the water. Fix the test tube with the clamp like the diagram.

Place your thumb over the top of the test tube.

Put a little acid in the water and turn on the switch. Allow the electric current to flow for a few minutes through the water. Write your observations

Connect the battery to the platinum electrodes with the wires and introduce the electrodes in the inverted test tubes. Put a switch between the battery and one of the electrodes (optional)

Activity-5: “do the experiment in the lab” Follow the instructions you have ordered above and do them in the lab.



Activity-6: “describing and understanding” Draw the diagram of the experiment you have done and write your observations. Has your hypothesis been confirmed? Activity-7: “matching” Match the question with the right answer about diagram-2 What’s on the left side of the picture?

They are wires with inert metal platinum at the end. .

What’s in the middle of the picture?

There is a stand with a clamp.

What’s holding the test tubes?

There is some water with a little of acid.

What’s in the beaker?

There is a large beaker with some liquid in it.

Which are the electrodes?

Because the gas displaces the water and the volume of gases can be compared.

Why are the test tubes full of water and inverted?

To observe the gases that have been given off by the reaction.

What are these test tubes for?

There are clamps.



Activity-8: “Multiple choice” Put a cross (X) next to the correct answer about your experiment: 1. What happens with the level of water in the test tubes?

a. � They maintain the same level all through the experiment.

b. � The level of the positive electrode is higher than the negative electrode

c. � The level of the negative electrode is higher than the positive one 2. The meaning of this: 2H2O(l) 2H2(g) + O2(g) is:

a. � Two water molecules split up and two Hydrogen molecules and one Oxygen molecule are formed.

b. � Two litres of water are transformed into two litres of Hydrogen gas and one litre of Oxygen gas.

c. � Two Hydrogen molecules are broken down and two water molecules and one Oxygen molecule are formed.

3. Has water the same properties than the Hydrogen and Oxygen gases?

a. � Yes, the water has the same explosive properties than Hydrogen and Oxygen.

b. � The properties of water are very different from the Hydrogen and Oxygen ones.

c. � Oxygen and Hydrogen have the same properties as water. Activity-9: “Students’ talking time” (in pairs)



Activity-10: “writing a lab report” Make a report of the experiment made in the lab. This table can help you to write the report. Apparatus required:

• Two test tubes

•

Diagram of the apparatus:

Method: 1. First we filled… 2. Then, we placed…. 3. Carefully, we inverted… 4. After that, we put… 5. …..and connected… 6. Later, we put… 7. Finally or eventually, we allowed...

Results and conclusions

This experiment shows that..... The most interesting thing is...... Another fact that is important is..... I want to explain... …….and this means…. After that….. As a result of this……. Consequently….. One explanation for this is…… In conclusion the facts show…..



Compounds can be represented by a molecular formula. A water molecule is formed by two Hydrogen atoms and one Oxygen atom. So, its formula is H2O and it is a compound. CO2, CH4; NaCl….. are compounds too. Compounds have different properties to their constituent elements So: H2, O2; Hg, N2, Ar, C(graphite);…..are elements. Activity-11: “fill the gaps” with “elements” or “compounds”:

are substances that can be split up into simpler substances by chemical means are substances that are formed by more than a kind of atom. are substances that cannot be split up into simpler substances by chemical means are substances that are formed by a kind of atom.

Activity-12: “classifying “ Put these substances in the correct column: H2, O2; Hg, N2, Ar, C(graphite), CO2, CH4; NaCl (sodium chloride), H2O, NH3 (ammonia), Cu, Cl2, C2H6 (ethane), Fe2O3 (Iron (III) oxide) ; H2SO4 (sulphuric acid); MgCl2 (magnesium chloride)

Elements Compounds

A compound is a substance that can be broken down into simple substances or elements by a chemical reaction

An element is a substance that cannot be split up into simpler substances by chemical means.

Also a compound is a substance that is made up of two or more different elements combined together chemically



Activity-13: “thinking about compounds and elements” Read the content of the table below.

COMPOUND ELEMENT-1 ELEMENT-2 Water

• Liquid

• Essential for life

• Does not burn

Hydrogen:

• Gas

• Explosive when mixed with air.

Oxygen

• Gas

• Substances burn very well in it

and complete the sentence with the words: elements, formed, properties, are, the, Compounds, different ________have________ ______than ____ ________that are_________ Activity-14: “still more difficult” What’s this?

What happens? What is in the tubes? What kind of liquid? What kind of gases? What are the Platinum foils? What’s a Hofmann voltameter? Are the keys of the tubes opened or closed? Why? What is the meaning of the central column? What are an anode and a cathode? What process do you think that this diagram represents? Explain it.



LESSON-2: Playing with models Activity-1: “the water electrolysis with models” Look at these pictures and complete the text with the appropriate words:

If the red ball represents an Oxygen atom and the white balls represent each one a Hydrogen atom, they are two molecules of ………………………………..

Normally, scientists represent the water ………………….….with sticks, indicating the chemical bond between the atoms: This chemical …………………….….can be broken down with an electric current. Look at this diagram: On the left side, two water molecules are represented. The …………………current has broken down their chemical bonds and on the right side an Oxygen molecule and two Hydrogen molecules are formed. This diagram could represent the water ……………………..…..



Activity-2: ”a balanced symbol reaction with models” What do the models represent?. Write down the models the balanced symbol equation

…..H2O(l) …..H2(g) +…… O2(g) Complete the text with:

Break down join up give off The electric current___________________the chemical bonds of two water molecules. The free atoms _______________ to _______________ an Oxygen molecule and two Hydrogen molecules. Activity-3: “a performance of water electrolysis with students”



LESSON 3- Carbon compounds

The carbon atom can join up with four Hydrogen atoms to form a molecule of methane.

This is the model of the methane molecule with plastic balls.

This model represents the carbon atom and the directions where the chemical bond is formed.

At the end of each stick can be joined a Hydrogen atom. The carbon atom is bonded with four Hydrogen atoms. We can represent this molecule in 2-D dimensions as: H H-C-H H Every stick represents a covalent bond between the carbon atom and the Hydrogen atom. They are sharing a pair of electrons.



Compounds that are formed by C atoms and H atoms are called hydrocarbons Can the carbon atom join up with other carbon atoms? Of course! Look at these pictures:

This is the model of a molecule. It is formed by two carbon atoms that are joined together and each one is joined with three more Hydrogen atoms. It’s an ethane molecule

This is its molecular formula: C2H6 that can be written like: H The little lines indicate the covalent bonds between the atoms. H-C-H There are four bonds around the carbon atom. H-C-H H It can be written like this: CH3-CH3 structural formula (shortened) And this is its model with sticks: Activity-1: “building hydrocarbons”. Reproduce the ethane molecule with your models. Can you add another carbon atom to this molecule? How? Build it with your models.



Look at these pictures:

These are the models of a propane molecule. The central carbon atom is joined to the other two carbon atoms, and has two bonds with the Hydrogen atoms. Its molecular formula is C3H8.

It can be represented by: H H-C-H H-C-H or CH3-CH2-CH3 H-C-H H

These are the models of the butane molecule. Its molecular formula is C4H10

It can be represented by: H H-C-H H-C-H or CH3-CH2-CH2-CH3

H-C-H H Reproduce all of them with your models.



Activity-2: “formulae” Fill this table: Name of hydrocarbon molecular

formula Structural formula

Methane

Ethane

Propane

Butane



Activity-3: “double and triple bounds” What do these pictures represent? A single bond is formed when one pair of electrons is shared. A double bond is formed when two pairs of electrons are shared. A triple bond is formed when three pairs of electrons are shared. Fill the boxes with: single bond, double bond and triple bond. The double bond is represented by a double dash, e.g. C = C, and the triple bond by a triple dash, e.g. C ≡ C. Take your models and built these molecules: H H C = C or CH2 = CH2 H H H-C ≡ C-H or CH ≡ CH The first compound is named Ethene The second compound is named Ethyne



Activity –4: “reading and understanding” Read this text carefully “Hydrocarbons are organic compounds that consist of only C and H atoms. They include the alkanes, alkenes, alkynes, and aromatic hydrocarbons. Because of their relatively no polarity, all hydrocarbons are insoluble in water. The main structural difference among hydrocarbon families is the presence of double or triple bonds between carbon atoms. The alkanes are saturated organic compounds, or those with only single bonds. Unsaturated organic compounds are those which have double or triple bonds. Open-chain alkanes (without rings) all have the general formula CnH2n+2, where n

equals the number of carbon atoms. The following table shows the structures and names for the first 10 unbranched, open-chain alkanes. Look at the trends in the boiling and melting points of the alkanes as their mass increases.” Complete it with the molecular formula and with the structural formula (shortened)

Built them with the models



Activity-5: “mind map” Complete this mind map with the words: alkanes, alkenes and alkynes.

HYDROCARBONS

AROMATICS

CH4, CH3-CH3….

CH2=CH2

CH ≡ CH……



Activity-6: “a grid” (groups of four) 6 hydrocarbons water

electrolysis

elements compounds Alkynes natural gas

5 double bond Propane

Ethane general formula

wire test tube

4 butane positive electrode

molecular formula

triple bond bulb or lamp Pentane

3 saturated alkanes stand unsaturated

switch Benzene

2 battery structural formula

single bond Methane CH3-CH3 boiling point

1 electric current

balanced symbol equation

clamp Alkenes CH3-CH2-CH3 melting point

1

2 3 4 5 6

6

5

4

3

2

1

1

2 3 4 5 6



Activity-7: “journey assessment”

BERLIN

PARIS

LONDON

VILASSAR DE MAR

BARCELONA

RABAT

LISBOA

BUDAPEST

GDANSK

BRATISLAVA

MADRID

NEW YORK

SEVILLA

BEIJING

QUITO

SIDNEY

START HERE

Begin this tree on the START POINT and follow the sentences in order. If you think it’s a true sentence, choose the way up of the tree. If you think it’s a false sentence, choose the way down.

In which city have you finished?

making models of matter students’ worksheet · 2014-08-06 · clil unit 1: elements making models...

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