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).
- 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.
- C1.3
  - Lesson 01 - What are chemical bonds? Lesson Plan Lesson Title
    - Recap atomic stability being having a full outer shell of electrons.
    - There are three types of strong chemical bonds: ionic, covalent and metallic.
      ALTERNATIVE activity - independent thinking.
      - Suggested Activity:
        Give students several diagrams each showing an electronic configuration of a different atom. Some metals and some non-metals.
        Start with group 7 and group 1 elements - how could they interact to get a full outer shell?
        Next do group 6 and group 2.
        GF: group 6 and group 1.
        Move on to two group 7 - how could they interact to get a full outer shell?
        GF: two group 6.
        Finally, two group 1 elements - cannot interact so electron delocalises.
        Equipment Required:
        Electronic configuration diagrams of different elements.
        Minimum required per student group:
        2 Na, 1 Ca, 1 O, 2 Fl.
    - There are three types of strong chemical bonds: ionic, covalent and metallic.
      - Suggested Activity:
        Experts in bonding.
        Put students in threes and get them each to find out information on each type of bond. Return and share their findings. Record results in table.
    - For ionic bonding the particles are oppositely charged ions.
      - Suggested Activity:
        Demo electrostatic attraction with pupil particles.
    - For covalent bonding the particles are atoms which share pairs of electrons.
      - Suggested Activity:
        Modelling of electron sharing, transfer and delocalisation with fluffy balls.
        Equipment Required:
        Fluffy balls.
    - For metallic bonding the particles are atoms which share delocalised electrons.
    - Ionic bonding occurs in compounds formed from metals combined with non-metals.
    - Covalent bonding occurs in most non-metallic elements and in compounds of non-metals.
    - Metallic bonding occurs in metallic elements and alloys.
    - Students should be able to explain chemical bonding in terms of electrostatic forces and the transfer or sharing of electrons.
  - Lesson 02 - What is ionic bonding? Lesson Plan Lesson Title
    - When a metal atom reacts with a non-metal atom, electrons in the outer shell of the metal atom are transferred.
      - Suggested Activity:
        Demo the process of forming an ionic bond using students and tennis balls.
        Equipment Required:
        Theory
    - Metal atoms lose electrons to become positively charged ions.
      - Suggested Activity:
        When determining the charge of ions, get students to picture electrons as negative people. Gain more in your life you become more negative, lose them you become more positive.
    - Non-metal atoms gain electrons to become negatively charged ions.
      - Suggested Activity:
        Draw out electron structures of elements: 2 metal and 2 non metal elements and then attempt to draw their ions.
    - The ions produced by metals in Groups 1 and 2 and by non-metals in Groups 6 and 7 have the electronic structure of a noble gas (Group 0).
      - Suggested Activity:
        Determine trends in ions based on where they are found on the periodic table
    - The electron transfer during the formation of an ionic compound can be represented by a dot and cross diagram. E.g. for sodium chloride.
      - Suggested Activity:
        Give students a compound and get them to attempt to draw out the ions of each element and attempt to determine what a bond may look like.
    - Students should be able to draw dot and cross diagrams for ionic compounds formed by metals in Groups 1 and 2 with non-metals in Groups 6 and 7.
    - The charge on the ions produced by metals in Groups 1 and 2 and by non-metals in Groups 6 and 7 relates to the group number of the element in the periodic table.
    - Students should be able to work out the charge on the ions of metals and non-metals from the group number of the element, limited to the metals in Groups 1 and 2, and non-metals in Groups 6 and 7.
      - Suggested Activity:
        Give students several ionic compounds based on the elements they are made up of. Calculate charge on ions and then formula of compound.
  - Lesson 03 - What are ionic compounds? Lesson Plan Lesson Title
    - An ionic compound is a giant structure of ions.
    - Ionic compounds are held together by strong electrostatic forces of attraction between oppositely charged ions.
    - These forces act in all directions in the lattice: this is called ionic bonding.
      - Suggested Activity:
        Demo giant lattice with pupil particles. Use it to explain properties.
        
        Students convert ideas into a diagram and extend themselves by using this to explain properties.
    - The structure of sodium chloride can be represented in the following forms: ball and stick giant lattice and charged ion ionic lattice.
      - Suggested Activity:
        Back to back: in pairs each takes a turn at describing one type of model, limiting use of key terms.
    - Students should be able to deduce that a compound is ionic from a diagram of its structure in one of the specified forms
    - Students should be able to describe the limitations of using dot and cross, ball and stick, two and three-dimensional diagrams to represent a giant ionic structure.
      - Suggested Activity:
        EW: Compare and contrast using the ball and stick model and charged ionic lattice for representing ionic compounds.
    - Students should be able to work out the empirical formula of an ionic compound from a given model or diagram that shows the ions in the structure.
      - Suggested Activity:
        Give students several ionic compounds based on the elements they are made up of. Calculate charge on ions and then formula of compound.
    - Students should be familiar with the structure of sodium chloride but do not need to know the structures of other ionic compounds.
      - Suggested Activity:
        Practical demo: making NaCl on a brick
        Equipment Required:
        fume cupboard
        chlorine gas in gas jar, sodium metal, Forceps,house brick
        long bunsen burner
        
        chlorine gas in jar NOT TEST TUBES KERRY, DOH!
  - Lesson 04 - What is covalent bonding? Lesson Plan Lesson Title
    - When atoms share pairs of electrons, they form covalent bonds. These bonds between atoms are strong.
      - Suggested Activity:
        Get students to draw out the electron structure of two fluorine atoms and give them the formula of fluorine F2.
        
        Students to use this to determine how they may bond.
        
        Extension: Repeat with O2
        Equipment Required:
        Giant covalent structures x 4 from top shelf in upstairs prep room, 2 red 1 blue 1 green
    - Covalently bonded substances may consist of small molecules.
      - Suggested Activity:
        Demonstrate covalent bond. Get students to attempt to draw several.
    - Students should be able to recognise common substances that consist of small molecules from their chemical formula.
      - Suggested Activity:
        Show structure of several simple covalent molecules
        
        What do they share in common?
        
        Go on to explain how their size influence their properties
    - Some covalently bonded substances have very large molecules, such as polymers.
    - Some covalently bonded substances have giant covalent structures, such as diamond and silicon dioxide.
      - Suggested Activity:
        Circus of giant covalent compounds. Students to research
        - diamond
        - graphite
        - graphene
        - silicone dioxide
    - The covalent bonds in molecules and giant structures can be represented in the following forms: using dot-and-cross diagram, ball-and-stick diagram or displayed formula)
    - Polymers can be represented using displayed formulae, where n is a large number.
    - Students should be able to draw dot and cross diagrams for the molecules of hydrogen, chlorine, oxygen, nitrogen, hydrogen chloride, water, ammonia and methane
    - Students should be able to represent the covalent bonds in small molecules, in the repeating units of polymers and in part of giant covalent structures, using a line to represent a single bond
    - Students should be able to describe the limitations of using dot and cross, ball and stick, two and three-dimensional diagrams to represent molecules or giant structures
    - Students should be able to deduce the molecular formula of a substance from a given model or diagram in these forms showing the atoms and bonds in the molecule.
      - Suggested Activity:
        EW: Explain why the melting and boiling point of sodium chloride is much higher than that of carbon dioxide.
        
        Your answer must reference the structure of bonding in each and how that influences the properties.
  - Lesson 05 - What is metallic bonding? Lesson Plan Lesson Title
    - Metals consist of giant structures of atoms arranged in a regular pattern.
      - Suggested Activity:
        Get students to draw out two metal ions and think about how they could bond together, ensuring each gets a full outer shell of electrons.
    - The electrons in the outer shell of metal atoms are delocalised and so are free to move through the whole structure.
      - Suggested Activity:
        Input: Show students how metals actually bond.
        use the equipment to show how the atoms arrange themselves into neat rows. add water to represent the delocalised electrons saying that the water can move freely.
        Equipment Required:
        small beaker
        metal ball bearings
        distilled water
    - The sharing of delocalised electrons gives rise to strong metallic bonds. The bonding in metals may be represented in the following form: (diagram)
      - Suggested Activity:
        Give students a piece of metal each and get them to describe the properties it has.
        
        Input Feedback to how the structure of the metal gives it those properties.
    - Students should be able to recognise substances as metallic giant structures from diagrams showing their bonding.
    - Students should be able to recognise that atoms themselves do not have the bulk properties of materials
  - Lesson 06 - Lesson Plan Lesson Title
    - Students should be able to describe and explain the bonding in ionic and simple covalent bonding.
      - Suggested Activity:
        Give students the word equation.
        Complete the practical.
        Ask students to record everything they know or can deduce from the equation and practical given the rules they have been taught about the different types of bonding.
        
        Ionic reaction: describe and explain how magnesium chloride is made.
        
        Covalent reaction: describe and explain how the water is made.
        Equipment Required:
        Two practicals. Set up one on either side of classroom. 5 sets of each practical:
        
        Ionic reaction:
        magnesium ribbon, hydrochloric acid,
        conical flask,
        measuring cylinder
        
        Covalent reaction:
        copper oxide powder, sulphuric acid, conical flask, measuring cylinder, spatula
- 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
    - 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
    - The intermolecular forces increase with the size of the molecules, so larger molecules have higher melting and boiling points.
    - 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)
- C1.5
  - Lesson 01 - Why are chemical equations always balanced? Lesson Plan Lesson Title
    - The law of conservation of mass states that no atoms are lost or made during a chemical reaction so the mass of the products equals the mass of the reactants.
      - Suggested Activity:
        Model the law of conservation using molecular model kits.
        Teacher Demo:
        Lead Nitrate and potassium Iodide.
        
        Perform on balance no change in mass.
        
        Write simple word equations.
        
        Write simple symbol equations.
        
        Balance symbol equations.
        
        GF: balance complex equations and add state symbols.
        Equipment Required:
        Teacher Demo:
        Lead Nitrate and potassium Iodide.
        balance
    - This means that chemical reactions can be represented by symbol equations which are balanced in terms of the numbers of atoms of each element involved on both sides of the equation.
    - Students should understand the use of the multipliers in equations in normal script before a formula and in subscript within a formula.
  - Lesson 02 - What does the relative formula mass tell us? Lesson Plan Lesson Title
    - The relative formula mass (Mr) of a compound is the sum of the relative atomic masses of the atoms in the numbers shown in the formula.
      - Suggested Activity:
        Review the definition of relative atomic mass.
        
        Recall how to find the relative atomic mass from the Periodic Table.
        
        Define the relative molecular mass.
        
        Extended writing: write instructions to another student how to calculate the relative formula mass.
        
        Model compounds with different sized and coloured lego bricks pre-marked with symbol and Ar of different elements. Sum the Ars marked on the bricks to obtain the Mr.
        Equipment Required:
        Conservation of mass Demo only! Lead Bromide, potassium iodide in conical flask.
        Accurate balance
    - In a balanced chemical equation, the sum of the relative formula masses of the reactants in the quantities shown equals the sum of the relative formula masses of the products in the quantities shown.
  - Lesson 03 - Why do some reactions appear to have a mass change? Lesson Plan Lesson Title
    - Some reactions may appear to involve a change in mass but this can usually be explained because a reactant or product is a gas and its mass has not been taken into account. For example: when a metal reacts with oxygen the mass of the oxide produced is greater than the mass of the metal or in thermal decompositions of metal carbonates carbon dioxide is produced and escapes into the atmosphere leaving the metal oxide as the only solid product.
      - Suggested Activity:
        Extended writing: use measurements of mass before and after an experiment to explain what has happened to the mass during the experiment and why it has happened.
        Equipment Required:
        Use magnesium ribbon to produce magnesium oxide. Measure the mass of the ribbon at the start of the experiment, burn the ribbon in a strong Bunsen flame (SAFETY required) and measure the mass of the ribbon at the end of the experiment.
        
        Use HCl acid in a conical flask with CaCO3. Measure the mass of the reaction on a top pan balance as the reaction proceeds over two minutes.
    - Students should be able to explain any observed changes in mass in non-enclosed systems during a chemical reaction given the balanced symbol equation for the reaction and explain these changes in terms of the particle model.
    - Whenever a measurement is made there is always some uncertainty about the result obtained.
    - Students should be able to represent the distribution of results and make estimations of uncertainty
    - Students should be able to use the range of a set of measurements about the mean as a measure of uncertainty.
  - Lesson 04 - What is a mole? Lesson Plan Lesson Title
    - Chemical amounts are measured in moles. The symbol for the unit mole is mol.
      - Suggested Activity:
        Define one mole in terms of Mr and Ar
        
        Calculate the number of moles in a substance using the relative formula mass.
        
        Extended writing: write instructions to another student how to calculate the number of moles using the relative formula mass
        Measure out and compare 1 mole of elements like iron, sulfur, magnesium, copper, aluminium and so on.
        
        Measure out and compare one mole of common compounds, water, sodium chloride, calcium carbonate and so on.
        YouTube:
        What is a mole?
        
        Avogadro’s number – The mole
        Equipment Required:
        Examples of 1 Mole samples, in tray in racking.
    - How the mass of one mole of a substance calculated.
    - One mole of a substance contains the same number of the stated particles, atoms, molecules or ions as one mole of any other substance.
    - The number of atoms, molecules or ions in a mole of a given substance is the Avogadro constant.
    - The value of the Avogadro constant is 6.02 x 1023 per mole.
    - Students should understand that the measurement of amounts in moles can apply to atoms, molecules, ions, electrons, formulae and equations, for example that in one mole of carbon (C) the number of atoms is the same as the number of molecules in one mole of carbon dioxide (CO2).
    - Students should be able to use the relative formula mass of a substance to calculate the number of moles in a given mass of that substance and vice versa.
  - Lesson 05 - What are solutions? Lesson Plan Lesson Title
    - Many chemical reactions take place in solutions. The concentration of a solution can be measured in mass per given volume of solution, eg grams per dm3 (g/dm3).
      - Suggested Activity:
        Extended writing: Write instructions to another student on how to calculate the concentration, or how to rearrange the equation to calculate number of moles
        Extended writing: Write instructions to another student on how to carry out a titration. Include reasons for using a burette instead
        Equipment Required:
        x
    - Students should be able to calculate the mass of solute in a given volume of solution of known concentration in terms of mass per given volume of solution
    - Students should be able to (HT only) explain how the mass of a solute and the volume of a solution is related to the concentration of the solution.
    - It is important for sustainable development and for economic reasons to use reactions with high atom economy.
  - Lesson 06 - How do you calculate reacting masses? Lesson Plan Lesson Title
    - The masses of reactants and products can be calculated from balanced symbol equations.
      - Suggested Activity:
        Balance chemical equations and use these to calculate the masses of substances present.
        
        Extended writing: write instructions to another student use balanced chemical equations to calculate the masses of substances present.
        
        YouTube:
        Calculating Masses in Reactions
        
        https://www.youtube.com/watch?v=6KRcO3e36ZU
    - Chemical equations can be interpreted in terms of moles. For example: Mg + 2HCI --> MgCI2 + H2 shows that one mole of magnesium reacts with two moles of hydrochloric acid to produce one mole of magnesium chloride and one mole of hydrogen gas.
    - Students should be able to calculate the masses of substances shown in a balanced symbol equation
    - Students should be able to calculate the masses of reactants and products from the balanced symbol equation and the mass of a given reactant or product.
    - The balancing numbers in a symbol equation can be calculated from the masses of reactants and products by converting the masses in grams to amounts in moles and converting the numbers of moles to simple whole number ratios.
    - Students should be able to balance an equation given the masses of reactants and products.
    - Students should be able to change the subject of a mathematical equation.
  - Lesson 07 - What is a limiting factor? Lesson Plan Lesson Title
    - In a chemical reaction involving two reactants, it is common to use an excess of one of the reactants to ensure that all of the other reactant is used.
      - Suggested Activity:
        Define the term limiting reactant.
        Link the limiting reactant to the number of moles.
        Link the limiting reactant to the masses in grams.
        
        Use a small strip of magnesium ribbon in 20 ml HCl acid. Identify which reactant is the limiting reactant and state the reason for this choice.
        Equipment Required:
        HCl - different strengths
        Magnesium Ribbon
        Conical flasks
        Balloons
    - The reactant that is completely used up is called the limiting reactant because it limits the amount of products.
    - Students should be able to explain the effect of a limiting quantity of a reactant on the amount of products it is possible to obtain in terms of amounts in moles or masses in grams.
  - Lesson 08 - What infomation does yield tell you? Lesson Plan Lesson Title
    - Even though no atoms are gained or lost in a chemical reaction, it is not always possible to obtain the calculated amount of a product because:
      ??? the reaction may not go to completion because it is reversible
      ??? some of the product may be lost when it is separated from the reaction mixture;
      ? some of the reactants may react in ways different to the expected reaction.
      - Suggested Activity:
        Describe how atoms are lost or gained in a chemical reaction.
        
        Explain why atoms can be lost or gained in a chemical reaction.
        
        Calculate the theoretical yield for simple examples.
        
        Extended writing: write instructions to another student how to calculate the theoretical yield giving explained examples.
        
        Use Lego as a model for chemical reactions demonstrating the loss of product and use the model as a simple introduction to yield calculations.
        
        The same can be applied to atom economy.
        Equipment Required:
        Lego
    - The amount of a product obtained is known as the yield.
    - When compared with the maximum theoretical amount as a percentage, it is called the percentage yield.
      % Yield = Mass of product actually made / Maximum theoretical mass of product ? 100
    - Students should be able to calculate the percentage yield of a product from the actual yield of a reaction
    - (HT only) calculate the theoretical mass of a product from a given mass of reactant and the balanced equation for the reaction.
  - Lesson 09 - What is atom economy? Lesson Plan Lesson Title
    - The atom economy (atom utilisation) is a measure of the amount of starting materials that end up as useful products.
      - Suggested Activity:
        Describe how atoms are lost or gained in a chemical reaction.
        
        Explain why atoms can be lost or gained in a chemical reaction.
        
        Calculate the theoretical yield for simple examples.
        
        Extended writing: write instructions to another student how to calculate the theoretical yield giving explained examples.
        
        Use Lego as a model for chemical reactions demonstrating the loss of product and use the model as a simple introduction to yield calculations.
        
        The same can be applied to atom economy.
        Equipment Required:
        Lego
        Molymods
    - The percentage atom economy of a reaction is calculated using the balanced equation for the reaction as follows: Relative formula mass of desired product from equation / Sum of relative formula masses of all reactants from equation ? 100
    - Students should be able to calculate the atom economy of a reaction to form a desired product from the balanced equation
    - (HT only) explain why a particular reaction pathway is chosen to
      produce a specified product given appropriate data such as atom
      economy (if not calculated), yield, rate, equilibrium position and
      usefulness of by-products.
  - Lesson 10 - How do you calculate the concentration of a solution? Lesson Plan Lesson Title
    - The concentration of a solution can be measured in mol/dm3.
      - Suggested Activity:
        Calculate the atom economy for simple examples.
        
        Extended writing: write instructions to another student how to calculate the atom economy giving explained examples.
        
        Identify a chemical reaction that has a high atom economy and research the positives to industry of producing a high yield of useful product.
        
        Identify a chemical reaction that has a low atom economy and research the negatives to industry of producing a low yield of useful product and ways the reactions has been improved to increase the yield of useful product.
        
        Atom Economy Video
        https://www.youtube.com/watch?v=Zuyk4hfbjSA
    - The amount in moles of solute or the mass in grams of solute in a given volume of solution can be calculated from its concentration in mol/dm3.
    - If the volumes of two solutions that react completely are known and the concentration of one solution is known, the concentration of the other solution can be calculated.
      - Suggested Activity:
        complete an acid-base titration to determine the concentration of an unknown solution:
        http://www.rsc.org/learn-chemistry/resource/res00000697/titrating-sodium-hydroxide-with-hydrochloric-acid?cmpid=CMP00005972
        Equipment Required:
        Burette (30 or 50 cm3) (Note 1)
        
        Conical flask (100 cm3)
        
        Beaker (100 cm3)
        
        Pipette (20 or 25 cm3) with pipette filler
        
        Stirring rod
        
        Small (filter) funnel (about 4 cm diameter)
        
        Burette stand and clamp (Note 2)
        
        White tile (optional) (Note 3)
        
        Bunsen burner
        
        Tripod
        
        Pipeclay triangle (Note 4)
        
        Evaporating basin (at least 50 cm3 capacity)
        
        Crystallising dish (Note 5)
        
        Microscope or hand lens suitable for examining crystals in the crystallising dish
    - Students should be able to explain how the concentration of a solution in mol/dm3 is related to the mass of the solute and the volume of the solution
    - Opportunities within titrations including to determine concentrations of strong acids and alkalis. (WS)
  - Lesson 11 - How do you calculate the volume of gas reactants and products? Lesson Plan Lesson Title
    - Equal amounts in moles of gases occupy the same volume under the same conditions of temperature and pressure.
      - Suggested Activity:
        Recall the equation:
        number of moles =
        mass/(relative formula mass)
        Use the equation:
        volume of gas at rtp = number of moles x molar gas volume (24 dm3)
        for simple examples.
        
        Extended writing: write instructions to another student on how to calculate the volume of a gas.
        
        Use balanced equations and known volume of reactant/product to calculate the volumes of gaseous reactants/ products.
        
        Molar volumes of gases https://www.youtube.com/watch?v=UCmYSIjOnUA
        
        How to calculate gas volumes
        https://www.youtube.com/watch?v=_CyIgvYNolE
    - The volume of one mole of any gas at room temperature and pressure (20oC and 1 atmosphere pressure) is 24 dm3.
    - The volumes of gaseous reactants and products can be calculated from the balanced equation for the reaction.
    - Students should be able to calculate the volume of a gas at room temperature and pressure from its mass and relative formula mass
    - Students should be able to calculate volumes of gaseous reactants and products from a balanced equation and a given volume of a gaseous reactant or product
    - Students should be able to change the subject of a mathematical equation.
- 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.
- C1.7
  - Lesson 01 - What energy changes happen during reactions? Lesson Plan Lesson Title
    - Energy is conserved in chemical reactions. The amount of energy in the universe at the end of a chemical reaction is the same as before the reaction takes place.
      - Suggested Activity:
        Investigating the energy change of reactions
        Equipment Required:
        Collins C5.1
        polystyrene cups lids
        thermometers
        250ml beakers, spatulas
        25ml cylinders
        zinc powder 1M copper sulphate sol
        magnesium powder 1M sulfuric acid
        Citric acid crystals 1M sodium hydrogen carbonate soln
        Sodium carbonate powder 1M ethanoic acid.
        DEMO
        10g ammonium chloride
        20g Barium hydroxide
        Piece of thin wood
        water dispenser
        datalogger temp probe
    - If a reaction transfers energy to the surroundings the product molecules must have less energy than the reactants, by the amount transferred.
    - An exothermic reaction is one that transfers energy to the surroundings so the temperature of the surroundings increases.
    - Exothermic reactions include combustion, many oxidation reactions and neutralisation.
    - Everyday uses of exothermic reactions include self-heating cans and hand warmers.
    - An endothermic reaction is one that takes in energy from the surroundings so the temperature of the surroundings decreases.
    - Endothermic reactions include thermal decompositions and the reaction of citric acid and sodium hydrogencarbonate. Some sports injury packs are based on endothermic reactions.
    - Some sports injury packs are based on endothermic reactions.
    - Students should be able to distinguish between exothermic and endothermic reactions on the basis of the temperature change of the surroundings
    - Students should be able to evaluate uses and applications of exothermic and endothermic reactions given appropriate information.
    - Limited to measurement of temperature change. Calculation of energy changes or ?H is not required.
  - Lesson 02 - What is a reaction pathway? Lesson Plan Lesson Title
    - Chemical reactions can occur only when reacting particles collide with each other and with sufficient energy.
      - Suggested Activity:
        Plan Required Practical for Energy Changes
        Equipment Required:
        Practical planning sheets
        Temperature changes required practical
    - The minimum amount of energy that particles must have to react is called the activation energy.
    - Reaction profiles can be used to show the relative energies of reactants and products, the activation energy and the overall energy change of a reaction.
    - Students should be able to draw simple reaction profiles (energy level diagrams) for exothermic and endothermic reactions showing the relative energies of reactants and products, the activation energy and the overall energy change, with a curved line to show the energy as the reaction proceeds
    - Students should be able to use reaction profiles to identify reactions as exothermic or endothermic
    - Students should be able to explain that the activation energy is the energy needed for a reaction to occur.
    - During a chemical reaction energy must be supplied to break bonds in the reactants
      and energy is released when bonds in the products are formed.
    - The energy needed to break bonds and the energy released when bonds are formed can be calculated from bond energies.
    - The difference between the sum of the energy needed to break bonds in the reactants and the sum of the energy released when bonds in the products are formed is the overall energy change of the reaction.
    - In an exothermic reaction, the energy released from forming new bonds is greater than the energy needed to break existing bonds.
    - In an endothermic reaction, the energy needed to break existing bonds is greater than the energy released from forming new bonds.
    - Students should be able to calculate the energy transferred in chemical reactions using bond energies supplied.
  - Lesson 03 - Required Practical - Temperature change in a reaction Lesson Plan Lesson Title
    - Required practical 4 - temperature change in reactions (AT skills 1,3,5,6)
  - Lesson 04 - How are batteries and fuel cells able to store energy? Lesson Plan Lesson Title
    - Cells contain chemicals which react to produce electricity.
    - The voltage produced by a cell is dependent upon a number of factors including the type of electrode and electrolyte.
    - A simple cell can be made by connecting two different metals in contact with an electrolyte.
    - Batteries consist of two or more cells connected together in series to provide a greater voltage.
    - In non-rechargeable cells and batteries the chemical reactions stop when one of the reactants has been used up. Alkaline batteries are non-rechargeable.
      - Suggested Activity:
        Students handle hydrogen powered cars
        Equipment Required:
        hydrogen powered cars - charged up!
    - Rechargeable cells and batteries can be recharged because the chemical reactions are reversed when an external electrical current is supplied.
    - Students should be able to interpret data for relative reactivity of different metals and evaluate the use of cells.
    - Students do not need to know details of cells and batteries other than those specified.
    - Fuel cells are supplied by an external source of fuel (eg hydrogen) and oxygen or air. The fuel is oxidised electrochemically within the fuel cell to produce a potential difference.
    - The overall reaction in a hydrogen fuel cell involves the oxidation of hydrogen to produce water.
    - Hydrogen fuel cells offer a potential alternative to rechargeable cells and batteries.
    - Students should be able to evaluate the use of hydrogen fuel cells in comparison with rechargeable cells and batteries
    - Students should be able to write the half equations for the electrode reactions in the hydrogen fuel cell. (HT only)
  - Lesson 05 - How does electrolysis split compounds? Lesson Plan Lesson Title
    - When an ionic compound is melted or dissolved in water, the ions are free to move about within the liquid or solution. These liquids and solutions are able to conduct electricity and are called electrolytes.
    - (HT only) Write balanced half equations and ionic equations where appropriate.
    - Passing an electric current through electrolytes causes the ions to move to the electrodes. Positively charged ions move to the negative electrode (the cathode), and negatively charged ions move to the positive electrode (the anode). Ions are discharged at the electrodes producing elements. This process is called electrolysis.
      - Suggested Activity:
        Class practical:
        electrolysis of copper sulfate
        Equipment Required:
        Beaker 250ml
        Graphite electrodes
        wooden separators
        DC power supply (6 volt)
        Light bulb 6 volt
        Leads croc/plug
        1M copper sulphate soln
    - (HT only) Throughout Section 4.4.3 Higher Tier students should be able to write half equations for the reactions occurring at the electrodes during electrolysis, and may be required to complete and balance supplied half equations. (MS)
    - When a simple ionic compound (eg lead bromide) is electrolysed in the molten state using inert electrodes, the metal (lead) is produced at the cathode and the non-metal (bromine) is produced at the anode.
    - Students should be able to predict the products of the electrolysis of binary ionic compounds in the molten state.
    - (HT only) students should be able to write half equations for the reactions occurring at the electrodes during electrolysis, and may be required to complete and balance supplied half equations for this process . (MS)
    - During electrolysis, at the cathode (negative electrode), positively charged ions gain electrons and so the reactions are reductions.
    - At the anode (positive electrode), negatively charged ions lose electrons and so the reactions are oxidation reactions.
    - Reactions at electrodes can be represented by half equations, for example:
      2H 2e- ? H2
      and
      4OH- ? O2 2H2O 4e-
      or
      4OH- 4e- ? O 2H2O
  - Lesson 06 - How are metals like aluminium extracted from their ores? Lesson Plan Lesson Title
    - Metals can be extracted from molten compounds using electrolysis. Electrolysis is used if the metal is too reactive to be extracted by reduction with carbon or if the metal reacts with carbon.
      - Suggested Activity:
        Demo:
        electrolysis of molten lead bromide
        http://www.rsc.org/learn-chemistry/resource/res00001725/electrolysing-molten-lead-ii-bromide?cmpid=CMP00005239
        Equipment Required:
        Access to a fume cupboard DEMO,
        Lead bromide
        Bunsen burner
        tripod
        gauze
        THINGS BELOW IN BRACKETS ARE IN CHEMICAL CUPBOARD IN TRAY L
        (Porcelain crucible,
        2x
        Graphite rod electrodes, about 15 cm long,
        Rubber bung with two holes about 1 cm apart to fit the graphite rods)
        DC power supply 12 V
        Ammeter, 0-5 A, ideally a large
        demonstration model
        Leads croc/plugs x2
    - Large amounts of energy are used in the extraction process to melt the compounds and to produce the electrical current.
    - Aluminium is manufactured by the electrolysis of a molten mixture of aluminium oxide and cryolite using carbon as the positive electrode (anode).
    - Students should be able to explain why a mixture is used as the electrolyte
    - Students should be able to explain why the positive electrode must be continually replaced.
    - (HT only) students should be able to write half equations for the reactions occurring at the electrodes during electrolysis, and may be required to complete and balance supplied half equations for this process . (MS)
  - Lesson 07 - What products will be created at the electrodes during electrolysis? Lesson Plan Lesson Title
    - The ions discharged when an aqueous solution is electrolysed using inert electrodes depend on the relative reactivity of the elements involved.
    - At the negative electrode (cathode), hydrogen is produced if the metal is more reactive than hydrogen.
    - At the positive electrode (anode), oxygen is produced unless the solution contains halide ions when the halogen is produced.
    - This happens because in the aqueous solution water molecules break down producing hydrogen ions and hydroxide ions that are discharged.
      - Suggested Activity:
        Demo:
        Rainbow electrolysis
        http://www.rsc.org/learn-chemistry/resource/res00000735/colourful-electrolysis?cmpid=CMP00004981
        Equipment Required:
        U-shaped tube
        Clamp and clamp stand
        Carbon electrodes 2
        Plug/croc leads
        Power pack (low voltage, d.c.)
        Beaker (100 cm3)
        salty water
        Universal indicator soln
    - Students should be able to predict the products of the electrolysis of aqueous solutions containing a single ionic compound.
      - Suggested Activity:
        Class:
        Electrolysis of NaCl to identify unexpected products
        Equipment Required:
        Clamp and clamp stand
        Carbon electrodes and electrode holders, 2 of each (Note 3)
        Electrical leads, 2
        Power pack (low voltage, d.c.)
        Beaker (100 cm3)
        Spatula
        Stirring rod
        NaCl solution
    - (HT only) students should be able to write half equations for the reactions occurring at the electrodes during electrolysis, and may be required to complete and balance supplied half equations for this process . (MS)
  - Lesson 08 - Required practical 3 - Electrolysis Lesson Plan Lesson Title
    - Required practical 3 - electrolysis (developing hypothesis) (AT skills 3,7,8)
      - Suggested Activity:
        RP Electrolysis plan and carry out
        Equipment Required:
        RP 3 Electrolysis
        0.5M copper sulphate soln
        0.5M sodium chloride soln
        0.5M copper chloride soln
        0.5M sodium sulphate soln
        carbon electrodes holders
        beakers
        power packs
        plug/croc leads
        Blue litmus paper
        forceps
        MAYBE SET UP 4 OF EACH CHEM READY IN BEAKERS WITH ELECTRODES(rather than 60 beakers)