4th Sep '25

Schemes of Work

C1
- C1.4
  - Lesson 01 - Why are metals useful? Lesson Plan Lesson Title
    - Metals are good conductors of electricity because the delocalised electrons in the metal carry electrical charge through the metal.
      - Suggested Activity:
        Order different types of alloys.
        Temperature sensitive smart alloys practical
        Place temp sensitive alloy at different temp and time how long it takes them to go back to original shape.
        Extended writing: describe melting points and boiling points of metallic substances.
        
        Extended writing: explain why the melting point and boiling point of metallic substances are high.
        
        Extended writing: describe the structure of metal alloys.
        Research some uses of metallic substances.
        
        Extension: make links between the uses of metal substances, their properties and structure.
        
        Research some uses of metal alloys.
        
        Extension: make links between the uses of metal alloys, their properties and structure.
        
        BBC Bitesize The properties and uses of metals
        
        BBC Bitesize Bronze – the first alloy
        Equipment Required:
        Examples of different types of alloys.
        
        Temp sensitive alloys.
        Kettle
    - In pure metals, atoms are arranged in layers, which allows metals to be bent and shaped.
      - Suggested Activity:
        test different materials to see if they conduct electricity or not. Students consider why they do/don't
        Equipment Required:
        battery circuits with croc clips. bulbs.2.5v materials of conductors and non conductors to test.
    - Metals are good conductors of thermal energy because energy is transferred by the delocalised electrons.
    - Pure metals are too soft for many uses and so are mixed with other metals to make alloys which are harder.
      - Suggested Activity:
        growing metal crystals.
        set up at start of lesson and look at towards the end.
        ????????
        Equipment Required:
        20mL of silver nitrate in small cylinders with lids. (1 between 2)
        1 coil of copper metal each.
        Sandpaper to rough up copper wire
        Permanent pens to mark tubes
        ?????????????
    - Students should be able to explain why alloys are harder than pure metals in terms of distortion of the layers of atoms in the structure of a pure metal.
  - Lesson 02 - What are the properties of ionic compounds? Lesson Plan Lesson Title
    - Ionic compounds have regular structures (giant ionic lattices) in which there are strong electrostatic forces of attraction in all directions between oppositely charged ions.
      - Suggested Activity:
        Practical dissolving different types of ionic compunds and covalent compunds and testing if they conduct electrcity.
        EW: Compare and contrast the properties of ionic and covalent compounds.
        Equipment Required:
        Power packs
        Ammeters
        Leads
        Carbon electrodes
        Plain water
        Copper chloride
        Salt water
        Sugar water
        Crocodile clips
    - These compounds have high melting points and high boiling points because of the large amounts of energy needed to break the many strong bonds.
    - When melted or dissolved in water, ionic compounds conduct electricity because the ions are free to move and so charge can flow.
    - Knowledge of the structures of specific ionic compounds other than sodium chloride is not required.
  - Lesson 03 - What are the properties of small molecules? Lesson Plan Lesson Title
    - The intermolecular forces increase with the size of the molecules, so larger molecules have higher melting and boiling points.
    - Substances that consist of small molecules are usually gases or liquids that have relatively low melting points and boiling points.
      - Suggested Activity:
        Students observe samples of simple molecules to deduce their properties and their structure / bonding.
        Equipment Required:
        beakers with test tubes filled with
        - water
        - Carbon dioxide
        - hydrogen chloride
        - ammonia
        - methane
        - oxygen
        
        take tubes from solids, liquids and gasses tray, minus the sand tubes
    - Students must be able to recall the chemical formula and draw the covalent bonding for: water, methane, carbon dioxide and ammonia.
    - These substances have only weak forces between the molecules (intermolecular forces).
    - These substances do not conduct electricity because the molecules do not have an overall electric charge.
    - It is these intermolecular forces that are overcome, not the covalent bonds, when the substance melts or boils.
    - Students should be able to use the idea that intermolecular forces are weak compared with covalent bonds to explain the bulk properties of molecular substances.
  - Lesson 04 - Why are giant covalent structures useful? Lesson Plan Lesson Title
    - Students should be able to explain the properties of diamond in terms of its structure and bonding.
    - Metals have giant structures of atoms with strong metallic bonding. This means that most metals have high melting and boiling points.
      - Suggested Activity:
        Create models of metallic structures.
        Use copper wire and silver nitrate solution to grow silver crystals.
        Practical: Metals and insulators electrical conduction.
        Video clips:
        BBC Bitesize The atomic structure of metals
        
        YouTube: What are metallic bonds?
        Equipment Required:
        Examples of metals and insulators.
        Electricity trolley
        leads with crocodille clips.
    - In graphite, each carbon atom forms three covalent bonds with three other carbon atoms, forming layers of hexagonal rings which have no covalent bonds between the layers.
    - In graphite, one electron from each carbon atom is delocalised.
    - These bonds must be overcome to melt or boil these substances.
    - Students should be able to explain the properties of graphite in terms of its structure and bonding.
    - Students should know that graphite is similar to metals in that it has delocalised electrons.
    - Graphene is a single layer of graphite and has properties that make it useful in electronics and composites.
    - Carbon nanotubes are cylindrical fullerenes with very high length to diameter ratios. Their properties make them useful for nanotechnology, electronics and materials.
    - Students should be able to explain the properties of graphene in terms of its structure and bonding.
    - Students should be able to recognise graphene and fullerenes from diagrams and descriptions of their bonding and structure
    - Fullerenes are molecules of carbon atoms with hollow shapes. The structure of fullerenes is based on hexagonal rings of carbon atoms but they may also contain rings with five or seven carbon atoms.
    - Students should be able to give examples of the uses of fullerenes, including carbon nanotubes.
  - Lesson 05 - What are fullerenes? Lesson Plan Lesson Title
    - Substances that consist of giant covalent structures are solids with very high melting points.
      - Suggested Activity:
        Jigsaw research the four different types of covalent structure.
        Compare ready made 3D examples of giant covalent structures.
        EW: Why is a split ring commutator made out of Graphite.
        GF: Why would Fullerenes be used in drug delivery rather than graphite?
    - In diamond, each carbon atom forms four covalent bonds with other carbon atoms in a giant covalent structure, so diamond is very hard, has a very high melting point and does not conduct electricity.
    - All of the atoms in these structures are linked to other atoms by strong covalent bonds.
    - Diamond and graphite (forms of carbon) and silicon dioxide (silica) are examples of giant covalent structures.
    - Students should be able to recognise giant covalent structures from diagrams showing their bonding and structure.
    - The first fullerene to be discovered was Buckminsterfullerene (C60) which has a spherical shape.
  - Lesson 06 - What is nanoscience? Lesson Plan Lesson Title
    - Nanoscience refers to structures that are 1?100 nm in size, of the order of a few hundred atoms.
      - Suggested Activity:
        Extended writing: describe the history of nanoscience
        Video clip
        YouTube: What is nanoscience?
        https://www.youtube.com/watch?v=0U2hyQ1dyoU
        
        Extended writing: link the uses of nanoparticles to their properties.
        
        Extended writing: evaluate the use of nanoparticles in applications, eg sun cream.
        
        Research uses and properties of nanoparticles.
        
        https://www.youtube.com/watch?v=nYEmiQCr3JU
    - Nanoparticles, are smaller than fine particles (PM2.5), which have diameters between 100 and 2500 nm (1 x 10-7 m and 2.5 x 10-6 m).
    - Coarse particles (PM10) have diameters between 1 x 10-5 m and 2.5 x 10-6 m. Coarse particles are often referred to as dust.
    - (MS) Students should be able to make order of magnitude calculations.
    - As the side of cube decreases by a factor of 10 the surface area to volume ratio increases by a factor of 10.
    - Nanoparticles may have properties different from those for the same materials in bulk because of their high surface area to volume ratio. It may also mean that smaller quantities are needed to be effective than for materials with normal particle sizes.
    - Students should be able to compare ?nano? dimensions to typical dimensions of atoms and molecules.
    - Students should be able to calculate areas of triangles and rectangles, surface areas and volumes of cubes.
    - Nanoparticles have many applications in medicine, in electronics, in cosmetics and sun creams, as deodorants, and as catalysts. New applications for nanoparticulate materials are an important area of research.
    - Students should consider advantages and disadvantages of the applications of these nanoparticulate materials, but do not need to know specific examples or properties other than those specified.
    - Students should be able to given appropriate information, evaluate the use of nanoparticles for a specified purpose
      - Suggested Activity:
        Investigate the effectiveness of nanoparticles in nappies. To prove that increasing mass affects how much water it can hold.
        Equipment Required:
        small balances
        weighing boats
        250mL beakers
        glass stirring rods
        distilled water bottles
        cut up nappies
        spatulas
    - Students should be able to explain that there are possible risks associated with the use of nanoparticles.
  - Lesson 07 - What are polymers? Lesson Plan Lesson Title
    - Polymers are very large molecules.
      - Suggested Activity:
        Molymods
        create different examples of polymers eg; polyethene
        Equipment Required:
        molymods
    - For example: ethane diol and hexanedioic acid polymerise to produce a polyester.
      - Suggested Activity:
        Dissolve polystyrene chunks into acetone
        Equipment Required:
        Large glass bowl
        Acetone
        Polystyrene cups
        Glass stirring rod
        Forceps
    - The atoms in the polymer molecules are linked to other atoms by strong covalent bonds.
    - Alkenes can be used to make polymers such as poly(ethene) and poly(propene) by addition polymerisation. Use models to represent addition polymerisation.
      - Suggested Activity:
        Making bouncy balls or slime
        Equipment Required:
        equipment for making slime
    - The intermolecular forces between polymer molecules are relatively strong and so these substances are solids at room temperature.
    - In addition polymerisation reactions, many small molecules (monomers) join together to form very large molecules (polymers).
    - Students should be able to recognise polymers from diagrams showing their bonding and structure.
    - For example (displayed formula showing ethene monomer becoming poly(ethene)).
    - In addition polymers the repeating unit has the same atoms as the monomer because no other molecule is formed in the reaction.
    - Students should be able to recognise addition polymers and monomers from diagrams in the forms shown and from the presence of the functional group C=C in the monomers
    - Students should be able to draw diagrams to represent the formation of a polymer from a given alkene monomer
    - Students should be able to relate the repeating unit to the monomer.
  - Lesson 08 - What are condensation polymers? Lesson Plan Lesson Title
    - When these types of monomers react they join together, usually losing small molecules such as water, and so the reactions are called condensation reactions. Use models to represent condensation polymerisation.
      - Suggested Activity:
        Molymods creating the most basic condensation polymer.
        GF: Create your own example of a condensation polymer.
    - The simplest polymers are produced from two different monomers with two of the same functional groups on each monomer.
    - Students should be able to explain the basic principles of condensation polymerisation by reference to the functional groups in the monomers and the repeating units in the polymers.
    - Condensation polymerisation involves monomers with two functional groups.
  - Lesson 09 - How are DNA and polymers linked? Lesson Plan Lesson Title
    - Students should be able to name the types of monomers from which these naturally occurring polymers are made. (HT only)
    - Amino acids have two different functional groups in a molecule. Amino acids react by condensation polymerisation to produce polypeptides. (HT only)
      - Suggested Activity:
        Molymods
        to create examples of polypeptides
        Equipment Required:
        extraction of DNA from fruit
        http://thenode.biologists.com/wp-content/uploads/2013/12/Outreach-activity-DNA-extraction-from-kiwi-fruit.pdf
    - For example: glycine is H NCH COOH and polymerises to produce the polypeptide (-HNCH2COO-) and n H2O.
      (HT only)
    - Different amino acids can be combined in the same chain to produce proteins. (HT only)
    - DNA (deoxyribonucleic acid) is a large molecule essential for life. DNA encodes genetic instructions for the development and functioning of living organisms and viruses. (HT only)
    - Most DNA molecules are two polymer chains, made from four different monomers called nucleotides, in the form of a double helix. (HT only)
    - Other naturally occurring polymers important for life include proteins, starch and cellulose. (HT only)