4th Sep '25

Schemes of Work

7C
- 7C.1
  - Lesson 01 - What happens when metals react with acid? Lesson Plan Lesson Title
    - A: Predict the outcome of reactions with metals and metal salt solutions given the reactivity series. - KS3.C.28
    - In displacement reactions the more reactive metal displaces (takes the place) of the less reactive metal. - KS3.C.28
      - Suggested Activity:
        Micro chemistry displacement reactions on laminated sheet:
        
        Metals and metal sulphates
        Equipment Required:
        Displacement reactions, in tray & laminated sheets
    - Metals will react with acid at different rates. - KS3.C.28
      - Suggested Activity:
        Metals in acid
        
        as per lesson 1:
        
        http://www.rsc.org/learn-chemistry/resource/res00000446/metals-and-acids-experiment?cmpid=CMP00005351
        
        DEMO
        Group 1 metals
        Equipment Required:
        Magnesium Ribbon
        Iron filings
        Copper Turnings
        Zinc granules
        
        Test tubes
        bungs
        0.5M HCl
        0.5M Sulphuric
        
        DEMO
        Group 1 metals as SoP
    - When Metals react with acid with they produce (a salt and) hydrogen gas. - KS3.C.28
      - Suggested Activity:
        Test the gas produced.
        Equipment Required:
        Spills
    - W: Acids contain hydrogen (ions) particles. - KS3.C.28
    - Metals can be put into order of reactivity called the 'the reactivity series' - KS3.C.28
    - When Metals react with acid with they produce a salt (and hydrogen gas). - KS3.C.28
      - Suggested Activity:
        https://www.youtube.com/watch?v=arlYPz3EP7A#t=1m41s
        
        Explain that the electricity is needed as copper is so unreactive.
        Equipment Required:
        DEMO
        Copper electrodes
        Sulphuric acid ?M
        Power supply
        Croc Clip to Banana plug leads
    - A: Draw particle diagrams for metals reacting with acid. - KS3.C.28
    - A: Write word equations for metals reacting with acid. - KS3.C.28
    - A: Write symbol equations for metals reacting with acid. - KS3.C.28
  - Lesson 03 - How do we get metals from rocks? Lesson Plan Lesson Title
    - Carbon and Hydrogen are often added to the reactivity series for comparison. - KS3.C.29
      - Suggested Activity:
        Show old chem data sheet and ask which two are the odd ones out. They are in italics and they are identified as non-metals.
        
        Complete the card sort of reactivity series using the reactivity fact sheet
        Equipment Required:
        Extracting metals card sort
    - Metals more reactive than hydrogen will react with water as they will displace the hydrogen forming metal oxides. - KS3.C.29
    - The rocks that have significant amounts of metal oxides in are known as ores. - KS3.C.29
    - In order to obtain useable metal it needs to be chemically separated from the oxygen. - KS3.C.29
    - The blast furnace is used to obtaining some metals from metal oxides using carbon.
      eg Iron from iron oxide. - KS3.C.29
      - Suggested Activity:
        Extracting metal on a match head: http://www.rsc.org/learn-chemistry/resource/res00000722/extraction-of-iron-on-a-match-head?cmpid=CMP00005113
        Equipment Required:
        Match head extraction kit:
        iron (III) oxide powder
        hydrogen carbonate powder
        matches
        watch glass
        magnets
    - Carbon is more reactive than iron so the carbon displaces the iron to form carbon dioxide leaving the iron by itself. - KS3.C.29
    - A: Carbon can only displace metals that are less reactive than itself. - KS3.C.29
      - Suggested Activity:
        Using reactivity series student to predict which metals are obtained using carbon.
- 7C.2
  - Lesson 04 - Skill Focus: Planning Lesson Plan Lesson Title
    - Gas can be collected over water using a delivery tube.
      - Suggested Activity:
        https://www.google.co.uk/images?q=collecting gas over water
        Equipment Required:
        DEMO:
        Troughs
        Measuring cylinders
        Delivery tubes conical flasks
        
        OPTIONAL
        1M Hydrochloric acid
        2cm Magnesium ribbon
    - PLANNING
      Gas produced by metal & acid.
      - Suggested Activity:
        Ideally use AQA required practical proforma.
        
        Students to develop their own hypothesis and therefore plan
        
        Possible IVs:
        Concentration of acid
        Volume of acid
        Type of acid
        
        Mass of metal
        Shape (Surface Area) of metal
        Type of metal
  - Lesson 05 - Skill Focus: Data collection Lesson Plan Lesson Title
    - DATA COLLECTION
      Gas produced by metal & acid.
  - Lesson 06 - Skill Focus: Analysis Lesson Plan Lesson Title
    - CONCLUSION and EVALUATION
      Gas produced by metal & acid.
    - Gas can be collected using a gas syringe. This is an improved method to measure the volume of gas.
- 7C.3
  - Lesson 07 - Halfway Review Lesson Plan Lesson Title
    - Review of 7C.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/7C.1
- 7C.4
  - Lesson 08 - What is the difference between metals and ceramics? Lesson Plan Lesson Title
    - Ceramic materials are solids made by baking a starting material like clay, in a very hot oven or kiln. - KS3.C.30
      - Suggested Activity:
        Define keywords then sort in a tree map for ceramic and metals. Or compare using double bubble.
        Mark by watching videos.
        Equipment Required:
        Material samples
    - Ceramic materials include: Pottery; Bricks; Glass; Cement; Diamond - KS3.C.30
    - Ceramic materials are hard, so not easy to scratch. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=R-bw7_u3gSQ
    - Ceramic materials are strong under compression. - KS3.C.30
    - Ceramics are brittle. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=tYJeNKK9PEA
        
        Quickly stretch blu tack
        Equipment Required:
        blu tack
    - Metals have a high Tensile Strength - KS3.C.30
      - Suggested Activity:
        https://www.google.co.uk/images?q=suspension bridge
    - Metals are Sonorous - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=gYpiRVzlsa4
        
        https://www.youtube.com/watch?v=VdG_OPv91-c
        
        https://www.youtube.com/watch?v=QxCeHLTfN1k
    - Metals are malleable - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=4pS13X3up_o
    - Metals are ductile - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=QKAg1yMZIpY
        
        Slowly stretch blu tack
        Equipment Required:
        blu tack
    - Metals are lustrous - KS3.C.30
    - Metals are good conductors of heat and electricity. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=14U58r8D4Qg
    - These are the general properties of ceramics and metals, but there are exceptions. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=MJgy8_AV8ok
  - Lesson 09 - What is the difference between polymers and compostites? Lesson Plan Lesson Title
    - Plastics are polymers. - KS3.C.30
    - There are many different polymers. Their properties determine how they are used. - KS3.C.30
      - Suggested Activity:
        Do any of last lessons keywords apply to plastics?
    - Polymers can be flexible, cheap, electrical insulator, strong, tough resistant to chemicals and generally have a low density. - KS3.C.30
      - Suggested Activity:
        Which material properties are the opposite of each other?
        
        Tough : Brittle
        Flexible : Brittle
        Conductor : Insulator
    - Composites are made up of more than type of material. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=WYqCnEvTRUQ
    - Composites have a mixture of properties from the materials that make them up. - KS3.C.30
    - Reinforced concrete is a composite of concrete (ceramic) and metal bars. - KS3.C.30
      - Suggested Activity:
        Testing reinforced and not reinforced ceramic bars.
        
        https://www.youtube.com/watch?v=vuZcPTp51Zk
        Equipment Required:
        Premade bars
        Weights
        Newspaper
    - Glass Reinforced Plastics (GRP) are a composite of glass fibres (ceramic) and a plastic (polymer). - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=S1RWEGhuQqw
  - Lesson 10 - What type of material should we use? Lesson Plan Lesson Title
    - T: Particles in a solid are arranged in a lattice (pattern). - KS3.C.30
    - T: Different types of solid are have their particles arranged in a differnet shaped lattices (patterns). - KS3.C.30
    - T: Metals are malleable and ductile because their particles are arranged in layers with weakish bonds between them.
      (This is an oversimplification as dislocations and grain boundaries are the true weaknesses) - KS3.C.30
      - Suggested Activity:
        Show magnetic balls in layers as http://www.the-buckyballs.com/upload/201303/1363691684369348556.jpg
        
        Yet to be bought!!!!!
        Less printing means more toys.
    - W: When a force is applied to the metal layers they slide over each other changing the material's shape. - KS3.C.30
    - W: Metals are tough because when there is a shock of energy, it can be absorbed in the flexibility of these weak bonds. - KS3.C.30
    - T: Ceramics are brittle because when there is a shock of energy, it can not be absorbed as there is no flexibility in the strong bonds. - KS3.C.30
    - T: Ceramics are hard and brittle because their particles are held in a lattice shape such as a tetrahedral. - KS3.C.30
      - Suggested Activity:
        Show Molymod model of diamond.
        Equipment Required:
        Molymod model of diamond.
    - W: Tetrahedrals are strong shapes as each particle is held in place by triangles of bonds. - KS3.C.30
    - W: The strong structure means that particles will not move as much as others so can scratch the softer material. But it also means that a shock of energy can not be absorbed by the bonds as there is no flexibility in the structure. - KS3.C.30
    - W: The particles in polymers are a arranged in chains. - KS3.C.30
    - W: The bonds in the chain are very strong, but the force between chains are relatively weak. - KS3.C.30
    - W: The length of the particle chain affects how the chains interact with each other and so the properties of the polymer. - KS3.C.30
      - Suggested Activity:
        Pour long tangled string and short lengths
        Equipment Required:
        1xlong piece of string in a beaker.
        Lots of 1cm pieces of string cut up, in a beaker
    - Application of ceramics, polymers and composites (qualitative) - KS3.C.30
      - Suggested Activity:
        Why don't we use chocolate tea pots?
        
        Think of a situation and workout the material requirements are. Then match them to a type of material.
- 7C.5
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - Progress Observation Opportunity
  - Lesson 12 - Reflection Lesson Plan Lesson Title
    - REFLECTION