4th Sep '25

Schemes of Work

C1
- C1.2
  - Lesson 01 - What is the periodic table? Lesson Plan Lesson Title
    - The elements in the periodic table are arranged in order of atomic (proton) number and so that elements with similar properties are in columns, known as groups. The table is called a periodic table because similar properties occur at regular intervals.
    - Elements that react to form positive ions are metals.
      - Suggested Activity:
        Model transfer of electrons using plasticine/fluffy balls. Students then practice drawing electronic configuration of ions to establish the charges to develop recall of knowledge from C1.1
        Equipment Required:
        fluffy balls
        plasticine
    - Elements in the same group in the periodic table have the same number of electrons in their outer shell (outer electrons) and this gives them similar chemical properties.
      - Suggested Activity:
        Students draw electronic configurations of hydrogen, lithium, sodium, fluorine, chlorine and bromine. Complete a double bubble map to compare a contrast each group.
    - Elements that do not form positive ions are non-metals.
      - Suggested Activity:
        GF: What would happen to the chemical properties of Sodium if it had a full outer shell of electrons?
    - Students should be able to explain how the position of an element in the periodic table is related to the arrangement of electrons in its atoms and hence to its atomic number
    - The majority of elements are metals.
    - Students should be able to predict possible reactions and probable reactivity of elements from their positions in the periodic table.
  - Lesson 02 - How was the periodic table developed? Lesson Plan Lesson Title
    - Before the discovery of protons, neutrons and electrons, scientists attempted to classify the elements by arranging them in order of their atomic weights.
      - Suggested Activity:
        periodic table battle ships:
        Stretch: using symbols and names
        Challenge: using group numbers and period numbers
        Super challenge: using proton and mass numbers
        Equipment Required:
        A5 laminated periodic tables.
        In tray in prep room labelled periodic table top trumps (2 per student needed)
        lump or Plasticine or wooden block to hold up
        whiteboard pens (in rooms)
    - The early periodic tables were incomplete and some elements were placed in inappropriate groups if the strict order of atomic weights was followed.
    - Students should be able to explain how the atomic structure of metals and non-metals relates to their position in the periodic table
    - Mendeleev overcame some of the problems by leaving gaps for elements that he thought had not been discovered and in some places changed the order based on atomic weights.
      - Suggested Activity:
        Show students previous versions of periodic table and ask to identify the major differences
    - Elements with properties predicted by Mendeleev were discovered and filled the gaps.
      - Suggested Activity:
        Ask students to apply knowledge from lesson 1 electronic configuration why Mendeleev might have left gaps
    - Metals are found to the left and towards the bottom of the periodic table. Non-metals are found towards the right and top of the periodic table.
      - Suggested Activity:
        quiz testing knowledge and use of the periodic table to identify if elements are metals or non-metals and if they are proton donors or accepters.
    - Knowledge of isotopes made it possible to explain why the order based on atomic weights was not always correct.
      - Suggested Activity:
        GF: Why are isotopes chemically similar but physically different?
    - Students should be able to describe these steps in the development of the periodic table.
      - Suggested Activity:
        Drama piece to remember the names of different scientists involved in the development of the periodic table and the steps involved at each stage in contributing towards the periodic table.
        (https://www.youtube.com/watch?v=pt55ttIaPX0)
  - Lesson 03 - What are the properties of Group 0 elements? Lesson Plan Lesson Title
    - Students should be able to explain how the reactions of elements are related to the arrangement of electrons in their atoms and hence to their atomic number.
    - The elements in Group 0 of the periodic table are called the noble gases.
      - Suggested Activity:
        GF: Discuss the relationship between group 0 elements and radioactive decay
    - The elements in Group 0 of the periodic table are unreactive and do not easily form molecules because their atoms have stable arrangements of electrons.
      - Suggested Activity:
        Students draw the electronic configuration to work out that they have a full outside shell of electrons
    - The noble gases have eight electrons in their outer shell, except for helium, which has only two electrons.
    - The boiling points of the noble gases increase with increasing relative atomic mass (going down the group).
      - Suggested Activity:
        Investigate the boiling point of group 0 elements and make observations from results
    - Students should be able to explain how properties of the elements in Group 0 depend on the outer shell of electrons of the atoms
    - Students should be able to predict properties from given trends down the group.
  - Lesson 04 - What are the properties of Group 1 elements? Lesson Plan Lesson Title
    - The elements in Group 1 of the periodic table are known as the alkali metals and have characteristic properties because of the single electron in their outer shell.
    - Students should be able to explain the differences between metals and non-metals on the basis of their characteristic physical and chemical properties. This links to Group 0, Group 1, Group 7 and Bonding, structure and the properties of matter
      - Suggested Activity:
        Investigate the physical properties of transition metals
        Equipment Required:
        samples of transition metals
        hammer with heat proof mat
        nail to scratch
        magnets
    - Students should be able to describe the reactions of the first three alkali metals with oxygen, chlorine and water.
    - In Group 1, the reactivity of the elements increases going down the group.
      - Suggested Activity:
        Group 1 demo in water using universal indicator to show alkali solutions are formed. Try to catch the gas with a lit splint to demonstrate the squeaky pop.
        Equipment Required:
        Group 1 demo
        (La Ni K)
        filter paper
        WUL
        forceps
        Universal Indicator
        Gloves
        3 large beakers
        Spills to light hydrogen gas bubbles (in class)
    - Students should be able to explain how properties of the elements in Group 1 depend on the outer shell of electrons of the atoms
      - Suggested Activity:
        GF: Describe the forces that are involved in the transfer of electrons
    - Students should be able to predict properties from given trends down the group.
      - Suggested Activity:
        Model the increasing size of atoms down group 1 using fluffy balls and rings drawn on tables or students draw configurations in their books to deduce why the reactivity increases.
        
        EW: Describe and explain why the reactivity of group 1 metals
        Equipment Required:
        fluffy balls
    - The transition elements are metals with similar properties which are different from those of the elements in Group 1.
      - Suggested Activity:
        write word and symbol equations to show elements in same groups have similar reactions.
    - Students should be able to describe the difference compared with Group 1 in melting points, densities, strength, hardness and reactivity with oxygen, water and halogens.
      - Suggested Activity:
        Create a double bubble thinking map to compare group 1 and transition metals.
    - Students should be able to exemplify these general properties by reference to Cr, Mn, Fe, Co, Ni, Cu.
  - Lesson 05 - What are the properties of Group 7 elements? Lesson Plan Lesson Title
    - The elements in Group 7 of the periodic table are known as the halogens and have similar reactions because they all have seven electrons in their outer shell.
    - The halogens are non-metals and consist of molecules made of pairs of atoms.
    - Students should be able to describe the nature of the compounds formed when chlorine, bromine and iodine react with metals and non-metals.
    - In Group 7, the further down the group an element is the higher its relative molecular mass, melting point and boiling point.
      - Suggested Activity:
        Draw / sketch a graph to show the melting and boiling points of group 7 elements
    - In Group 7, the reactivity of the elements decreases going down the group.
      - Suggested Activity:
        DEMO Displacement reactions - http://www.rsc.org/learn-chemistry/resource/res00000733/reactions-of-halogens-as-aqueous-solutions?cmpid=CMP00006118
        
        Model the decreases size of atoms down group 7 using fluffy balls and rings drawn on tables or students draw configurations in their books to deduce why the reactivity decreases.
        
        EW: Describe and explain why the reactivity of group 7 metals decreases as you go down the group.
        Equipment Required:
        DEMO:
        1 Spotting tile
        Universal Indicator Paper
        6 Plastic dropping pipettes
        0.1% chlorine water
        0.1% bromine water
        1M iodine solution
        0.1M potassium chloride
        0.1M potassium bromide
        0.1M potassium iodide
    - A more reactive halogen can displace a less reactive halogen from an aqueous solution of its salt.
      - Suggested Activity:
        Model displacement reactions with students or using famous people for "attraction" factors
    - Students should be able to explain how properties of the elements in Group 7 depend on the outer shell of electrons of the atoms
    - Students should be able to predict properties from given trends down the group.
    - Many transition elements have ions with different charges, form coloured compounds and are useful as catalysts.
      - Suggested Activity:
        Demo:
        Place a 250 cm3 conical flask on a heat resistant mat. Add acetone to the flask to a depth of 5 mm (approximately 30 cm3 of acetone). Trim a sheet of copper foil and bend it to hook over a glass rod. Check that when the copper foil is lowered into the flask it is held approximately 2 cm above the base.
        Heat the copper directly until it is red hot, then lower it into the conical flask. Waves of colour will ripple across its surface as it catalyses the oxidation of the acetone. The effect is emphasised if the lights are turned off and the copper will continue to glow as long as there is a supply of acetone vapour.
        
        http://www.rsc.org/learn-chemistry/resource/res00001235/catalytic-copper
        Equipment Required:
        Copper foil (0.25 mm or thicker) or coin
        Acetone (highly flammable; irritant)
        250 cm3 conical flask
        Bunsen burner or blowtorch
        Eye protection
    - Students should be able to exemplify these general properties by reference to compounds of Cr, Mn, Fe, Co, Ni, Cu.