4th Sep '25

Schemes of Work

C1
- C1.6
  - Lesson 01 - Why are some metals more reactive than others? Lesson Plan Lesson Title
    - The reactivity of a metal is related to its tendency to form positive ions.
    - The metals potassium, sodium, lithium, calcium, order of reactivity is from their reactions with water and dilute acids.
      - Suggested Activity:
        Show the structure of one group 1 metal or use fluffly balls to show it. Show students how it donates an electron to form an ion and reactive. Ask students to draw the atomic structure of other group 1 metals and the ion formed. Use these to describe deduce why group 1 reactivity increases down the group
        Equipment Required:
        Alkali metals reacted in water, in large beakers.
        Filter paper, forceps, washing up liquid.
    - Metals react with oxygen to produce metal oxides.
      - Suggested Activity:
        Write word and symbol equations for metal reactions from the standard equation. Differentiate for the group
        stretch - word equations
        challenge - write symbol equations from the given word equation that dont need further balancing
        super challenge - equations that need balancing too
    - The reactions are oxidation reactions because the metals gain oxygen.
      - Suggested Activity:
        Remind students about the phrase OIL RIG
        oxidation is loss of electrons, reduction if gain of electrons.
    - Students should be able to explain reduction and oxidation in terms of loss or gain of oxygen.
    - Oxidation is the loss of electrons and reduction is the gain of electrons.
    - Students should be able to explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion
      - Suggested Activity:
        EW: Describe and explain the reactivity in group 1 metals
  - Lesson 02 - Why are some metals unreactive? Lesson Plan Lesson Title
    - A more reactive metal can displace a less reactive metal from a compound.
      - Suggested Activity:
        investigate the displacement reactions of metals and metal ion solutions to determine the reactivity series of metals
        Equipment Required:
        reactivity mats
        small metal samples/granules
        spatulas
        waste bowls
        metal solutions
    - Students should be able to deduce an order of reactivity of metals based on experimental
      results.
      - Suggested Activity:
        Students deduce
    - The non-metals hydrogen and carbon are often included in the reactivity series.
      - Suggested Activity:
        Show the reactivity series and ask students to compare their results against the known series. Students to suggest why they might have different results. Discuss if their experiments are reproducible.
    - The reactions of metals with water and acids are limited to room temperature and do not include reactions with steam.
      - Suggested Activity:
        Teacher to question students about CVs during the demo to lead to these points
    - Metals can be arranged in order of their reactivity in a reactivity series.
      - Suggested Activity:
        Show this mnemonic and then ask students if they can improve it to make it more memorable for them: https://www.youtube.com/watch?v=XWjQUgq2u9E
    - Students should be able to recall and describe the reactions, if any, of potassium, sodium, lithium, calcium, magnesium, zinc, iron and copper with water or
      dilute acids and where appropriate, to place these metals in order
      of reactivity
      - Suggested Activity:
        Write a conclusion for their experiment that includes references to observations made for each metal with acid and acids.
        
        GF: Discuss why sacrificial metals are used in the production of boats and bridges
    - Student should be able to write ionic equations for displacement reactions
      - Suggested Activity:
        Write ionic equations for each result from their experiment
  - Lesson 03 - What happens when acids react with metals? Lesson Plan Lesson Title
    - Unreactive metals such as gold are found in the Earth as the metal itself but most metals are found as compounds that require chemical reactions to extract the metal.
      - Suggested Activity:
        Show the PP slide with a range of metal ores / native metal images with their symbols. Ask students to complete the tasks in their books. Share answers.
        Equipment Required:
        0.5 g of the metal oxides:
        - Copper
        - Lead
        - Iron
        (Groups to do one and show results.)
        
        powdered carbon
        Balances accurate
        Bottle tops
        spatulas
        Magnets
        filter paper
    - Metals less reactive than carbon can be extracted from their oxides by reduction with carbon.
      - Suggested Activity:
        Class practical to extract metals: http://science.cleapss.org.uk/Resource/TL009-Reduction-of-metal-ores-using-carbon.pdf
    - Reduction involves the loss of oxygen.
      - Suggested Activity:
        Introduce the mnemonic OIL RIG
        Oxidation Is Loss of electrons (and gain of oxygen)
        Reduction Is Gain of electrons (and loss of oxygen)
        
        Tell them that this happens in redox reactions.
        
        Ask students to create an image in their books to help them remember these phrases. They should use equations and or atomic diagrams.
    - Knowledge and understanding are limited to the reduction of oxides using carbon.
      - Suggested Activity:
        Recall the reactivity series from lesson 1 or sort using a jumbled list from the board / cards. Identify the position of carbon and explain to students the reasons why.
    - Knowledge of the details of processes used in the extraction of metals is not required.
      - Suggested Activity:
        EW: Explain why some metals can be extracted by reduction reactions using carbon and other's cannot. Include in your answer example of those metals that can/cannot be extracted using carbon.
    - Students should be able to interpret or evaluate specific metal extraction processes when given appropriate information
      - Suggested Activity:
        Ask students to apply their knowledge of the reactivity series to other elements. They should estimate if they could be extracted or not from information given about the element.
        Stretch: Roentgenium is less reactive than gold.
        Challenge: Rubidium (in group 1) students should recall the pattern of group one from C1.2
        Super Challenge: Tennessine
    - Students should be able to identify the substances which are oxidised or reduced in terms of gain or loss of oxygen.
      - Suggested Activity:
        Model the loss of oxygen during reduction and the gain of oxygen during a chemical reaction, e.g
        magnesium oxide carbon dioxide --> Magnesium carbon dioxide
        MgO CO2 --> Mg CO2
        Show students how one species gains oxygen whilst the other loses it.
        Practice identifying what is oxidised and reduced giving reasons why for different word and symbol equations.
        
        Foundation Tier Extension: Students can write their own word/symbol equations.
    - Students should be able to identify in a given reaction, symbol equation or half equation which species are oxidised and which are reduced.
      - Suggested Activity:
        (HT) Identify the substances that are reduced and oxidized in symbol and half equations.
  - Lesson 04 - What reactions do acids have? Lesson Plan Lesson Title
    - Acids react with some metals to produce salts and hydrogen.
      - Suggested Activity:
        starter: ask students to recall the basic metal acid equation from year 8. Provide some visual hints and/or keywords to sort if needed.
    - (HT only) Students should be able to explain in terms of gain or loss of electrons, that these are redox reactions
      - Suggested Activity:
        Tell students that the name of this reaction is another example of a redox reaction. Ask students to call what happens during a redox reaction.
    - Knowledge of reactions limited to those of magnesium, zinc and iron with hydrochloric and sulfuric acids.
      - Suggested Activity:
        Aim: How does the type of acid effect the salt formed?
        DV either gas produced or temperature change.
        
        1. Students list factors that could affect the type of salt formed in a circle map.
        2. Students identify what will be their IV and DV in their circle map using BLUE for IV and RED for DV.
        3. Students then circle any other factors in black as the CVs
        4. Draw a simple results table
        5. Carry out the practical.
        
        different groups test different metals and share results
        Equipment Required:
        hydrochloric acid 1M
        sulfuric acid 1M
        nitric acid 1M
        
        magnesium ribbon in small strips
        zinc and iron strips
        25 ml measuring cylinders
        pipettes
        
        DV - temperature change
        polystyrene cups
        thermometers
        cardboard lids
        
        DV - gas collection
        boiling tubes with delivery tubes
        gas syringes or water baths and up turned small measuring cylinders
    - Students should be able to identify which species are oxidised and which are reduced in given chemical equations. (HT only)
      - Suggested Activity:
        for each reaction carried out in the practical students should complete the word, symbol or half equations to show how they are redox reactions.
        Students doing the stretch or challenge task should identify on their equations which species of oxidised and which is reduced.
        Stretch - complete word equations
        Challenge - complete balanced symbol equations
        Super Challenge - complete balanced half equations
  - Lesson 05 - How are soluble salts produced? Lesson Plan Lesson Title
    - Acids are neutralised by alkalis (eg soluble metal hydroxides) and bases (eg insoluble metal hydroxides and metal oxides) to produce salts and water
    - Acids are neutralised by metal carbonates to produce salts, water and carbon dioxide.
    - The particular salt produced in any reaction between an acid and a base or alkali depends on:
      - the acid used (hydrochloric acid produces chlorides, nitric acid produces nitrates, sulfuric acid produces sulfates)
      - the positive ions in the base, alkali or carbonate.
    - Students should be able to predict products from given reactants
      - Suggested Activity:
        Students should complete a selection of equations to predict the names of products / names of reactants in neutralization reactions.
        
        Stretch - complete word equations
        Challenge - complete balanced symbol equations
        Super Challenge - complete balanced half equations
  - Lesson 06 - Required Practical 1 - Preparing a pure dry sample of a soluble salt Lesson Plan Lesson Title
    - Soluble salts can be made from acids by reacting them with solid insoluble substances, such as metals, metal oxides, hydroxides or carbonates.
      - Suggested Activity:
        Recall the equation for neutralisation use images to prompt their memory. Tell them this is the common equation.
    - (WS) The solid is added to the acid until no more reacts and the excess solid is filtered off to produce a solution of the salt.
      - Suggested Activity:
        Practical: Collect pure insoluble salt from a solution. Write a flow map for the method, including the names of equipment and what each piece is used for.
        Equipment Required:
        Silver nitrate
        sodium chloride
        test tubes
        pipettes
        filter paper
        funnels
        conical flasks
    - Salt solutions can be crystallised to produce solid salts.
      - Suggested Activity:
        Show an example of a crystallization and evaporation of salts to show the difference. Students to observe them using spy glasses and then complete a matrix map to compare the methods and the difference in the products.
        Equipment Required:
        pre prepared samples of copper sulfate solutions that have been evaporated and crystallized (one between two to share)
    - Students should be able to describe how to make pure, dry samples of named soluble salts from information provided.
      - Suggested Activity:
        EW: Use your flow map to construct a method to prepare a pure dry sample of silver chloride
    - Students should be able to use the formulae of common ions to deduce the formulae of salts.
      - Suggested Activity:
        Use the ion list to construct equations for students to deduce the formulae of salts or the the ions they are derived from.
        Stretch - group 1 and 7 ions / group 2 and 6 ions
        Challenge - Group 1 and 6 and Group 2 and 7 ions
        Super Challenge - transition ions range of non metals.
  - Lesson 07 - What is the difference between an acid and an alkali? Lesson Plan Lesson Title
    - (WS) Students should be able to describe the use of universal indicator or a wide range indicator to measure the approximate pH of a solution
    - (WS) Students should be able to use the pH scale to identify acidic or alkaline solutions.
    - Aqueous solutions of alkalis contain hydroxide ions (OH-).
    - A strong acid is completely ionised in aqueous solution. Examples of strong acids are hydrochloric, nitric and sulfuric acids.
    - A weak acid is only partially ionised in aqueous solution. Examples of weak acids are ethanoic, citric and carbonic acids.
    - Acids produce hydrogen ions (H ) in aqueous solutions.
    - For a given concentration of aqueous solutions, the stronger an acid, the lower the pH.
    - As the pH decreases by one unit, the hydrogen ion concentration of the solution increases by a factor of 10.
    - Students should be able to use and explain the terms dilute and concentrated (in terms of amount of substance), and weak and strong (in terms of the degree of ionisation) in relation to acids
    - Students should be able to describe neutrality and relative acidity in terms of the effect on hydrogen ion concentration and the numerical value of pH (whole numbers only).
  - Lesson 08 - What is neutralisation? Lesson Plan Lesson Title
    - This reaction can be represented by the equation: H (aq) OH-(aq) -> H2O(l)
      - Suggested Activity:
        How many drops required to neutralise?
        Equipment Required:
        Hydrochloric acid
        sodium Hydroxide
        UI
        conical flasks
        pipettes
        indicator charts
    - In neutralisation reactions between an acid and an alkali, hydrogen ions react with hydroxide ions to produce water.
      - Suggested Activity:
        Pupils to workout the products of neutrilisation reactions
        acid alkai- Salt water
        GF: Why do people take antacids?
        Is it healthy to take too many antacids.
    - The pH scale, from 0 to 14, is a measure of the acidity or alkalinity of a solution, and can be measured using universal indicator or a pH probe.
    - A solution with pH 7 is neutral. Aqueous solutions of acids have pH values of less than 7 and aqueous solutions of alkalis have pH values greater than 7.
      - Suggested Activity:
        Define the following terms:
        • acid
        • base
        • alkali
        • neutral.
        
        Recall the pH numbers for the following solutions:
        • acidic
        • alkaline
        • neutral.
        
        Write the symbol equation for the neutralisation of an acid and an alkali.
        What is more acidic H2SO4 or HCl?
        What would produce more H ions in solution?
        Equipment Required:
        Practical: measure the pH change when a strong acid neutralises a strong alkali.
        This is best done using a data logger and pH probe or digital pH meter. AT3.
  - Lesson 09 - What can we learn from titrations? Lesson Plan Lesson Title
    - Students should be able to:
      - describe how to carry out titrations using strong acids and strong alkalis only (sulfuric, hydrochloric and nitric acids only) to find the reacting volumes accurately
    - (MS) (HT Only) calculate the chemical quantities in titrations involving concentrations in mol/dm3 and in g/dm3.
    - (MS) (HT only) determination of the concentration of one of the solutions in mol/dm3 and g/dm3 from the reacting volumes and the known concentration of the other solution.
  - Lesson 10 - Required Practical 2 - Titrations (Chemistry only) Lesson Plan Lesson Title
    - Required Practical 2 - Titrations (chemistry only) (AT skills 1,8)
    - The volumes of acid and alkali solutions that react with each other can be measured by titration using a suitable indicator.
      - Suggested Activity:
        EW: Describe how to carry out titrations using strong acids and strong alkalis (sulfuric, hydrochloric and nitric acids only) to find the reacting volumes accurately.
        
        (HT Only) Calculate the chemical quantities in titrations involving concentrations in mol/dm3 and in g/dm3.