4th Sep '25

Schemes of Work

1C
- 1C.01
  - Lesson 01 - Lesson Plan Lesson Title
    - W: Solids hold their shape. - KS3.C.01
      - Suggested Activity:
        Demo Solid, liquid, Gas in a beaker
        Equipment Required:
        3 beakers
        An Ice cube
        Particle theory model & power pack
    - W: Liquids take the shape of the bottom of their containers. - KS3.C.01
      - Suggested Activity:
        class practical
        Equipment Required:
        250mL beakers
        ice
        stop clocks
    - W: Gases fill their containers. - KS3.C.01
    - W: Liquids and gases are known as fluids because they can flow. - KS3.C.01
    - T: All matter (stuff) is made of particles. - KS3.C.01
    - T: Particles in a solid form a lattice - regular pattern. - KS3.C.01
    - T: Particles in a liquid are touching, but have no pattern. - KS3.C.01
    - T: Particles in a gas are spread out, with no pattern. - KS3.C.01
    - T: Particles in a gas and liquids can move relative to each other, that is why they have no pattern. - KS3.C.01
    - W: When particles can move relative to each other, the material can flow. - KS3.C.01
    - T: The is no such thing as liquid or solid particles. - KS3.C.01
- 1C.02
  - Lesson 02 - Lesson Plan Lesson Title
    - T: Lower: Density is the how heavy a material is for a given size.
      Higher: Density is the ratio of mass to volume. - KS3.P.51
    - D: Measure the mass and volume of material sample blocks / objects using eureka cans.
      
      Calculate density.
      
      Conversion of units and the use of unit prefixes. - KS3.P.51
    - A: Students design tables to record measurement and calculations. - KS3.P.51
    - W: For the same material:
      - Solids are the most dense;
      - Gases are the least dense;
      - With liquids between. - KS3.P.51
- 1C.03
  - Lesson 03 - Lesson Plan Lesson Title
    - A: Students describe what is happening to be particles: ie transition from a lattice to lacking a pattern (amorphous structure) - KS3.P.57
      - Suggested Activity:
        Melt some ice in a boiling tube over a Bunsen.
        Equipment Required:
        Ice cube
    - T: So what happens when a solid is heated but does not yet melt:
      
      Matter expands when heated
      
      Matter becomes less dense when heated. - KS3.P.57
      - Suggested Activity:
        Ball and ring demo.
        Equipment Required:
        Ball and ring demo.
    - W: Particles move faster when heated, and so occupy a larger space.
      
      Particles do not change size, but can be of different sizes. - KS3.P.57
    - W: When heated, the forces involved in collisions increases as the particles are moving faster. - KS3.C.02
    - T: Particles are never stationary - other than at absolute zero
      
      There is nothing in the gaps between particles. - KS3.P.57
    - W: DESIRABLE:
      The anomaly of ice-water transition:
      
      Less dense objects float.
      If solids are more dense than liquids, why does ice float on water?
      
      Why does a full bottle of water break when left in a freezer?
      
      Ice is less dense than water. - KS3.P.55
- 1C.04
  - Lesson 04 - Lesson Plan Lesson Title
    - W: The process of a solid turning into a liquid is called melting.
      The process of a liquid turning into a solid is called freezing.
      
      The process of a liquid turning into a gas is called evaporation.
      The process of a gas turning into a liquid is called condensation. - KS3.P.50
      - Suggested Activity:
        Use the atomscope program on the shared area.
    - T: The process of a solid turning into a gas is called sublimation.
      
      These are all changes of state, as solid, liquid and gas are known as 'states of matter'. - KS3.P.50
      - Suggested Activity:
        The Sublimation of air freshener
        
        http://www.rsc.org/learn-chemistry/resource/res00000404/the-sublimation-of-air-freshener?cmpid=CMP00005967
        Equipment Required:
        Sublimation of Iodine,
        
        Evaporating dish
        Funnel
        Iodine crystals
        Gloves
        Forceps
        Fume Cupboard
    - T: Particles always attract each other. - KS3.C.02
    - T: Solids exist when the attraction between particles is greater than the forces involved in collisions.
      
      Gases exist when the attraction between particles is less than the forces involved in collisions. - KS3.C.02
    - T: Liquids can pour and take the shape of their container because particles are able to change places with each other. This is what causes the lack of a pattern. - KS3.C.02
    - W: Liquids exist when some particles temporarily get enough energy to over come the forces of attraction with its neighbour and so change places with each other. - KS3.C.02
- 1C.05
  - Lesson 05 - Lesson Plan Lesson Title
    - T: PLANNING
      
      - Aim: To find out how the amount of time heating water affects its temperature.
      - Hypothesis: That the temperature of water will increase more the longer it is heated.
      
      NB: Good experiment to teach control variables. - KS3.P.58
    - T: The effect of random error can be reduced by calculating a mean. - KS3.WS
- 1C.06
  - Lesson 06 - Lesson Plan Lesson Title
    - T: DATA COLLECTION:
      
      - Aim: To find out how the amount of time heating water affects its temperature.
      - Hypothesis: That the temperature of water will increase more the longer it is heated.
      
      NB: Recap safe Bunsen use. - KS3.P.58
- 1C.07
  - Lesson 07 - Lesson Plan Lesson Title
    - T: ANALYSIS & EVALUATION:
      
      - Aim: To find out how the amount of time heating water affects its temperature.
      - Hypothesis: That the temperature of water will increase more the longer it is heated.
      
      NB: Link the length of time to the amount of energy given to the water. - KS3.P.58
- 1C.08
  - Lesson 08 - Lesson Plan Lesson Title
    - T: Review of 1C.1 - KS3.P.58
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/1C.1
- 1C.09
  - Lesson 09 - Lesson Plan Lesson Title
    - D: Make a prediction of the change in mass when an Ice cube melts.
      Develop into an explained hypothesis. - KS3.P.50
    - D: Measure the mass of an ice cube and the let it melt.
      Measure the mass of the resulting water. - KS3.P.50
    - T: With every measurement there always random error. - KS3.WS
    - T: Particles can not be created or destroyed. - KS3.P.50
    - W: There is a conservation of material and of mass for physical processes ie: in melting, freezing, evaporation, sublimation, condensation.
      
      NB: Students have not studied chemical reactions yet. - KS3.P.50
    - A: Draw a labelled diagram to show the particle arrangement for a material sample as a solid, liquid and gas. Like:
      
      http://www.chemistry.wustl.edu/~edudev/LabTutorials/Thermochem/images/SolLiqGas.jpg
      
      Check for number of particles being constant.
      
      Label melting, freezing, evaporation, sublimation, condensation. - KS3.P.50
- 1C.10
  - Lesson 10 - Lesson Plan Lesson Title
    - T: The energy of the particles in a material is called 'internal energy'. - KS3.P.58
- 1C.12
  - Lesson 12 - Lesson Plan Lesson Title
    - REFLECTION
- 1C.4
  - Lesson 10 - What is internal energy? Lesson Plan Lesson Title
    - T: When particles are given heat energy they move faster, this because they gain kinetic (movement) energy. - KS3.P.58
    - W: A change of state from solid to liquid, liquid to gas or solid to gas requires an increase of the internal energy of the material. - KS3.C.20
    - D: Add energy arrows to diagram from previous lesson. - KS3.C.20
    - D: DESIRABLE:
      
      Latent heat experiment such as:
      
      Practical 26 - Classic Chemistry Practicals
      
      SHARED AREA\KS3\Other Resources\ClassicExp\Kev21-30.doc
      
      or
      
      http://wordpress.mrreid.org/2009/12/08/experiments-that-actually-work-latent-heat-of-fusion/
      
      Ideally heating though. I like the idea measuring the water bath and the stearic acid.
      
      Good opportunity for data loggers. - KS3.C.20
    - W: An increase of the internal energy of the material does not always result in a increase in temperature. Some energy is used in order to change state. - KS3.C.20
    - W: Internal energy is the sum of kinetic energy and the potential energy stored in the stretch 'attraction' between the particles. - KS3.C.20
- 1C.5
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - Progress Observation Opportunity