4th Sep '25

Schemes of Work

C1
- C1.1
  - Lesson 01 - What is the difference between solid, liquid and gas? Lesson Plan Lesson Title
    - The three states of matter are solid, liquid and gas. Melting and freezing take place at the melting point, boiling and condensing take place at the boiling point.
    - The three states of matter can be represented by a simple model. In this model, particles are represented by small solid spheres.
      - Suggested Activity:
        DEMO: Particle models (using marbles or students)
        Equipment Required:
        Marbles in a Gratnell tray
    - Particle theory can help to explain melting, boiling, freezing and condensing.
      - Suggested Activity:
        EW: In terms of energy and particles, explain what happens to a substance as it changes from a solid to a liquid.
    - The amount of energy needed to change state from solid to liquid and from liquid to gas depends on the strength of the forces between the particles of the substance. The nature of the particles involved depends on the type of bonding and the structure of the substance. The stronger the forces between the particles the higher the melting point and boiling point of the substance.
    - (HT only) Limitations of the simple model above include that in the model there are no forces, that all particles are represented as spheres and that the spheres are solid.
    - Students should be able to predict the states of substances at different temperatures given appropriate data
      - Suggested Activity:
        High numeracy: Whiteboard graph to show states of matter and latent heat.
        Low numeracy: Whiteboard number lines and states of matter.
        Equipment Required:
        Whiteboards
        Pens
    - Students should be able to explain the different temperatures at which changes of state occur in terms of energy transfers and types of bonding
    - (HT only) explain the limitations of the particle theory in relation to changes of state when particles are represented by solid inelastic spheres which have no forces between them.
  - Lesson 02 - What is the difference between atoms, elements and compounds? Lesson Plan Lesson Title
    - All substances are made of atoms. An atom is the smallest part of an element that can exist.
    - Atoms of each element are represented by a chemical symbol, eg O represents an atom of oxygen, Na represents an atom of sodium.
    - There are about 100 different elements. Elements are shown in the periodic table.
    - Compounds are formed from elements by chemical reactions.
    - Chemical reactions always involve the formation of one or more new substances, and often involve a detectable energy change.
      - Suggested Activity:
        DEMO:
        making NaCl on a brick
        - student led enquiry task (clues given and they are to work out what compound is formed) discuss change in properties from elements to compounds
        Equipment Required:
        fume cupboard
        chlorine gas tube x2
        sodium
        brick
        bunsen with long tube
    - Compounds contain two or more elements chemically combined in fixed proportions and can be represented by formulae using the symbols of the atoms from which they were formed.
      - Suggested Activity:
        Use molymods to model the reaction of H2 with O2 to produce H2O. How do students resolve the spare oxygen molecule?
        Equipment Required:
        Molymods
    - Compounds can only be separated into elements by chemical reactions.
  - Lesson 03 - How is the periodic table used to name elements and compounds? Lesson Plan Lesson Title
    - Chemical reactions can be represented by word equations or equations using symbols and formulae.
      - Suggested Activity:
        Use the items in the periodic elements tray to identify the symbol or name of the element.
        Challenge - attempt the compounds.
        Equipment Required:
        Periodic table elements tray
    - Students will be supplied with a periodic table for the exam and should be able to use the names and symbols of the first 20 elements in the periodic table, the elements in Groups 1 and 7, and other elements in this specification
    - Name compounds of these elements from given formulae or symbol equations.
    - In chemical equations, the three states of matter are shown as (s), (l) and (g), with (aq) for aqueous solutions.
    - Review from KS3 balancing equations if secure in the naming and symbols of basic elements and compounds.
  - Lesson 04 - What is a mixture and how do we separate them? Lesson Plan Lesson Title
    - A mixture consists of two or more elements or compounds not chemically combined together.
    - The chemical properties of each substance in the mixture are unchanged.
    - Mixtures can be separated by physical processes such as filtration, crystallisation, simple distillation, fractional distillation and chromatography. These physical processes do not involve chemical reactions and no new substances are made.
    - Students should be able to describe, explain and give examples of the specified processes of separation.
      - Suggested Activity:
        Carousel of different separation techniques (outlined below)
    - Filtration (review from KS3)
      - Suggested Activity:
        Filtration
        Equipment Required:
        Sand, salt and water solution
        Filter paper
    - Crystallisation (review from KS3)
      - Suggested Activity:
        Crystallisation
        Equipment Required:
        Copper sulfate solution
        Evaporation dishes
    - Simple distillation (review from KS3)
      - Suggested Activity:
        DEMO: Simple distillation
        Equipment Required:
        Simple distillation setup with alcohol and water solution
  - Lesson 05 - How can we separate a mixture of more than two substances? Lesson Plan Lesson Title
    - fractional distillation
      - Suggested Activity:
        DEMO: Fractional distillation (optional)
        Equipment Required:
        Demo- fractional distillation of oil.
        test tubes
        mineral wool & small burning trays
    - chromatography (review from KS3)
      - Suggested Activity:
        Paper chromatography
        Equipment Required:
        Chromatography paper
        M&Ms or food colourings
        spotting tiles
        Pipettes
    - Students should be able to suggest suitable separation and purification techniques for mixtures when given appropriate information.
      - Suggested Activity:
        Justifying chosen separation techniques by separating a mixture of sand, salt, iron and water.
        Equipment Required:
        Salt
        Sand
        Conical flasks
        Filter paper
        Evaporating dishes
        Sieve
  - Lesson 06 - How has the model of the atom developed over time? (Common content with Physics) Lesson Plan Lesson Title
    - New experimental evidence may lead to a scientific model being changed or replaced.
      
      (WS) This historical context provides an opportunity for students to show an understanding of why and describe how scientific methods and theories develop over time.
    - Before the discovery of the electron, atoms were thought to be tiny spheres that could not be divided.
    - The discovery of the electron led to the plum pudding model of the atom.
      - Suggested Activity:
        EW: Explain the events and discoveries that led to our understanding of the structure of the atom today.
    - The plum pudding model suggested that the atom is a ball of positive charge with negative electrons embedded in it.
    - The results from the alpha particle scattering experiment led to the conclusion that the mass of an atom was concentrated at the centre (nucleus) and that the nucleus was charged. This nuclear model replaced the plum pudding model.
      - Suggested Activity:
        element card sort
        Equipment Required:
        laminated card sort for elements, mixtures and compounds.
    - Niels Bohr adapted the nuclear model by suggesting that electrons orbit the nucleus at specific distances. The theoretical calculations of Bohr agreed with experimental observations.
    - Later experiments led to the idea that the positive charge of any nucleus could be subdivided into a whole number of smaller particles, each particle having the same amount of positive charge. The name proton was given to these particles.
    - The experimental work of James Chadwick provided the evidence to show the existence of neutrons within the nucleus. This was about 20 years after the nucleus became an accepted scientific idea.
    - Students should be able to describe why the new evidence from the scattering experiment led to a change in the atomic model
    - Students should be able to describe the difference between the plum pudding model of the atom and the nuclear model of the atom.
    - Details of experimental work supporting the Bohr model are not required.
    - Details of Chadwick's experimental work are not required.
  - Lesson 07 - What are the size and mass of atoms? Lesson Plan Lesson Title
    - The relative electrical charges of the particles in atoms are:
      Proton +1
      Neutron 0
      Electron -1
      - Suggested Activity:
        modelling the structure of an atom to show the number of PEN in elements. extension ions.
        Equipment Required:
        Plasticine
        modelling items
    - Atoms have no overall electrical charge.
    - In an atom, the number of electrons is equal to the number of protons in the nucleus.
    - The number of protons in an atom of an element is its atomic number.
    - All atoms of a particular element have the same number of protons.
    - Atoms of different elements have different numbers of protons.
    - Students should be able to use the nuclear model to describe atoms.
    - The radius of a nucleus is less than 1/10 000 of that of the atom (about 1 x 10-14 m).
    - Almost all of the mass of an atom is in the nucleus.
    - The relative masses of protons, neutrons and electrons are:
      Proton 1
      Neutron 1
      Electron Very small
    - The sum of the protons and neutrons in an atom is its mass number.
  - Lesson 08 - What is relative atomic mass? Lesson Plan Lesson Title
    - Atoms of the same element can have different numbers of neutrons; these atoms are called isotopes of that element.
      - Suggested Activity:
        Determine the element using RAM periodic table. link to measurement errors.
        Equipment Required:
        Sealed jars with no labels filled with sand with the mass as below:
        1. 7g
        2. 12g
        3. 59g
        4. 16g
        5. 11g
        6. 20g
        7. 23g
        8. 65
        9. 63.5g
        10. 35.5g
        11. 39g
        12. 9g
        13. 55g
        14. 31g
        15. 79g
    - Atoms can be represented as shown in this example: (periodic table tile for sodium with mass and atomic number)
    - Students should be able to calculate the numbers of protons, neutrons and electrons in an atom or ion, given its atomic number and mass number.
    - Students should be able to relate size and scale of atoms to objects in the physical world.
    - The relative atomic mass of an element is an average value that takes account of the abundance of the isotopes of the element.
    - Students should be able to calculate the relative atomic mass of an element given the percentage abundance of its isotopes.
  - Lesson 09 - What is the electronic structure of an atom? Lesson Plan Lesson Title
    - The electrons in an atom occupy the lowest available energy levels (innermost available shells).
      - Suggested Activity:
        Modelling electron arrangement
        Equipment Required:
        Electron shells sheets (forming ions)(laminated) and non perm ohp pens
        or circles in books
    - The electronic structure of an atom can be represented by numbers or by a diagram. For example, the electronic structure of sodium is 2,8,1 or (electron arrangement using dot-and-cross diagram) showing two electrons in the lowest energy level, eight in the second energy level and one in the third energy level.
    - (WS) Students should be able to represent the electronic structures of the first twenty elements of the periodic table in both forms.
    - Students may answer questions in terms of either energy levels or shells.
    - Atoms are very small, having a radius of about 0.1 nm (1 x 10-10 m).