20th Jun '26

Schemes of Work

2C
- 2C.1
 - Lesson 01 - What did John Dalton work out? Lesson Plan Lesson Title
 - W: There are millions of chemicals in the world. - KS3.C.03
 - T: During the 1800s, John Dalton did experiments to break down chemicals until they could not be split any further. - KS3.C.03
 - T: Dalton found some chemicals do not split into other chemicals, these are known as elements. - KS3.C.03
 - W: Elements are made of only one type of particle. - KS3.C.03
 - W: The type of particle determines the element (chemical). - KS3.C.03
 - T: Dalton found some chemical do split into other chemicals, these are known as compounds. - KS3.C.03
 - W: Compounds are made up of more than one type of particles. - KS3.C.03
 - T: Dalton found compounds always split into the same proportions. - KS3.C.03
 - Suggested Activity:
 Electrolysis of water.
 
 Hydrogen rocket
 
 Prove twice as much hydrogen as oxygen in water.
 Equipment Required:
 Hofmann voltameter (with water)
 Crocs
 Power supply
 Hydrogen balloon (zinc granuals, copper sulphate crystals and 2m hcl mixed in a conical flask with a lip with a balloon to catch gas)
 Splint on meter rule
 - H: SET HOMEWORK: Wordsearch - KS3.P.29
 - Lesson 02 - What is the link between Lego and chemistry? Lesson Plan Lesson Title
 - T: There are only around 100 types of atoms (elements) to make up the millions of chemicals. - KS3.P.56
 - T: Atoms are the smallest part of a chemical, and can not be split chemically. - KS3.P.56
 - Suggested Activity:
 Bridge map Lego analogy.
 
 Model => Chemical
 Brick => Atom
 Colour => Type
 Tower => Molecule
 Single Coloured tower => Element molecule
 Multicoloured tower => Compound
 Blocks in box => mixture
 Equipment Required:
 Various Large Lego bricks
 Magnesium strip
 Blue glass
 - T: Groups of bonded atoms are called Molecules. - KS3.P.56
 - Suggested Activity:
 Bridge map Lego analogy
 - T: Elements are made up of only one type of atom. - KS3.C.04
 - Suggested Activity:
 Bridge map Lego analogy
 - T: Compounds are made up of more than one type of atom, in a fixed combination. - KS3.C.04
 - Suggested Activity:
 Bridge map Lego analogy
 - T: A Mixture is a collection of different particles in the same place. - KS3.C.04
 - Suggested Activity:
 Bridge map Lego analogy
 
 Show Air on Atomscope
 - A: Complete drawings in AM:ECM Matrix - KS3.C.04
 - Lesson 03 - How do we read and write chemistry? Lesson Plan Lesson Title
 - Each element has a chemical symbol. - KS3.C.05
 - Some chemical symbols consist of two letters (as there are more than 26 elements).
 
 Chemical symbols start with a capital letter. - KS3.C.05
 - T: Compounds have chemical formulae which show the elements in the compound. - KS3.C.05
 - W: Compounds have chemical formulae with more than one capital letter in. - KS3.C.05
 - Suggested Activity:
 Demo 1:
 show different properties of elements Fe and S in a mixture compared to as a compound of FeS.
 Equipment Required:
 mixture of sulfur and iron filings
 magnet
 test tube with some sulfur and iron
 hammer
 - W: Elements have chemical formulae with only one capital letter in. - KS3.C.05
 - A: Students can identify the number of elements in a compound from its formulae. - KS3.C.05
 - A: Students can identify the number of atoms in a compound from its formulae. - KS3.C.05
 - W: Mixture 'formulae' have a plus sign in. - KS3.C.05
- 2C.2
 - Lesson 04 - Skill focus: Planning Lesson Plan Lesson Title
 - PLANNING
 
 SECONDARY DATA TASK
 
 How could something about the particles in a substance affect its boiling point. eg
 
 To find out how the number of elements in a substance affect its boiling point.
 
 To find out how the number of atoms in a substance's molecule affect its boiling point.
 
 A chance to have a graph without a possible line of best fit.
 
 Leading to a conclusion: There is no relationship between ... and melting point. - KS3.P.58
 - A: D: Write a scientific (testable) question - KS3.P.58
 - D: <TABLE style='font-size:0.7em;'><TR><TH>Chemical</TH><TH>Formula</TH><TH>Melting Point (Â°C)</TH><TH>Melting Point (K)</TH></TR><TR><TD>Argon</TD><TD>Ar</TD><TD>-190</TD><TD>83</TD></TR><TR><TD>Hydrogen</TD><TD>H2</TD><TD>-260 </TD><TD>13</TD></TR><TR><TD>Iodine</TD><TD>I2</TD><TD>114</TD><TD>387</TD></TR><TR><TD>Carbon Dioxide</TD><TD>CO2</TD><TD>-57 </TD><TD>216</TD></TR><TR><TD>Water</TD><TD>H2O</TD><TD>0 </TD><TD>273</TD></TR><TR><TD>Methane</TD><TD>CH4</TD><TD>-182 </TD><TD>91</TD></TR><TR><TD>Ethanol</TD><TD>CH5OH</TD><TD>-114 </TD><TD>159</TD></TR><TR><TD>Glucose</TD><TD>C6H12O6</TD><TD>146 </TD><TD>419</TD></TR></TABLE> - KS3.P.58
 - Lesson 05 - Skill focus: Data Analysis Lesson Plan Lesson Title
 - A: Data Analysis<UL>
 E: Identify the Independent Variable (IV) as continuous or categoric.
 E: Choose the correct graph to draw.
 D: Plot suitable graph.
 S: Independently work out the scale for graphs.
 M: Explain the choice to draw a bar chart or a scatter graph.</UL> - KS3.P.58
 - D: <TABLE style='font-size:0.7em;'><TR><TH>Chemical</TH><TH>Formula</TH><TH>Melting Point (Â°C)</TH><TH>Melting Point (K)</TH></TR><TR><TD>Argon</TD><TD>Ar</TD><TD>-190</TD><TD>83</TD></TR><TR><TD>Hydrogen</TD><TD>H2</TD><TD>-260 </TD><TD>13</TD></TR><TR><TD>Iodine</TD><TD>I2</TD><TD>114</TD><TD>387</TD></TR><TR><TD>Carbon Dioxide</TD><TD>CO2</TD><TD>-57 </TD><TD>216</TD></TR><TR><TD>Water</TD><TD>H2O</TD><TD>0 </TD><TD>273</TD></TR><TR><TD>Methane</TD><TD>CH4</TD><TD>-182 </TD><TD>91</TD></TR><TR><TD>Ethanol</TD><TD>CH5OH</TD><TD>-114 </TD><TD>159</TD></TR><TR><TD>Glucose</TD><TD>C6H12O6</TD><TD>146 </TD><TD>419</TD></TR></TABLE> - KS3.P.58
 - Lesson 06 - Skill focus: Conclusion Lesson Plan Lesson Title
 - A: Conclusions<UL>
 E: State if something changed using your results.
 E: State if the independent variable affects the dependent variable
 D: Write a (Point) conclusion
 S: Write a (Point Evidence) conclusion</UL> - KS3.P.58
- 2C.3
 - Lesson 07 - Halfway Review Lesson Plan Lesson Title
 - Review of 2C.1 - KS3.P.58
 - Suggested Activity:
 https://www.mrcorfe.com/Hamble/Questions/2C.1
 Equipment Required:
 x
- 2C.4
 - Lesson 08 - Why are liquids lighter than their solids? Lesson Plan Lesson Title
 - W: There is no change of mass during a change of state as no particles are destroyed.
 
 This is known as the conservation of mass. - KS3.C.06
 - Suggested Activity:
 Take some molten wax from water bath.
 Pour into beaker and weigh.
 
 Let it freeze and weigh again.
 
 Very similar to 1C!
 Equipment Required:
 molten wax in tube tubes in water bath
 beakers
 balances
 - Lesson 09 - What happens to the number of particles during a chemical reaction? Lesson Plan Lesson Title
 - W: There is no change of mass during chemical reactions as no particles are destroyed.
 
 This is known as the conservation of mass. - KS3.C.06
 - Suggested Activity:
 Marble chips and hydrochloric acid in conical flask with balloon over neck.
 Equipment Required:
 Marble chips
 Hydrochloric acid
 (Conical flasks)
 Balloons
 Jewelry Balances
 - T: Chemical reactions result from the rearrangement of atoms - KS3.C.12
 - Suggested Activity:
 Learn the chant:
 
 - Molecules (Hands make fists)
 - Collide (Bag fists together twice, sticking together the second time)
 - Split (Spread fingers out)
 - Rearrange (Slide hands one in front of the other, then the other way round
 - Bond (interlock fingers)
 - Become a new substance (roll hands to 'present' new substance)
 - H: SET HOMEWORK:
 Revise keyword meaning and concepts for POO.
 - Lesson 10 - What can we learn from Brownian motion? Lesson Plan Lesson Title
 - T: Brownian motion in gases is the proof of particles too small to see.
 
 The random motion of the large particle can only be explained by smaller particles hitting it. - KS3.P.52
 - Suggested Activity:
 Smoke cells and microscopes if we have them.
 
 http://labs.minutelabs.io/Brownian-Motion/
 
 Atomscope visual demo, but shows smaller particles.
 
 Throw a ball to a student.
 
 Why can you catch a ball? Because the motion is predictable. Is the large particle motion predictable?...
 
 Use dice to model Brownian motion
 Equipment Required:
 Smoke cells (doesn't work, don't give anything other than the dice)
 Cover Slips
 Microscopes
 Taper / smoke matches
 
 dice
- 2C.5
 - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
 - A: Progress Observation Opportunity
 - Lesson 12 - Reflection Lesson Plan Lesson Title
 - REFLECTION