5th 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
    - The intermolecular forces increase with the size of the molecules, so larger molecules have higher melting and boiling points.
    - Substances that consist of small molecules are usually gases or liquids that have relatively low melting points and boiling points.
      - Suggested Activity:
        Students observe samples of simple molecules to deduce their properties and their structure / bonding.
        Equipment Required:
        beakers with test tubes filled with
        - water
        - Carbon dioxide
        - hydrogen chloride
        - ammonia
        - methane
        - oxygen
        
        take tubes from solids, liquids and gasses tray, minus the sand tubes
    - Students must be able to recall the chemical formula and draw the covalent bonding for: water, methane, carbon dioxide and ammonia.
    - These substances have only weak forces between the molecules (intermolecular forces).
    - These substances do not conduct electricity because the molecules do not have an overall electric charge.
    - It is these intermolecular forces that are overcome, not the covalent bonds, when the substance melts or boils.
    - Students should be able to use the idea that intermolecular forces are weak compared with covalent bonds to explain the bulk properties of molecular substances.
  - Lesson 04 - Why are giant covalent structures useful? Lesson Plan Lesson Title
    - Students should be able to explain the properties of diamond in terms of its structure and bonding.
    - Metals have giant structures of atoms with strong metallic bonding. This means that most metals have high melting and boiling points.
      - Suggested Activity:
        Create models of metallic structures.
        Use copper wire and silver nitrate solution to grow silver crystals.
        Practical: Metals and insulators electrical conduction.
        Video clips:
        BBC Bitesize The atomic structure of metals
        
        YouTube: What are metallic bonds?
        Equipment Required:
        Examples of metals and insulators.
        Electricity trolley
        leads with crocodille clips.
    - In graphite, each carbon atom forms three covalent bonds with three other carbon atoms, forming layers of hexagonal rings which have no covalent bonds between the layers.
    - In graphite, one electron from each carbon atom is delocalised.
    - These bonds must be overcome to melt or boil these substances.
    - Students should be able to explain the properties of graphite in terms of its structure and bonding.
    - Students should know that graphite is similar to metals in that it has delocalised electrons.
    - Graphene is a single layer of graphite and has properties that make it useful in electronics and composites.
    - Carbon nanotubes are cylindrical fullerenes with very high length to diameter ratios. Their properties make them useful for nanotechnology, electronics and materials.
    - Students should be able to explain the properties of graphene in terms of its structure and bonding.
    - Students should be able to recognise graphene and fullerenes from diagrams and descriptions of their bonding and structure
    - Fullerenes are molecules of carbon atoms with hollow shapes. The structure of fullerenes is based on hexagonal rings of carbon atoms but they may also contain rings with five or seven carbon atoms.
    - Students should be able to give examples of the uses of fullerenes, including carbon nanotubes.
  - Lesson 05 - What are fullerenes? Lesson Plan Lesson Title
    - Substances that consist of giant covalent structures are solids with very high melting points.
      - Suggested Activity:
        Jigsaw research the four different types of covalent structure.
        Compare ready made 3D examples of giant covalent structures.
        EW: Why is a split ring commutator made out of Graphite.
        GF: Why would Fullerenes be used in drug delivery rather than graphite?
    - In diamond, each carbon atom forms four covalent bonds with other carbon atoms in a giant covalent structure, so diamond is very hard, has a very high melting point and does not conduct electricity.
    - All of the atoms in these structures are linked to other atoms by strong covalent bonds.
    - Diamond and graphite (forms of carbon) and silicon dioxide (silica) are examples of giant covalent structures.
    - Students should be able to recognise giant covalent structures from diagrams showing their bonding and structure.
    - The first fullerene to be discovered was Buckminsterfullerene (C60) which has a spherical shape.
  - Lesson 06 - What is nanoscience? Lesson Plan Lesson Title
    - Nanoscience refers to structures that are 1?100 nm in size, of the order of a few hundred atoms.
      - Suggested Activity:
        Extended writing: describe the history of nanoscience
        Video clip
        YouTube: What is nanoscience?
        https://www.youtube.com/watch?v=0U2hyQ1dyoU
        
        Extended writing: link the uses of nanoparticles to their properties.
        
        Extended writing: evaluate the use of nanoparticles in applications, eg sun cream.
        
        Research uses and properties of nanoparticles.
        
        https://www.youtube.com/watch?v=nYEmiQCr3JU
    - Nanoparticles, are smaller than fine particles (PM2.5), which have diameters between 100 and 2500 nm (1 x 10-7 m and 2.5 x 10-6 m).
    - Coarse particles (PM10) have diameters between 1 x 10-5 m and 2.5 x 10-6 m. Coarse particles are often referred to as dust.
    - (MS) Students should be able to make order of magnitude calculations.
    - As the side of cube decreases by a factor of 10 the surface area to volume ratio increases by a factor of 10.
    - Nanoparticles may have properties different from those for the same materials in bulk because of their high surface area to volume ratio. It may also mean that smaller quantities are needed to be effective than for materials with normal particle sizes.
    - Students should be able to compare ?nano? dimensions to typical dimensions of atoms and molecules.
    - Students should be able to calculate areas of triangles and rectangles, surface areas and volumes of cubes.
    - Nanoparticles have many applications in medicine, in electronics, in cosmetics and sun creams, as deodorants, and as catalysts. New applications for nanoparticulate materials are an important area of research.
    - Students should consider advantages and disadvantages of the applications of these nanoparticulate materials, but do not need to know specific examples or properties other than those specified.
    - Students should be able to given appropriate information, evaluate the use of nanoparticles for a specified purpose
      - Suggested Activity:
        Investigate the effectiveness of nanoparticles in nappies. To prove that increasing mass affects how much water it can hold.
        Equipment Required:
        small balances
        weighing boats
        250mL beakers
        glass stirring rods
        distilled water bottles
        cut up nappies
        spatulas
    - Students should be able to explain that there are possible risks associated with the use of nanoparticles.
  - Lesson 07 - What are polymers? Lesson Plan Lesson Title
    - Polymers are very large molecules.
      - Suggested Activity:
        Molymods
        create different examples of polymers eg; polyethene
        Equipment Required:
        molymods
    - For example: ethane diol and hexanedioic acid polymerise to produce a polyester.
      - Suggested Activity:
        Dissolve polystyrene chunks into acetone
        Equipment Required:
        Large glass bowl
        Acetone
        Polystyrene cups
        Glass stirring rod
        Forceps
    - The atoms in the polymer molecules are linked to other atoms by strong covalent bonds.
    - Alkenes can be used to make polymers such as poly(ethene) and poly(propene) by addition polymerisation. Use models to represent addition polymerisation.
      - Suggested Activity:
        Making bouncy balls or slime
        Equipment Required:
        equipment for making slime
    - The intermolecular forces between polymer molecules are relatively strong and so these substances are solids at room temperature.
    - In addition polymerisation reactions, many small molecules (monomers) join together to form very large molecules (polymers).
    - Students should be able to recognise polymers from diagrams showing their bonding and structure.
    - For example (displayed formula showing ethene monomer becoming poly(ethene)).
    - In addition polymers the repeating unit has the same atoms as the monomer because no other molecule is formed in the reaction.
    - Students should be able to recognise addition polymers and monomers from diagrams in the forms shown and from the presence of the functional group C=C in the monomers
    - Students should be able to draw diagrams to represent the formation of a polymer from a given alkene monomer
    - Students should be able to relate the repeating unit to the monomer.
  - Lesson 08 - What are condensation polymers? Lesson Plan Lesson Title
    - When these types of monomers react they join together, usually losing small molecules such as water, and so the reactions are called condensation reactions. Use models to represent condensation polymerisation.
      - Suggested Activity:
        Molymods creating the most basic condensation polymer.
        GF: Create your own example of a condensation polymer.
    - The simplest polymers are produced from two different monomers with two of the same functional groups on each monomer.
    - Students should be able to explain the basic principles of condensation polymerisation by reference to the functional groups in the monomers and the repeating units in the polymers.
    - Condensation polymerisation involves monomers with two functional groups.
  - Lesson 09 - How are DNA and polymers linked? Lesson Plan Lesson Title
    - Students should be able to name the types of monomers from which these naturally occurring polymers are made. (HT only)
    - Amino acids have two different functional groups in a molecule. Amino acids react by condensation polymerisation to produce polypeptides. (HT only)
      - Suggested Activity:
        Molymods
        to create examples of polypeptides
        Equipment Required:
        extraction of DNA from fruit
        http://thenode.biologists.com/wp-content/uploads/2013/12/Outreach-activity-DNA-extraction-from-kiwi-fruit.pdf
    - For example: glycine is H NCH COOH and polymerises to produce the polypeptide (-HNCH2COO-) and n H2O.
      (HT only)
    - Different amino acids can be combined in the same chain to produce proteins. (HT only)
    - DNA (deoxyribonucleic acid) is a large molecule essential for life. DNA encodes genetic instructions for the development and functioning of living organisms and viruses. (HT only)
    - Most DNA molecules are two polymer chains, made from four different monomers called nucleotides, in the form of a double helix. (HT only)
    - Other naturally occurring polymers important for life include proteins, starch and cellulose. (HT only)
- 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)
C2
- C2.1
 - Lesson 01 - How can we measure the rate of a chemical reaction? Lesson Plan Lesson Title
 - The rate of a chemical reaction can be found by measuring the quantity of a reactant used or the quantity of product formed over time: mean rate of reaction = quantity of reactant used / time taken OR mean rate of reaction = quantity of product formed / time taken
 - Suggested Activity:
 Demo - iodine clock reaction with 5 student helpers
 time how long to react.
 sketch/plot a graph of results to work out rate from graph or calculate direct from results
 Equipment Required:
 RSC iodine clock demo (in your chem book)
 - The quantity of reactant or product can be measured by the mass in grams or by a volume in cm3.
 - Suggested Activity:
 Focus on gas collection (RP skills)
 
 React CaCO3 with dilute HCl and measure the volume of CO2 evolved against time. IV - number of marble chips or volume of acid.
 
 Calculate rate by mass of chips / time taken or volume or gas / time taken.
 
 Record the results and plot a graph of results of volume of gas against time.
 Equipment Required:
 Class set
 Marble Chips
 2M, 1.5M, 1M, 0.5M, 0.25M HCl
 Conical flasks
 Gas syringes
 Balances
 Sieve
 - The units of rate of reaction may be given as g/s or cm3/s.
 - Suggested Activity:
 Explain what is meant by the units:
 • g/s
 • cm3/s
 • mol/s.
 - Students are also required to use quantity of reactants in terms of moles and units for rate of reaction in mol/s. (HT only)
 - Suggested Activity:
 Extended writing: write instructions to another student how to calculate the mean rate of reaction.
 - Students should be able to calculate the mean rate of a reaction from given information about the quantity of a reactant used or the quantity of a product formed and the time taken
 - Students should be able to draw, and interpret, graphs showing the quantity of product formed or quantity of reactant used up against time
 - Suggested Activity:
 Analyse graphical data on ppt to identify and explain
 ie:
 •initially rate is fast
 •slows down
 •reaction completion
 
 Go further: complete the measuring rate of reaction worksheet.
 - Students should be able to draw tangents to the curves on these graphs and use the slope of the tangent as a measure of the rate of reaction
 - Students should be able to (HT only) calculate the gradient of a tangent to the curve on these graphs as a measure of rate of reaction at a specific time.
 - Suggested Activity:
 Get students to calculate the gradient from graphs they have analysed using tangents.
 - Lesson 02 - How do temperature and pressure affect the rate of a chemical reaction? Lesson Plan Lesson Title
 - Collision theory explains how various factors affect rates of reactions. According to this theory, chemical reactions can occur only when reacting particles collide with each other and with sufficient energy.
 - Suggested Activity:
 use the fluffy balls to represent particles in reactions with changing factors. e.g higher/lower concentrations
 Equipment Required:
 fluffy balls
 - Factors which affect the rates of chemical reactions include: the concentrations of reactants in solution, the pressure of reacting gases, the surface area of solid reactants, the temperature and the presence of catalysts.
 - Suggested Activity:
 Circus of mini practicals measuring the rate of reaction. Students record their results in the table (shared area).
 
 Go further: In terms of rates of reaction explain why grass needs to be cut more often in the summer months. You should include any relevant chemical equations.
 Equipment Required:
 Station 1: marble chips and acid, conical flask with gas syringe, different concentration of HCl, small measuring cylinders.
 jewellery balance
 sieve
 
 Station 2: marble chips and acid with delivery tube water bath set up, varying particle size of marble chips, measuring cylinders.
 jewellery balances
 sieve
 
 Station 3: mini scale sodium thiosulfate reaction with different temperature reactant (room temp, ice and water bath), measuring cylinders.
 
 Station 4: pieces of magnesium, 1 M hydrochloric acid, conical flask and gas syringe, measuring cylinders.
 - The minimum amount of energy that particles must have to react is called the activation energy.
 - Increasing the temperature increases the frequency of collisions and makes the collisions more energetic, and so increases the rate of reaction.
 - The minimum amount of energy that particles must have to react is called the activation energy.
 - Students should be able to recall how changing the pressure of reacting gases affects the rate of chemical reactions.
 - Students should be able to recall how changing the temperature affects the rate of chemical reactions.
 - Lesson 03 - How do surface area and concentration affect the rate of a chemical reaction? Lesson Plan Lesson Title
 - Students should be able to predict and explain the effects of changes in the size of pieces of a reacting solid in terms of surface area to volume ratio
 - Suggested Activity:
 Investigate particle size impact on rate of reaction. Collecting gas using water troughs. Calculate rate using 1 / time taken.
 Equipment Required:
 3cm magnesium ribbon pieces
 Mg powder
 1M hcl
 conical flasks
 delivery tubes
 troughs
 measuring cylinders
 stopclocks
 spatulas
 - Increasing the concentration increases the frequency of collisions and makes the collisions and so increases the rate of reaction.
 - Students should be able to recall how changing the concentrations of reactants in solution affects the rate of chemical reactions.
 - Suggested Activity:
 Go further: create summary diagrams to explain these effects without using any words.
 - Increasing the concentration of reactants in solution, the pressure of reacting gases, and the surface area of solid reactants increases the frequency of collisions and so increases the rate of reaction.
 - Students should be able to use simple ideas about proportionality when using collision theory to explain the effect of a factor on the rate of a reaction.
 - Suggested Activity:
 Extended writing: Use collision theory to explain the change in rate of reaction in terms of particle behaviour for:
 
 • Concentration
 • Pressure
 • Surface area
 • Temperature
 • Catalyst.
 - Students should be able to predict and explain using collision theory the effects of changing conditions of concentration, pressure and temperature on the rate of a reaction
 - Students should be able to recall how changing the surface area of solid reactants affects the rate of chemical reactions.
 - Lesson 04 - Why are catalysts often used in chemical reactions? Lesson Plan Lesson Title
 - Catalysts change the rate of chemical reactions but are not used up during the reaction. Different reactions need different catalysts.
 - Suggested Activity:
 demo:
 Elephants toothpaste
 Equipment Required:
 elephants toothpaste in large measuring cylinder and tray
 - Enzymes act as catalysts in biological systems.
 - Suggested Activity:
 Find out which is the best catalyst at decomposing hydrogen peroxide
 Equipment Required:
 per group:
 75 cm3 of 10 volume hydrogen peroxide solution. - About 0.5 g of powdered manganese(IV) oxide (manganese dioxide, MnO2). - About 0.5 g of lead(IV) oxide (lead dioxide, PbO2). - About 0.5 g of iron(III) oxide (red iron oxide, Fe2O3). - A small piece (about 1 cm3) of potato. - A small piece (about 1 cm3) of liver.
 washing up liquid in small beaker with pipette
 stop clock
 50ml cylinders
 - Catalysts increase the rate of reaction by providing a different pathway for the reaction that has a lower activation energy.
 
 * An opportunity to investigate the catalytic effect of adding different metal salts to a reaction such as the decomposition of hydrogen peroxide.
 - A reaction profile for a catalysed reaction can be drawn in the following form: (energy level diagram with reduced Ea with catalyst)
 - Suggested Activity:
 Students draw their predicted reaction profiles for with and without a catalyst -> evaluate and correct.
 - Students should be able to identify catalysts in reactions from their effect on the rate of reaction and because they are not included in the chemical equation for the reaction.
 - Students should be able to explain catalytic action in terms of activation energy.
 - Students do not need to know the names of catalysts other than those specified in the subject content.
 - Suggested Activity:
 Why are catalysts used in industry?
 
 Go further: You are in charge of a factory producing a chemical. Which factor would you change to increase the rate of reaction? Why?
 - Students should be able to recall how the presence of a catalyst affects the rate of chemical reactions.
 - Lesson 05 - What are reversible reactions? Lesson Plan Lesson Title
 - Students should be able to plan, complete and analyse a practical to measure how changing the concentration affects the rate of reaction.
 - Suggested Activity:
 Required practical 5:
 Investigate how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced and a method involving a change in colour or turbidity. Calculate rate using 1 / time taken.
 Equipment Required:
 Class set:
 
 Magnesium ribbon cut to 1cm in length.
 2M, 1.5M, 1.0M, 1.5M, 0.5M, 0.25M hydrochloric acid
 Conical flasks
 Gas syringes
 Stopclocks
 50ml measuring cylinders
 - Required practical 5 - rates of reaction (developing a hypothesis) (AT skills 1,3,5,6)
 - Lesson 06 - What is dynamic equilibrium? Lesson Plan Lesson Title
 - In some chemical reactions, the products of the reaction can react to produce the original reactants.
 - Suggested Activity:
 Show the reversible reaction symbol - what does this mean?
 - Such reactions are called reversible reactions and are represented: A B (reversible arrow) C D
 - For example: ammonium chloride (heat - reversible arrow - cool) ammonia hydrogen chloride.
 - Suggested Activity:
 Demo 1:
 ammonium chloride is a white solid that breaks down into ammonia and hydrogen
 chloride gases when heated, leave to cool to see reverse reaction.
 Equipment Required:
 demo 1:
 ammonium chloride in boiling tube with mineral wool in the top
 - If a reversible reaction is exothermic in one direction, it is endothermic in the opposite direction.
 - Suggested Activity:
 Demo 2:
 heat hydrous copper sulfate and then leave to cool/add water to show reverse reaction.
 Equipment Required:
 Demo 2:
 boiling tube of hydrous copper sulfate, distilled water.
 - In a reversible reaction the same amount of energy is transferred in each case. For example: hydrated copper sulfate [blue] (endothermic - reversible arrow - exothermic) anhydrous copper sulfate [white] water.
 - Suggested Activity:
 Show energy change sketch graphs for exothermic and endothermic reactions to help explain.
 - The direction of reversible reactions can be changed by changing the conditions.
 - Suggested Activity:
 Give several examples of reactions and ask students what will happen when temperature, concentration and pressure are changed.
 
 Go further: Students are to write their own exam question based on the learning in the topic. Must include a mark scheme on the other side. Swap with another student -> answer -> hand back and peer assess.
 - Lesson 07 - How can equilibrium be affected? Lesson Plan Lesson Title
 - If the temperature of a system at equilibrium is increased:
 - the relative amount of products at equilibrium increases for an endothermic reaction
 - the relative amount of products at equilibrium decreases for an exothermic reaction.
 - Suggested Activity:
 Demo 1:
 The equilibrium of the cobalt chloride–water system;
 temperature. Observe colour of reaction at different temperatures (20,30,40 degrees)
 Equipment Required:
 class practical: -TECH notes- see chemistry folder C6.10 to make up solutions of coblat (II) chloride solutions.
 three test tubes labelled A, B and C each set to "turn" at the required temperatures for each group of students.
 water baths set up at 20, 30 and 40 degrees.
 - If the temperature of a system at equilibrium is decreased:
 - the relative amount of products at equilibrium decreases for an endothermic reaction
 - the relative amount of products at equilibrium increases for an exothermic reaction.
 - Suggested Activity:
 demo of co
 - Students should be able to interpret appropriate given data to predict the effect of a change in temperature on given reactions at equilibrium.
 - When a reversible reaction occurs in apparatus which prevents the escape of reactants and products, equilibrium is reached when the forward and reverse reactions occur at exactly the same rate.
 - Suggested Activity:
 Watch https://www.youtube.com/watch?v=dUMmoPdwBy4
 - For gaseous reactions at equilibrium:
 ? an increase in pressure causes the equilibrium position to shift towards the side with the smaller number of molecules as shown by the symbol equation for that reaction
 ? a decrease in pressure causes the equilibrium position to shift towards the side with the larger number of molecules as shown by the symbol equation for that reaction.
 - Students should be able to interpret appropriate given data to predict the effect of pressure changes on given reactions at equilibrium.
 - Suggested Activity:
 Go Further: complete the Haber process worksheet.
 - The relative amounts of all the reactants and products at equilibrium depend on the conditions of the reaction.
 - Suggested Activity:
 Ask students what happens when a bottle of coke is opened -> bubbles fizz out -> why? Affect of pressure on carbonic acid reversible reactions.
 - If a system is at equilibrium and a change is made to any of the conditions, then the system responds to counteract the change.
 - Suggested Activity:
 Watch the two videos and annotate the snap shots (hand outs - video 1 and video 2 in shared folder):
 
 https://www.youtube.com/watch?v=7zuUV455zFs
 
 https://www.youtube.com/watch?v=XhQ02egUs5Y
 
 Go further: Write the correct sentences for the sentence exerts (shared area).
 - The effects of changing conditions on a system at equilibrium can be predicted using Le Chatelier's Principle.
 - Students should be able to make qualitative predictions about the effect of changes on systems at equilibrium when given appropriate information.
 - Suggested Activity:
 Complete dynamic equilibrium worksheet.
 - If the concentration of one of the reactants or products is changed, the system is no longer at equilibrium and the concentrations of all the substances will change until equilibrium is reached again.
 - If the concentration of a reactant is increased, more products will be formed until equilibrium is reached again.
 - If the concentration of a product is decreased, more reactants will react until equilibrium is reached again.
 - Students should be able to interpret appropriate given data to predict the effect of a change in concentration of a reactant or product on given reactions at equilibrium.
 - Lesson 08 - What is the Haber Process? Lesson Plan Lesson Title
 - The Haber process is used to manufacture ammonia, which can be
 used to produce nitrogen-based fertilisers.
 - Some of the hydrogen and nitrogen reacts to form
 ammonia.
 - The reaction is reversible so some of the ammonia
 produced breaks down into nitrogen and hydrogen: nitrogen hydrogen --> <-- ammonia
 - ? explain how the commercially used conditions for the Haber process are related to the availability and cost of raw materials and energy supplies, control of equilibrium position and rate
 - On cooling, the ammonia liquefies and is removed. The remaining
 hydrogen and nitrogen are recycled.
 - MS 1a
 Recognise and use
 expressions in decimal form.
 MS 1c
 Use ratios, fractions and
 percentages.
 - ? apply the principles of dynamic equilibrium in
 Reversible reactions and dynamic equilibrium to the Haber process
 - ? explain the trade-off between rate of production and position of equilibrium
 - The raw materials for the Haber process are nitrogen and hydrogen
 - Students should be able to recall a source for the nitrogen and a source for the hydrogen used in the Haber process
 - The purified gases are passed over a catalyst of iron at a high
 temperature (about 450?C) and a high pressure (about 200
 atmospheres).
- C2.2
 - Lesson 01 - What is crude oil? Lesson Plan Lesson Title
 - Crude oil is a finite resource found in rocks. Crude oil is the remains of an ancient biomass consisting mainly of plankton that was buried in mud.
 - Crude oil is a mixture of a very large number of compounds.
 - Most of the compounds in crude oil are hydrocarbons, which are molecules made up of hydrogen and carbon atoms only.
 - Most of the hydrocarbons in crude oil are hydrocarbons called alkanes. The general formula for the homologous series of alkanes is CnH2n+2
 - The first four members of the alkanes are methane, ethane, propane and butane.
 - Suggested Activity:
 Teach - Monkey's Eat Peanut Butter as recall for naming hydrocarbons
 - Alkane molecules can be represented in the following forms: C2H6 or displayed formula.
 - Suggested Activity:
 Students deduce the general formula by modelling hydrocarbons
 Equipment Required:
 molymods
 - Students should be able to recognise substances as alkanes given their formulae in these forms.
 - Suggested Activity:
 Create a table with the name, symbol, diagram for the first four hydrocarbons
 
 GF: suggest what the naming would be for other larger hydrocabons
 - Students do not need to know the names of specific alkanes other than methane, ethane, propane and butane.
 - Suggested Activity:
 Plenary quiz showing the structure, symbols and students have to name
 - Lesson 02 - How can we seperate crude oil into useful fractions? Lesson Plan Lesson Title
 - The many hydrocarbons in crude oil may be separated into fractions, each of which contains molecules with a similar number of carbon atoms, by fractional distillation.
 - Suggested Activity:
 Demo:
 1. Distillation of ethanol and water.
 2. Fractional distillation of crude oil
 
 Class activity:
 Model distillation of pupils using their heights to represent carbon chain length.
 Equipment Required:
 Crude oil demo - Fractional distillation
 - The fractions can be processed to produce fuels and feedstock for the petrochemical industry.
 - Suggested Activity:
 show a range of images of products made from hydrocarbons (plastics, Vaseline, bitumen, jet fuel, black seagulls (red heron) make up.
 
 Ask students to consider how their lives would be different if we didn't have access to crude oil
 - Many of the fuels on which we depend for our modern lifestyle, such as petrol, diesel oil, kerosene, heavy fuel oil and liquefied petroleum gases, are produced from crude oil.
 - Many useful materials on which modern life depends are produced by the petrochemical industry, such as solvents, lubricants, polymers, detergents.
 - The vast array of natural and synthetic carbon compounds occur due to the ability of carbon atoms to form families of similar compounds.
 - Suggested Activity:
 GF: Compare the process of forming different polymers from crude oil similar to proteins synthesis.
 - Students should be able to explain how fractional distillation works in terms of evaporation and condensation.
 - Suggested Activity:
 EW: Use a flow map to plan and then "Explain how crude oil is separated."
 - Knowledge of the names of other specific fractions or fuels is not required.
 - Some properties of hydrocarbons depend on the size of their molecules, including boiling point, viscosity and flammability. These properties influence how hydrocarbons are used as fuels. (WS) Investigate the properties of different hydrocarbons.
 - Students should be able to recall how boiling point, viscosity and flammability change with increasing molecular size.
 - Suggested Activity:
 EW: Describe how the properties of hydrocarbons changes as their carbon chain length increases
 - Lesson 03 - What is a combustion reaction? Lesson Plan Lesson Title
 - The complete combustion of a hydrocarbon produces carbon dioxide and water.
 - Suggested Activity:
 Stretch - Recall the products of combustion reaction using images to prompt students.
 Challenge -
 write and balance the symbol equation for the combustion reaction for methane
 - Students should be able to write balanced equations for the complete combustion of hydrocarbons with a given formula.
 - Suggested Activity:
 Teach/Remind students that combustion reactions are examples of oxidation reactions
 - During combustion, the carbon and hydrogen in the fuels are oxidised.
 - The combustion of hydrocarbon fuels releases energy.
 - Suggested Activity:
 Think > pair > share
 why are combustion reactions useful?
 - Knowledge of trends in properties of hydrocarbons is limited to: ? boiling points, ? viscosity, ? flammability.
 - Suggested Activity:
 Investigating the flammability (how easy is it to ignite and cleanness of flame) and viscosity of different hydrocarbons (timing how long it takes to drip down the tile)
 
 Students should identify the IV and DV and describe the control of the CV.
 Evaluate the quality of your data
 Equipment Required:
 white tiles
 samples of hydrocabons
 small metal tubs (mineral wool)
 pipettes
 splints
 timers
 - Lesson 04 - What is cracking and why is it done? Lesson Plan Lesson Title
 - Hydrocarbons can be broken down (cracked) to produce smaller, more useful molecules.
 - Suggested Activity:
 Ask students to recall or work out what the term thermal decomposition means
 - Cracking can be done by various methods including catalytic cracking and steam cracking.
 - Suggested Activity:
 Model the idea of cracking using diagrams and pupil demos
 - Students should be able to describe in general terms the conditions used for catalytic cracking and steam cracking.
 - Suggested Activity:
 Students construct word or symbol equations to show the process of cracking with steam
 - The products of cracking include alkanes and another type of hydrocarbon called alkenes.
 - Suggested Activity:
 demo cracking to show the products formed
 Equipment Required:
 Cracking demo
 - Students should be able to balance chemical equations as examples of cracking given the formulae of the reactants and products.
 - Suggested Activity:
 demo and example of how to complete cracking equations and then give a range for students to complete
 - Alkenes are more reactive than alkanes and react with bromine water, which is used as a test for alkenes.
 - Suggested Activity:
 Teach students that C=C bond in alkenes and that is what makes them different to alkanes
 - Students should be able to recall the colour change when bromine water reacts with an alkene.
 - Suggested Activity:
 Class practical - identifying unknown hydrocarbons using bromine water
 Equipment Required:
 test tubes filled with cyclohexane and cyclohexene labelled A and B.
 Bromine water.
 - There is a high demand for fuels with small molecules and so some of the products of cracking are useful as fuels.
 - Suggested Activity:
 Tidying away task: "Why is cracking so important?"
 Use images to prompt students if necessary
 - Alkenes are used to produce polymers and as starting materials for the production of many other chemicals.
 - Students should be able to give examples to illustrate the usefulness of cracking. They should also be able to explain how modern life depends on the uses of hydrocarbons. (For Combined Science: Trilogy and Synergy students do not need to know the formulae or names of individual alkenes.)
 - Lesson 05 - How do alkenes differ from alkanes? Lesson Plan Lesson Title
 - Alkenes are hydrocarbons with a double carbon-carbon bond.
 - Suggested Activity:
 Stretch - identify if hydrocarbons are alkanes or alkenes using their structural formulas
 Challenge - identify if hydrocarbons are alkanes or alkenes using only their empirical formulas
 - The general formula for the homologous series of alkenes is CnH2n. Recognise substances that are alkenes from their names or from given formulae in these forms.
 - Suggested Activity:
 Ask them to deduce the general formula from the starter activity
 - Alkene molecules are unsaturated because they contain two fewer hydrogen atoms than the alkane with the same number of carbon atoms.
 - Suggested Activity:
 Compare the structures of both and remind them of the reaction with chlorine.
 - Students should be able to describe the reactions and conditions for the addition of water alkenes
 - Suggested Activity:
 Introduce the concept of specific conditions for addition reactions.
 - Students should be able to describe the reactions and conditions for the addition of halogens to alkenes
 - The first four members of the homologous series of alkenes are ethene, propene, butene and pentene.
 - Suggested Activity:
 Apply Monkeys Eat Peanut Butter to the alkenes
 - Alkene molecules can be represented in the following forms: C3H6 or displayed formula
 - Students do not need to know the names of individual alkenes other than ethene, propene, butene and pentene.
 - Suggested Activity:
 Draw the structural and display formula for the first five alkenes.
 - Alkenes are hydrocarbons with the functional group C=C.
 - Suggested Activity:
 Teach what a functional group is and then ask them to identify the functional groups of alkenes, alcohols and carboxylic acids
 - It is the generality of reactions of functional groups that determine the reactions of organic compounds.
 - Alkenes react with oxygen in combustion reactions in the same way as other hydrocarbons, but they tend to burn in air with smoky flames because of incomplete combustion.
 - Alkenes react with hydrogen, water and the halogens, by the addition of atoms across the carbon-carbon double bond so that the double bond becomes a single carbon-carbon bond.
 - Students should be able to describe the reactions and conditions for the addition of hydrogen to alkenes
 - Students should be able to describe the reactions and conditions for the addition of hydrogen to alkenes
 - Students should be able to draw fully displayed structural formulae of the first four members of the alkenes and the products of their addition reactions with hydrogen, water, chlorine, bromine and iodine.
 - Suggested Activity:
 Produce a table that summarises the different reactions of alkenes, it should include their reaction with oxygen, with air, addition hydrogen and halogens. The table should include any critical observations and the products formed.
 Equipment Required:
 teacher demo:
 complete combustion of hydrocarbons - bunsen burnen open burning clean (ethene)
 incomplete combustion - bunsen burner closed or spirit burner with butane/hexane(?) one with a smokey flame.
 class practical:
 16 test tubes with small amount of alkane and 16 with small amount of alkene. 6-8 bottles of bromine water.
 - Lesson 06 - How can alcohols be made? Lesson Plan Lesson Title
 - Alcohols contain the functional group ?OH.
 - Suggested Activity:
 Recall the functional group from alcohols from last lesson
 - Methanol, ethanol, propanol and butanol are the first four members of a homologous series of alcohols. Opportunities when investigating reactions of alcohols.
 - Suggested Activity:
 Apply the naming process Monkey's Eat Peanut Butter to the first four members of the alcohols
 - Alcohols can be represented in the following forms: CH3CH2OH or displayed formula
 - Suggested Activity:
 Deduce the structure of the first four alcohols
 - Students should be able to describe what happens when any of the first four alcohols react with sodium
 - Students should be able to recognise alcohols from their names from given formulae.
 - Students should be able to describe what happens when any of the first four alcohols react with burn in air
 - Suggested Activity:
 Demo the reaction of alcohols with sodium. Students can complete the rest of the practicals themselves constructing a table of the products and observations.
 
 http://www.rsc.org/learn-chemistry/resource/res00000463/the-properties-of-alcohols?cmpid=CMP00005962
 Equipment Required:
 Each group of students will need:
 Test tubes, 2
 Boiling tubes, 2
 Beakers (100 cm3), 2 (Note 2)
 Tin lid
 Wooden splint
 Heat resistant mat
 Bunsen burner
 Boiling tube holder
 Dropping pipette (for water)
 Universal indicator paper (full range, pH 1-14)
 Forceps for sodium
 Filter paper for sodium
 - Students should be able to describe what happens when any of the first four alcohols are added to water
 - Students should be able to recall the main uses of these alcohols.
 - Suggested Activity:
 Tidying away task:
 Identify the main use of alcohols (use images to prompt)
 - Aqueous solutions of ethanol are produced when sugar solutions are fermented using yeast.
 - Students should know the conditions used for fermentation of sugar using yeast.
 - Students do not need to know the names of individual alcohols other than methanol, ethanol, propanol and butanol.
 - Students are not expected to write balanced chemical equations for the reactions of alcohols other than for combustion reactions.
 - Lesson 07 - How are carboxylic acids and esters made and what do they do? Lesson Plan Lesson Title
 - Students should be able to describe what happens when any of the first four alcohols react with an oxidising agent
 - Carboxylic acids have the functional group ?COOH.
 - Suggested Activity:
 show the structural formula of an alcohol and oxygen and ask what the product might look like. students should then identified the functional group.
 - The first four members of a homologous series of carboxylic acids are methanoic acid, ethanoic acid, propanoic acid and butanoic acid. (WS) Opportunies within investigation of the reactions of carboxylic acids.
 - The structures of carboxylic acids can be represented in the following
 forms: CH3COOH or displayed formula
 - Students should be able to recognise carboxylic acids from their names or from given formulae.
 - Suggested Activity:
 apply previous learning to identify the names and the structures of the first four carboxylic acids
 - (HT only) explain why carboxylic acids are weak acids in terms of ionisation and pH (see Strong and weak acids
 - Students should be able to describe what happens when any of the first four carboxylic acids react with carbonates
 - Students should be able to describe what happens when any of the first four carboxylic acids dissolve in water
 - Suggested Activity:
 Reactions of carboxylic acids:
 1. Testing for pH:
 universal indicator or universal indicator paper
 2. Dissolve in solution and re test the pH
 3. React with a metal carbonate and bubble gas through limewater to show products
 Equipment Required:
 1.0M ethanoic acid
 test tubes
 universal indicator
 pipettes
 lime water
 bungs with delivery tubes
 metal carbonates
 - Students do not need to know the names of individual carboxylic acids other than methanoic acid, ethanoic acid, propanoic acid and butanoic acid.
 - Students should be able to describe what happens when any of the first four carboxylic acids react with alcohols.
 - Suggested Activity:
 preparing etsers
 http://www.rsc.org/learn-chemistry/resource/res00001743/making-esters-from-alcohols-and-acids?cmpid=CMP00005257
 Equipment Required:
 http://www.rsc.org/learn-chemistry/resource/res00001743/making-esters-from-alcohols-and-acids?cmpid=CMP00005257
 *please put conc acid in test tube for the lesson*
 
 Each working group will require:
 
 Eye protection
 Glass specimen tubes, 4 (Note 1)
 Plastic dropping pipettes, access to adequate supply
 Beaker (100 cm3 or 250 cm3), (Note 1)
 Test-tubes, 4
 Test-tube rack
 Bunsen burner
 Heat resistant mat
 Tripod and gauze
 Crucible tongs
 - Students are not expected to write balanced chemical equations for the reactions of carboxylic acids.
 - Students do not need to know the names of esters other than ethyl ethanoate.
- C2.3
 - Lesson 01 - How can we identify the purity of a substance? Lesson Plan Lesson Title
 - In chemistry, a pure substance is a single element or compound, not mixed with any other substance.
 - Suggested Activity:
 Design a flow chart assigning elements/compounds/mixtures as pure or impure.
 Why is 'pure' orange juice not pure?
 - A formulation is a mixture that has been designed as a useful product.
 - Suggested Activity:
 Case study: How tablets are made to ensure that the taker receives the correct dose of medication.
 - Pure elements and compounds melt and boil at specific temperatures. Melting point and boiling point data can be used to distinguish pure substances from mixtures.
 - Suggested Activity:
 Study a range of melting points of pure and impure substances. Students draw conclusions from this.
 - Formulations include fuels, cleaning agents, paints, medicines, alloys, fertilisers and foods.
 - Suggested Activity:
 Study a recipe and discuss how changing the recipe may affect the food product made. Link to formulations and why we use formulations
 - In everyday language, a pure substance can mean a substance that has had nothing added to it, so it is unadulterated and in its natural state, eg pure milk.
 - Formulations are made by mixing the components in carefully measured quantities to ensure that the product has the required properties.
 - Suggested Activity:
 Suggested practical:
 Making mayonnaise
 Equipment Required:
 Making mayonnaise
 
 Per group:
 •Small screw top bottles (100 cm3) or test tubes and bungs
 • Pipettes
 • Teaspoons (or disposable plastic spoons)
 • Cooking oil
 • Washing up liquid
 • Sugar
 • Flour
 • Mustard powder
 • Egg
 • 2 bowls (or 100 cm3 glass beakers)
 • Egg yolk separator
 •Plastic disposable gloves
 - Students should be able to use melting point and boiling point data to distinguish pure from impure substances.
 - Suggested Activity:
 Analyse information on the melting points of pure gold against counterfeits as a method for determining purity
 - Students should be able to identify formulations given appropriate information.
 - Lesson 02 - How can we use chemical tests to identify an unknown gas? Lesson Plan Lesson Title
 - The test for carbon dioxide uses an aqueous solution of calcium hydroxide (lime water). When carbon dioxide is shaken with or bubbled through limewater the limewater turns milky (cloudy).
 - Suggested Activity:
 Practical: Testing for different gases
 - Hydrogen
 - Carbon dioxide
 - Oxygen
 - Chlorine
 
 Students to plan and investigate the gas tests
 Equipment Required:
 Practical: Testing for different gases
 Prepared samples of:
 - Hydrogen
 - Oxygen
 - Chlorine
 
 Equipment to prepare Carbon dioxide:
 -Marble chips
 -Hydrochloric acid
 -Delivery tubes
 -Conical flasks
 - Students do not need to know the names of components in proprietary products.
 - The test for hydrogen uses a burning splint held at the open end of a test tube of the gas. Hydrogen burns rapidly with a pop sound
 - The test for chlorine uses litmus paper. When damp litmus paper is put into chlorine gas the litmus paper is bleached and turns white.
 - The test for oxygen uses a glowing splint inserted into a test tube of the gas. The splint relights in oxygen
 - Lesson 03 - How can we use paper chromatography to identify an unknown mixture? Lesson Plan Lesson Title
 - Chromatography can be used to separate mixtures and can give information to help identify substances.
 - Chromatography involves a stationary phase and a mobile phase.
 - Separation depends on the distribution of substances between the phases
 - Suggested Activity:
 Watch video of cars racing down runway (attached on ppt on shared drive). Thinking point - Why did the cars cross the line at different times?
 - The ratio of the distance moved by a compound (centre of spot from origin) to the distance moved by the solvent can be expressed as its R value
 - RT = distance moved by substance / distance moved by solvent
 - Different compounds have different R values in different solvents,
 - Suggested Activity:
 Students use mock chromatograms to calculate Rf values and identify unknown substance. Spice it up as a ransom note.
 - Rf values can be used to help identify the compounds.
 - The compounds in a mixture may separate into different spots depending on the solvent but a pure compound will produce a single spot in all solvents.
 - Students should be able to explain how paper chromatography separates mixtures
 - Suggested Activity:
 Research where chromatography is used in forensics - Inks, colourings, dyes, drugs etc
 - Students should be able to suggest how chromatographic methods can be used for distinguishing pure substances from impure substances
 - Students should be able to interpret chromatograms and determine R values from
 chromatograms
 - provide answers to an appropriate number of significant figures. (MS)
 - Elements and compounds can be detected and identified using instrumental methods. Instrumental methods are accurate, sensitive and rapid.
 - Students should be able to state advantages of instrumental methods compared with the chemical tests in this specification.
 - Lesson 04 - Required practical: Chromatography Lesson Plan Lesson Title
 - Required practical 6 - Chromatography (AT skills 1,4)
 - Suggested Activity:
 Investigate how paper chromatography can be used to separate and tell the
 difference between coloured substances.
 Equipment Required:
 For the basic method - per group
 • a 250 cm3 beaker
 • a wooden spill or pencil to support the chromatography paper
 • paper clip
 • a ruler
 • a pencil
 • distilled water
 • four known food colourings labelled A–D
 • unknown food colouring labelled U
 • rectangle of chromatography paper
 • five glass capillary melting point tubes.
 - Lesson 05 - How can we use chemical tests to identify unknown ionic compounds? Lesson Plan Lesson Title
 - Flame tests can be used to identify some metal ions (cations). Lithium, sodium, potassium, calcium and copper compounds produce distinctive colours in flame tests: ? lithium compounds result in a crimson flame
 ? sodium compounds result in a yellow flame
 ? potassium compounds result in a lilac flame
 ? calcium compounds result in an orange-red flame
 ? copper compounds result in a green flame.
 - Suggested Activity:
 Flame tests.
 Equipment Required:
 Splints. Metal oxide powders for testing flame tests.
 - If a sample containing a mixture of ions is used some flame colours can be masked
 - Carbonates react with dilute acids to form carbon dioxide gas. Carbon dioxide can be identified with limewater.
 - Suggested Activity:
 Students design a flow diagram on testing for positive ions.
 - Students should be able to identify species from the results of the tests in 4.8.3.1 to 4.8.3.5.
 - Halide ions in solution produce precipitates with silver nitrate solution in the presence of dilute nitric acid. Silver chloride is white, silver bromide is cream and silver iodide is yellow.
 - Suggested Activity:
 Students design a flow diagram on testing for negative ions.
 - Flame colours of other metal ions are not required knowledge.
 - Suggested Activity:
 SEPARATE EW
 A group of students had four different colourless solutions in beakers 1, 2, 3 and 4,
 
 The students knew that the solutions were
 • sodium chloride
 • sodium iodide
 • sodium carbonate
 • potassium carbonate
 
 but did not know which solution was in each beaker.
 
 Plan a method that could be used to identify each solution.
 
 You may use the following reagents:
 • dilute nitric acid
 • silver nitrate solution.
 
 It is suggested that a flame test is used to identify the positive ions.
 
 Outline a method that could identify the four solutions.
 
 You should include the results of the tests you describe.
 - Lesson 06 - Required practical: Identifying ions Lesson Plan Lesson Title
 - Required practical 7 - identifying ions (AT skills 1,8)
 - Suggested Activity:
 Use of chemical tests to identify the ions in unknown single ionic compounds
 covering the ions from Flame tests and sulphates.
 Equipment Required:
 LiCl, NaCl, KCl, CaCl, CuCl powders
 Na2Co3, Na2So4, NaCl, NaBr, NaI 0.4M solutions
 Unknown Solution=0.4M KCl.
 0.4M barium choride sol,
 0.4M nitric acid, 0.05M silver nitrate sol.
 Limewater, boiling tubes & delivery tubes.
 Nichrome wires
 - Sulfate ions in solution produce a white precipitate with barium chloride solution in the presence of dilute hydrochloric acid.
 - Sodium hydroxide solution can be used to identify some metal ions (cations).
 - Solutions of aluminium, calcium and magnesium ions form white precipitates when sodium hydroxide solution is added but only the aluminium hydroxide precipitate dissolves in excess sodium hydroxide solution.
 - Solutions of copper(II), iron(II) and iron(III) ions form coloured precipitates when sodium hydroxide solution is added. Copper(II) forms a blue precipitate, iron(II) a green precipitate and iron(III) a brown precipitate.
 - Students should be able to write balanced equations for the reactions to produce the insoluble hydroxides.
 - Students are not expected to write equations for the production of sodium aluminate.
 - Flame emission spectroscopy is an example of an instrumental method used to analyse metal ions in solutions.
 - Suggested Activity:
 GCSE pod video on flame emission spectroscopy brilliantly explains the process. Link back to why it is a more reliable test than a basic flame test.
 - The sample is put into a flame and the light given out is passed through a spectroscope. The output is a line spectrum that can be analysed to identify the metal ions in the solution and measure their concentrations.
 - Students should be able to interpret an instrumental result given appropriate data in chart or tabular form, when accompanied by a reference set in the same form, limited to flame emission spectroscopy.
- C2.4
 - Lesson 01 - How has the Earth's atmopshere changed since its formation? Lesson Plan Lesson Title
 - Students to recall current composition of the earths atmosphere: about four-fifths (approximately 80 %) nitrogen, about one-fifth (approximately 20 %) oxygen and small proportions of various other gases, including carbon dioxide, water vapour and noble gases.
 - Suggested Activity:
 Draw accurate pie charts for the composition of the atmosphere.
 - Students should be able to, given appropriate information, interpret
 evidence and evaluate different theories about the Earth's early
 atmosphere.
 - Suggested Activity:
 Earths early atmosphere:
 https://www.youtube.com/watch?v=Gyn754vw8ZQ
 - One theory suggests that during the first billion years of the Earth's
 existence there was intense volcanic activity that released gases that
 formed the early atmosphere and water vapour that condensed to
 form the oceans. At the start of this period the Earth's atmosphere
 may have been like the atmospheres of Mars and Venus today,
 consisting of mainly carbon dioxide with little or no oxygen gas.
 - Suggested Activity:
 Evolution of the Earth's atmosphere:
 https://www.youtube.com/watch?v=gwGeH9O8Rx4
 - Volcanoes also produced nitrogen which gradually built up in the
 atmosphere and there may have been small proportions of methane
 and ammonia.
 - When the oceans formed carbon dioxide dissolved in the water and
 carbonates were precipitated producing sediments, reducing the
 amount of carbon dioxide in the atmosphere. No knowledge of other
 theories is required.
 - Algae and plants produced the oxygen that is now in the atmosphere
 by photosynthesis, which can be represented by the equation.
 - Suggested Activity:
 Demo: Aquatic plants (eg Elodea) producing oxygen in daylight.
 (Interleaving opportunity to require practical with colours and ruler for intensity).
 Equipment Required:
 DEMO:
 Aquatic plant in water with high carbonate concentration.
 Lamp
 different coloured acetates
 meter ruler
 - Algae first produced oxygen about 2.7 billion years ago and soon after
 this oxygen appeared in the atmosphere. Over the next billion years
 plants evolved and the percentage of oxygen gradually increased to a
 level that enabled animals to evolve.
 - Algae and plants decreased the percentage of carbon dioxide in the atmosphere by photosynthesis.
 - Carbon dioxide was also decreased by the formation of sedimentary rocks and fossil fuels that contain carbon.
 - Students should be able to describe the main changes in the atmosphere over time and some of the likely causes of these changes
 - Suggested Activity:
 2 x Demos to show the reactions occurring in a volcano
 
 EW: Describe the theory of the evolution of the Earth’s early atmosphere.
 or
 Explain why the composition of the atmosphere has changed over billions of years.
 or
 Compare the Earth’s atmosphere to that of Mars and Venus.
 Equipment Required:
 Demo 1:
 1. Cover the desk with foil and complete the demonstration behind a safety
 screen. Wear eye protection.
 2. Spread approximately 5g of Potassium Permanganate (VII) on to the
 metal dish.
 3. Pour over approximately 10ml of glycerol, stand back and observe.
 - Students should be able to describe and explain the formation of deposits of limestone, coal, crude oil and natural gas.
 - Lesson 02 - How does carbon dioxide help sustain earths climate? Lesson Plan Lesson Title
 - Oreenhouse gases in the atmosphere maintain temperatures on Earth high enough to support life. Water vapour, carbon dioxide and methane are greenhouse gases.
 - Suggested Activity:
 Describe the effect of greenhouse gases on wavelength.
 - Students should be able to describe the greenhouse effect in terms of the interaction of short and long wavelength radiation with matter.
 - Some human activities increase the amounts of greenhouse gases in the atmosphere. These include:
 - carbon dioxide
 - methane.
 Students should be able to recall two human activities that increase the amounts of each of the greenhouse gases carbon dioxide and methane.
 - Based on peer-reviewed evidence, many scientists believe that human activities will cause the temperature of the Earth's atmosphere to increase at the surface and that this will result in global climate change. - b
 - There are difficulties in such complex systems as global climate change. This leads to simplified models, speculation and opinions presented in the media that may be based on only parts of the evidence and which may be biased.
 - Students should be able to evaluate the quality of evidence in a report about global climate change given appropriate information
 - Students should be able to describe uncertainties in the evidence base
 - Students should be able to recognise the importance of peer review of results and of communicating results to a wide range of audiences.
 - Suggested Activity:
 Use the internet to obtain data for concentrations of greenhouse gases.
 Evaluate the reliability of the data available on the internet.
 
 Research the process of peer review in reporting results/data.
 - Lesson 03 - How is human activity resulting in climate change? Lesson Plan Lesson Title
 - An increase in average global temperature is a major cause of climate change.
 There are several potential effects of global climate changes.
 - Suggested Activity:
 Causes of climate change
 https://www.bbc.com/education/clips/zvw34wx
 - Students should be able to describe briefly four potential effects of global climate change
 - Suggested Activity:
 Greenhouse effect and global warming
 https://www.youtube.com/watch?v=dP-tg4atr5M
 
 Watch the polar ice caps melting and water levels rising but building land with the plasticine, add water and 1 ice cube. Mark water level on the beaker, allow ice to melt and check water level and effects on land.
 Equipment Required:
 Beakers
 plasticine
 (SNK likes pertri dishes)
 Ice
 OHP pens
 - Students should be able to discuss the scale, risk and environmental implications of global climate change.
 - The carbon footprint is the total amount of carbon dioxide and other greenhouse gases emitted over the full life cycle of a product, service or event.
 - Suggested Activity:
 Describe what a carbon footprint is.
 https://www.youtube.com/watch?v=YB9TCxhjVHo
 
 Calculate students carbon footprints using:
 WWF Footprint Calculator
 - The carbon footprint can be reduced by reducing emissions of carbon dioxide and methane.
 - Students should be able to describe actions to reduce emissions of carbon dioxide and methane
 - Suggested Activity:
 Describe how emissions can be reduced. Suggest the consequences of the reductions on the Earth, atmosphere and everyday life.
 - Students should be able to give reasons why actions may be limited.
 - Lesson 04 - What are the consequences of burning fossil fuels upon the atmopshere? Lesson Plan Lesson Title
 - The combustion of fuels is a major source of atmospheric pollutants.
 - Most fuels, including coal, contain carbon and/or hydrogen and may also contain some sulfur.
 - Suggested Activity:
 What is combustion?
 https://www.youtube.com/watch?v=zEjEqnMBdEM
 - The gases released into the atmosphere when a fuel is burned may include carbon dioxide, water vapour, carbon monoxide, sulfur dioxide and oxides of nitrogen. Solid particles and unburned hydrocarbons may also be released that form particulates in the atmosphere.
 - Suggested Activity:
 Combustion and acid rain
 https://www.youtube.com/watch?v=HE6Y0iEuXMQ
 
 Explain why the following can be produced in combustion:
 • Carbon dioxide
 • Carbon monoxide
 • Soot
 • Water vapour
 • Sulfur dioxide
 • Oxides of nitrogen.
 - Students should be able to describe how carbon monoxide, soot (carbon particles), sulfur dioxide and oxides of nitrogen are produced by burning fuels.
 - Suggested Activity:
 Research task: Study the effects of emisions of:
 • Carbon monoxide on the human body.
 • Sulfur dioxide and oxides of nitrogen on acidity of rain water.
 • Sulfur dioxide and oxides of nitrogen on respiratory system.
 • Particulates on global dimming.
 • Particulates on human health problems.
 - Carbon monoxide is a toxic gas. It is colourless and odourless and so is not easily detected.
 - Suggested Activity:
 Investigate the effects of pollution on rain water using titration. Aim To find out how much alkali is needed to neutralise four samples of rain water.
 enough samples for each group to test one once (20mL per group) and shared results.
 China - pH 1-2
 UK - pH 6
 Greenland pH 7
 Australia - pH 4-5
 
 Phenolphthalein colourless in acidic and pink in alkaline solutions.
 Equipment Required:
 4 samples of "rain water" spiked to have different pH values labelled as:
 China - pH 1-2
 UK - pH 6
 Greenland pH 7
 Australia - pH 4-5
 (in main chem store)
 enough samples for each group to test one once (20mL per group) and shared results.
 
 alkali solution (NaOH) that will neutralise each sample(countries) at a suitable concentration.
 burettes
 conical flasks
 Universal indicator
 pipettes
 20mL measuring cylinders
 NaOH 1molar 50ml per group in burettes
 - Sulfur dioxide and oxides of nitrogen cause respiratory problems in humans and cause acid rain.
 - Particulates cause global dimming and health problems for humans.
 - Students should be able to describe and explain the problems caused by increased amounts of these pollutants in the air.
- C2.5
 - Lesson 01 - Should we use plastic or paper bags? Lesson Plan Lesson Title
 - Humans use the Earth's resources to provide warmth, shelter, food and transport.
 - Suggested Activity:
 Think Pair Share
 Show picture of a carton of orange juice. Get students to think about all of the different materials that go into making that product and where they come from.
 - Natural resources, supplemented by agriculture, provide food, timber, clothing and fuels.
 - Finite resources from the Earth, oceans and atmosphere are processed to provide energy and materials.
 - Chemistry plays an important role in improving agricultural and industrial processes to provide new products and in sustainable development, which is development that meets the needs of current generations without compromising the ability of future generations to meet their own needs.
 - Suggested Activity:
 Analyse data as to estimates of how long different resources will last.
 
 What options do we have and when they run out
 - Students should be able to state examples of natural products that are supplemented or replaced by agricultural and synthetic products.
 - Suggested Activity:
 Research examples of natural products that are supplemented or replaced by agricultural and synthetic products. (NYLON)
 - Students should be able to distinguish between finite and renewable resources given appropriate information.
 - Students should be able to extract and interpret information about resources from charts, graphs and tables.
 - Students should be able to use orders of magnitude to evaluate the significance of data.
 - Life cycle assessments (LCAs) are carried out to assess the environmental impact of products in each of these stages:
 - extracting and processing raw materials
 - manufacturing and packaging
 - use and operation during its lifetime
 - disposal at the end of its useful life, including transport and distribution at each stage.
 - Suggested Activity:
 TED talk LCA's:
 https://www.youtube.com/watch?v=d7F0DWjzq0U
 - Use of water, resources, energy sources and production of some wastes can be fairly easily quantified. Allocating numerical values to pollutant effects is less straightforward and requires value judgements, so LCA is not a purely objective process.
 - Suggested Activity:
 Carry out a simple comparative LCAs for shopping bags made from plastic and paper. Info on shared drive
 - Selective or abbreviated LCAs can be devised to evaluate a product but these can be misused to reach pre-determined conclusions, eg in support of claims for advertising purposes.
 - Students should be able to carry out simple comparative LCAs for shopping bags made from plastic and paper.
 - Lesson 02 - How can the three R's improve our future? Lesson Plan Lesson Title
 - The reduction in use, reuse and recycling of materials by end users reduces the use of limited resources, use of energy sources, waste and environmental impacts.
 - Suggested Activity:
 Recycling plastics (90's special)
 https://www.youtube.com/watch?v=s5p6Nk3SzcU
 - Metals, glass, building materials, clay ceramics and most plastics are produced from limited raw materials.
 - Much of the energy for the processes comes from limited resources.
 - Obtaining raw materials from the Earth by quarrying and mining causes environmental impacts.
 - Suggested Activity:
 Extended writing: Describe the environmental impacts of obtaining raw materials from the Earth.
 - Some products, such as glass bottles, can be reused. Glass bottles can be crushed and melted to make different glass products. Other products cannot be reused and so are recycled for a different use.
 - Metals can be recycled by melting and recasting or reforming into different products.
 - The amount of separation required for recycling depends on the material and the properties required of the final product. For example, some scrap steel can be added to iron from a blast furnace to reduce the amount of iron that needs to be extracted from iron ore.
 - Students should be able to evaluate ways of reducing the use of limited resources, given appropriate information.
 - Suggested Activity:
 Design an informative poster aimed at future generations to encourage them to recycle, reuse, reduce.
 - Lesson 03 - How is water made safe for human consumption? Lesson Plan Lesson Title
 - Water of appropriate quality is essential for life. For humans, drinking water should have sufficiently low levels of dissolved salts and microbes.
 - Urban lifestyles and industrial processes produce large amounts of waste water that require treatment before being released into the environment.
 - Water that is safe to drink is called potable water. Potable water is not pure water in the chemical sense because it contains dissolved substances.
 - Suggested Activity:
 Compare the composition of:
 • potable water
 • pure water.
 
 Why do we not drink pure water?
 - Sewage and agricultural waste water require removal of organic matter and harmful microbes. Industrial waste water may require removal of organic matter and harmful chemicals.
 - Suggested Activity:
 Treating waste water:
 https://www.youtube.com/watch?v=YW6GBciRHLg
 - The methods used to produce potable water depend on available supplies of water and local conditions.
 - Sewage treatment includes:
 ? screening and grit removal
 ? sedimentation to produce sewage sludge and effluent
 ? anaerobic digestion of sewage sludge
 ? aerobic biological treatment of effluent.
 - In the United Kingdom (UK), rain provides water with low levels of dissolved substances (fresh water) that collects in the ground and in lakes and rivers, and most potable water is produced by:
 - choosing an appropriate source of fresh water
 - passing the water through filter beds
 - sterilising.
 - Students should be able to comment on the relative ease of obtaining potable water from waste, ground and salt water.
 - Sterilising agents used for potable water include chlorine, ozone or ultraviolet light.
 - Suggested Activity:
 Thinking task:
 Task students with coming up with a solution to supplying water to a city that only has access to salt water (such as Dubai).
 
 Review ideas and then go through distillation and osmosis.
 - If supplies of fresh water are limited, desalination of salty water or sea water may be required.
 - Desalination can be done by distillation or
 by processes that use membranes such as reverse osmosis.
 - Suggested Activity:
 Extended writing: Describe the process of desalination.
 or
 Describe the process of distillation
 or
 Explain how distillation separates substances.
 - These processes require large amounts of energy.
 - Students should be able to distinguish between potable water and pure water.
 - Suggested Activity:
 Think/Pair/Share
 Why do we not drink pure water?
 - Students should be able to describe the differences in treatment of ground water and salty water.
 - Students should be able to give reasons for the steps used to produce potable water.
 - Lesson 04 - Required practical - how is potable water made? Lesson Plan Lesson Title
 - Students should be able to carry out analysis and purification of water samples from different sources, including pH, dissolved solids and distillation.
 - Required practical 8 - purifying water (AT skills 2,3,4)
 - Lesson 05 - How can we extract metals from low grade ores? Lesson Plan Lesson Title
 - The Earth?s resources of metal ores are limited.
 - Copper ores are becoming scarce and new ways of extracting copper from low-grade ores include phytomining, and bioleaching.
 - Suggested Activity:
 Think/Pair/Share
 Demand for copper continues to increase, but the Earth's supplies are dwindling. How could we overcome this?
 
 Bioleaching and Phytomining
 https://www.youtube.com/watch?v=XF399zN36LE
 - These methods avoid traditional mining methods of digging, moving and disposing of large amounts of rock.
 - Phytomining uses plants to absorb metal compounds. The plants are harvested and then burned to produce ash that contains metal compounds.
 - Suggested Activity:
 Create a cartoon story board: Process of phytomining.
 - Bioleaching uses bacteria to produce leachate solutions that contain metal compounds.
 - Suggested Activity:
 Bioleaching:
 https://www.youtube.com/watch?v=eLeLPYUeCH8
 - The metal compounds can be processed to obtain the metal. For example, copper can be obtained from solutions of copper compounds by displacement using scrap iron or by electrolysis.
 - Suggested Activity:
 Opportunity to recap methods of extracting metals from their ores
 - Students should be able to evaluate alternative biological methods of metal extraction, given appropriate information.
 - Lesson 06 - What are NPK fertilisers? Lesson Plan Lesson Title
 - Ammonia can be used to manufacture ammonium salts and nitric acid.
 - Students should be able to recall the names of the salts produced when phosphate rock is treated with nitric acid, sulfuric acid and phosphoric acid
 - Potassium chloride, potassium sulfate and phosphate rock are obtained by mining, but phosphate rock cannot be used directly as a fertiliser
 - Phosphate rock is treated with nitric acid or sulfuric acid to produce soluble salts that can be used as fertilisers.
 - (HT only) Students should be able to:
 interpret graphs of reaction conditions versus rate
 - Students should be able to compare the industrial production of fertilisers with laboratory preparations of the same compounds, given appropriate information
 - Compounds of nitrogen, phosphorus and potassium are used as fertilisers to improve agricultural productivity. NPK fertilisers contain compounds of all three elements.
 - Industrial production of NPK fertilisers can be achieved using a variety of raw materials in several integrated processes
 - NPK fertilisers are formulations of various salts containing appropriate percentages of the elements.
 - Lesson 07 - Lesson Plan Lesson Title
- C2.6
 - Lesson 01 - How can corrosion be useful? Lesson Plan Lesson Title
 - Corrosion is the destruction of materials by chemical reactions with substances in the environment.
 - Corrosion can be prevented by applying a coating that acts as a barrier, such as greasing, painting or electroplating.
 - Suggested Activity:
 Practical investigation placing nails in test tubes that contain water, oil, air or smeared with Vaseline.
 Get technitians to keep for a week and ask for them back to evaluate
 GF: Why are sacrifical metals used in boats?
 Equipment Required:
 Nails
 Test tubes
 Rubber bungs
 oil
 Vaseline
 - Students should be able to describe experiments and interpret results to show that both air and water are necessary for rusting.
 - Rusting is an example of corrosion. Both air and water are necessary for iron to rust.
 - Some coatings are reactive and contain a more reactive metal to provide sacrificial protection, eg zinc is used to galvanise iron.
 - Aluminium has an oxide coating that protects the metal from further corrosion.
 - Students should be able to explain sacrificial protection in terms of relative reactivity.
 - Lesson 02 - How are alloys made? Lesson Plan Lesson Title
 - Most metals in everyday use are alloys.
 - Suggested Activity:
 Match up alloys names and what they are made from.
 Practical: making solder
 Equipment Required:
 Each group will need:
 Lead (TOXIC, DANGEROUS FOR THE ENVIRONMENT), about 2 g
 Tin, about 2 g
 Carbon powder, about 2 g
 
 Eye protection
 
 Thermal protection gloves
 
 Each working group requires:
 Crucible
 Pipe clay triangle
 Bunsen burner
 Tripod
 Heat resistant mat
 Spatula
 Tongs (Note 1)
 Casting sand (Note 2)
 Metal sand trays or sturdy metal lids, 2 (Note 2)
 Balance (no decimal places needed)
 - Bronze is an alloy of copper and tin. Brass is an alloy of copper and zinc.
 - Gold used as jewellery is usually an alloy with silver, copper and zinc. The proportion of gold in the alloy is measured in carats. 24 carat being 100 % (pure gold), and 18 carat being 75 % gold.
 - Steels are alloys of iron that contain specific amounts of carbon and other metals.
 - High carbon steel is strong but brittle. Low carbon steel is softer and more easily shaped.
 - Steels containing chromium and nickel (stainless steels) are hard and resistant to corrosion.
 - Aluminium alloys are low density.
 - Students should be able to recall a use of each of the alloys specified.
 - Lesson 03 - What products can be made from the Earth's materials? Lesson Plan Lesson Title
 - Most of the glass we use is soda-lime glass, made by heating a mixture of sand, sodium carbonate and limestone.
 - Suggested Activity:
 Making concrete - testing strength using masses (consider making lesson before or testing in subsequent lessons)
 Equipment Required:
 making concrete:
 sand
 gravel
 water
 moulds
 - Borosilicate glass, made from sand and boron trioxide, melts at higher temperatures than soda-lime glass.
 - Students should be able to, given appropriate information compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals.
 - Students should be able to interpret and evaluate the composition and uses of alloys other
 than those specified given appropriate information.
 - Clay ceramics, including pottery and bricks, are made by shaping wet clay and then heating in a furnace.
 - Most composites are made of two materials, a matrix or binder surrounding and binding together fibres or fragments of the other material, which is called the reinforcement.
 - Students should be able to recall some examples of composites.
 - Lesson 04 - Why are some plastics hard and others flexible? Lesson Plan Lesson Title
 - Students should be able to, given appropriate information explain how the properties of materials are related to their uses and select appropriate materials.
 - The properties of polymers depend on what monomers they are made from and the conditions under which they are made. For example, low density (LD) and high density (HD) poly(ethene) are produced from ethene.
 - Suggested Activity:
 Observe everyday examples of LH and HD polymers to deduce their properties and structure
 Equipment Required:
 cleaned out examples of high and low density plastics, as below or similar:
 
 Low density:
 milk carton
 food packaging
 clingfilm
 carrier bags
 plastic fizzy drink bottle
 
 high density:
 hard plastics (trays)
 pens
 drink bottle
 - Thermosoftening polymers melt when they are heated. Thermosetting polymers do not melt when they are heated.
 - Students should be able to explain how low density and high density poly(ethene) are both produced from ethene.
 - Students should be able to explain the difference between thermosoftening and thermosetting polymers in terms of their structures.
1C
- 1C.01
  - Lesson 01 - Lesson Plan Lesson Title
    - W: Solids hold their shape. - KS3.C.01
      - Suggested Activity:
        Demo Solid, liquid, Gas in a beaker
        Equipment Required:
        3 beakers
        An Ice cube
        Particle theory model & power pack
    - W: Liquids take the shape of the bottom of their containers. - KS3.C.01
      - Suggested Activity:
        class practical
        Equipment Required:
        250mL beakers
        ice
        stop clocks
    - W: Gases fill their containers. - KS3.C.01
    - W: Liquids and gases are known as fluids because they can flow. - KS3.C.01
    - T: All matter (stuff) is made of particles. - KS3.C.01
    - T: Particles in a solid form a lattice - regular pattern. - KS3.C.01
    - T: Particles in a liquid are touching, but have no pattern. - KS3.C.01
    - T: Particles in a gas are spread out, with no pattern. - KS3.C.01
    - T: Particles in a gas and liquids can move relative to each other, that is why they have no pattern. - KS3.C.01
    - W: When particles can move relative to each other, the material can flow. - KS3.C.01
    - T: The is no such thing as liquid or solid particles. - KS3.C.01
- 1C.02
  - Lesson 02 - Lesson Plan Lesson Title
    - T: Lower: Density is the how heavy a material is for a given size.
      Higher: Density is the ratio of mass to volume. - KS3.P.51
    - D: Measure the mass and volume of material sample blocks / objects using eureka cans.
      
      Calculate density.
      
      Conversion of units and the use of unit prefixes. - KS3.P.51
    - A: Students design tables to record measurement and calculations. - KS3.P.51
    - W: For the same material:
      - Solids are the most dense;
      - Gases are the least dense;
      - With liquids between. - KS3.P.51
- 1C.03
  - Lesson 03 - Lesson Plan Lesson Title
    - A: Students describe what is happening to be particles: ie transition from a lattice to lacking a pattern (amorphous structure) - KS3.P.57
      - Suggested Activity:
        Melt some ice in a boiling tube over a Bunsen.
        Equipment Required:
        Ice cube
    - T: So what happens when a solid is heated but does not yet melt:
      
      Matter expands when heated
      
      Matter becomes less dense when heated. - KS3.P.57
      - Suggested Activity:
        Ball and ring demo.
        Equipment Required:
        Ball and ring demo.
    - W: Particles move faster when heated, and so occupy a larger space.
      
      Particles do not change size, but can be of different sizes. - KS3.P.57
    - W: When heated, the forces involved in collisions increases as the particles are moving faster. - KS3.C.02
    - T: Particles are never stationary - other than at absolute zero
      
      There is nothing in the gaps between particles. - KS3.P.57
    - W: DESIRABLE:
      The anomaly of ice-water transition:
      
      Less dense objects float.
      If solids are more dense than liquids, why does ice float on water?
      
      Why does a full bottle of water break when left in a freezer?
      
      Ice is less dense than water. - KS3.P.55
- 1C.04
  - Lesson 04 - Lesson Plan Lesson Title
    - W: The process of a solid turning into a liquid is called melting.
      The process of a liquid turning into a solid is called freezing.
      
      The process of a liquid turning into a gas is called evaporation.
      The process of a gas turning into a liquid is called condensation. - KS3.P.50
      - Suggested Activity:
        Use the atomscope program on the shared area.
    - T: The process of a solid turning into a gas is called sublimation.
      
      These are all changes of state, as solid, liquid and gas are known as 'states of matter'. - KS3.P.50
      - Suggested Activity:
        The Sublimation of air freshener
        
        http://www.rsc.org/learn-chemistry/resource/res00000404/the-sublimation-of-air-freshener?cmpid=CMP00005967
        Equipment Required:
        Sublimation of Iodine,
        
        Evaporating dish
        Funnel
        Iodine crystals
        Gloves
        Forceps
        Fume Cupboard
    - T: Particles always attract each other. - KS3.C.02
    - T: Solids exist when the attraction between particles is greater than the forces involved in collisions.
      
      Gases exist when the attraction between particles is less than the forces involved in collisions. - KS3.C.02
    - T: Liquids can pour and take the shape of their container because particles are able to change places with each other. This is what causes the lack of a pattern. - KS3.C.02
    - W: Liquids exist when some particles temporarily get enough energy to over come the forces of attraction with its neighbour and so change places with each other. - KS3.C.02
- 1C.05
  - Lesson 05 - Lesson Plan Lesson Title
    - T: PLANNING
      
      - Aim: To find out how the amount of time heating water affects its temperature.
      - Hypothesis: That the temperature of water will increase more the longer it is heated.
      
      NB: Good experiment to teach control variables. - KS3.P.58
    - T: The effect of random error can be reduced by calculating a mean. - KS3.WS
- 1C.06
  - Lesson 06 - Lesson Plan Lesson Title
    - T: DATA COLLECTION:
      
      - Aim: To find out how the amount of time heating water affects its temperature.
      - Hypothesis: That the temperature of water will increase more the longer it is heated.
      
      NB: Recap safe Bunsen use. - KS3.P.58
- 1C.07
  - Lesson 07 - Lesson Plan Lesson Title
    - T: ANALYSIS & EVALUATION:
      
      - Aim: To find out how the amount of time heating water affects its temperature.
      - Hypothesis: That the temperature of water will increase more the longer it is heated.
      
      NB: Link the length of time to the amount of energy given to the water. - KS3.P.58
- 1C.08
  - Lesson 08 - Lesson Plan Lesson Title
    - T: Review of 1C.1 - KS3.P.58
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/1C.1
- 1C.09
  - Lesson 09 - Lesson Plan Lesson Title
    - D: Make a prediction of the change in mass when an Ice cube melts.
      Develop into an explained hypothesis. - KS3.P.50
    - D: Measure the mass of an ice cube and the let it melt.
      Measure the mass of the resulting water. - KS3.P.50
    - T: With every measurement there always random error. - KS3.WS
    - T: Particles can not be created or destroyed. - KS3.P.50
    - W: There is a conservation of material and of mass for physical processes ie: in melting, freezing, evaporation, sublimation, condensation.
      
      NB: Students have not studied chemical reactions yet. - KS3.P.50
    - A: Draw a labelled diagram to show the particle arrangement for a material sample as a solid, liquid and gas. Like:
      
      http://www.chemistry.wustl.edu/~edudev/LabTutorials/Thermochem/images/SolLiqGas.jpg
      
      Check for number of particles being constant.
      
      Label melting, freezing, evaporation, sublimation, condensation. - KS3.P.50
- 1C.10
  - Lesson 10 - Lesson Plan Lesson Title
    - T: The energy of the particles in a material is called 'internal energy'. - KS3.P.58
- 1C.12
  - Lesson 12 - Lesson Plan Lesson Title
    - REFLECTION
- 1C.4
  - Lesson 10 - What is internal energy? Lesson Plan Lesson Title
    - T: When particles are given heat energy they move faster, this because they gain kinetic (movement) energy. - KS3.P.58
    - W: A change of state from solid to liquid, liquid to gas or solid to gas requires an increase of the internal energy of the material. - KS3.C.20
    - D: Add energy arrows to diagram from previous lesson. - KS3.C.20
    - D: DESIRABLE:
      
      Latent heat experiment such as:
      
      Practical 26 - Classic Chemistry Practicals
      
      SHARED AREA\KS3\Other Resources\ClassicExp\Kev21-30.doc
      
      or
      
      http://wordpress.mrreid.org/2009/12/08/experiments-that-actually-work-latent-heat-of-fusion/
      
      Ideally heating though. I like the idea measuring the water bath and the stearic acid.
      
      Good opportunity for data loggers. - KS3.C.20
    - W: An increase of the internal energy of the material does not always result in a increase in temperature. Some energy is used in order to change state. - KS3.C.20
    - W: Internal energy is the sum of kinetic energy and the potential energy stored in the stretch 'attraction' between the particles. - KS3.C.20
- 1C.5
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - Progress Observation Opportunity
2C
- 2C.1
 - Lesson 01 - What did John Dalton work out? Lesson Plan Lesson Title
 - W: There are millions of chemicals in the world. - KS3.C.03
 - T: During the 1800s, John Dalton did experiments to break down chemicals until they could not be split any further. - KS3.C.03
 - T: Dalton found some chemicals do not split into other chemicals, these are known as elements. - KS3.C.03
 - W: Elements are made of only one type of particle. - KS3.C.03
 - W: The type of particle determines the element (chemical). - KS3.C.03
 - T: Dalton found some chemical do split into other chemicals, these are known as compounds. - KS3.C.03
 - W: Compounds are made up of more than one type of particles. - KS3.C.03
 - T: Dalton found compounds always split into the same proportions. - KS3.C.03
 - Suggested Activity:
 Electrolysis of water.
 
 Hydrogen rocket
 
 Prove twice as much hydrogen as oxygen in water.
 Equipment Required:
 Hofmann voltameter (with water)
 Crocs
 Power supply
 Hydrogen balloon (zinc granuals, copper sulphate crystals and 2m hcl mixed in a conical flask with a lip with a balloon to catch gas)
 Splint on meter rule
 - H: SET HOMEWORK: Wordsearch - KS3.P.29
 - Lesson 02 - What is the link between Lego and chemistry? Lesson Plan Lesson Title
 - T: There are only around 100 types of atoms (elements) to make up the millions of chemicals. - KS3.P.56
 - T: Atoms are the smallest part of a chemical, and can not be split chemically. - KS3.P.56
 - Suggested Activity:
 Bridge map Lego analogy.
 
 Model => Chemical
 Brick => Atom
 Colour => Type
 Tower => Molecule
 Single Coloured tower => Element molecule
 Multicoloured tower => Compound
 Blocks in box => mixture
 Equipment Required:
 Various Large Lego bricks
 Magnesium strip
 Blue glass
 - T: Groups of bonded atoms are called Molecules. - KS3.P.56
 - Suggested Activity:
 Bridge map Lego analogy
 - T: Elements are made up of only one type of atom. - KS3.C.04
 - Suggested Activity:
 Bridge map Lego analogy
 - T: Compounds are made up of more than one type of atom, in a fixed combination. - KS3.C.04
 - Suggested Activity:
 Bridge map Lego analogy
 - T: A Mixture is a collection of different particles in the same place. - KS3.C.04
 - Suggested Activity:
 Bridge map Lego analogy
 
 Show Air on Atomscope
 - A: Complete drawings in AM:ECM Matrix - KS3.C.04
 - Lesson 03 - How do we read and write chemistry? Lesson Plan Lesson Title
 - Each element has a chemical symbol. - KS3.C.05
 - Some chemical symbols consist of two letters (as there are more than 26 elements).
 
 Chemical symbols start with a capital letter. - KS3.C.05
 - T: Compounds have chemical formulae which show the elements in the compound. - KS3.C.05
 - W: Compounds have chemical formulae with more than one capital letter in. - KS3.C.05
 - Suggested Activity:
 Demo 1:
 show different properties of elements Fe and S in a mixture compared to as a compound of FeS.
 Equipment Required:
 mixture of sulfur and iron filings
 magnet
 test tube with some sulfur and iron
 hammer
 - W: Elements have chemical formulae with only one capital letter in. - KS3.C.05
 - A: Students can identify the number of elements in a compound from its formulae. - KS3.C.05
 - A: Students can identify the number of atoms in a compound from its formulae. - KS3.C.05
 - W: Mixture 'formulae' have a plus sign in. - KS3.C.05
- 2C.2
 - Lesson 04 - Skill focus: Planning Lesson Plan Lesson Title
 - PLANNING
 
 SECONDARY DATA TASK
 
 How could something about the particles in a substance affect its boiling point. eg
 
 To find out how the number of elements in a substance affect its boiling point.
 
 To find out how the number of atoms in a substance's molecule affect its boiling point.
 
 A chance to have a graph without a possible line of best fit.
 
 Leading to a conclusion: There is no relationship between ... and melting point. - KS3.P.58
 - A: D: Write a scientific (testable) question - KS3.P.58
 - D: <TABLE style='font-size:0.7em;'><TR><TH>Chemical</TH><TH>Formula</TH><TH>Melting Point (°C)</TH><TH>Melting Point (K)</TH></TR><TR><TD>Argon</TD><TD>Ar</TD><TD>-190</TD><TD>83</TD></TR><TR><TD>Hydrogen</TD><TD>H2</TD><TD>-260 </TD><TD>13</TD></TR><TR><TD>Iodine</TD><TD>I2</TD><TD>114</TD><TD>387</TD></TR><TR><TD>Carbon Dioxide</TD><TD>CO2</TD><TD>-57 </TD><TD>216</TD></TR><TR><TD>Water</TD><TD>H2O</TD><TD>0 </TD><TD>273</TD></TR><TR><TD>Methane</TD><TD>CH4</TD><TD>-182 </TD><TD>91</TD></TR><TR><TD>Ethanol</TD><TD>CH5OH</TD><TD>-114 </TD><TD>159</TD></TR><TR><TD>Glucose</TD><TD>C6H12O6</TD><TD>146 </TD><TD>419</TD></TR></TABLE> - KS3.P.58
 - Lesson 05 - Skill focus: Data Analysis Lesson Plan Lesson Title
 - A: Data Analysis<UL>
 E: Identify the Independent Variable (IV) as continuous or categoric.
 E: Choose the correct graph to draw.
 D: Plot suitable graph.
 S: Independently work out the scale for graphs.
 M: Explain the choice to draw a bar chart or a scatter graph.</UL> - KS3.P.58
 - D: <TABLE style='font-size:0.7em;'><TR><TH>Chemical</TH><TH>Formula</TH><TH>Melting Point (°C)</TH><TH>Melting Point (K)</TH></TR><TR><TD>Argon</TD><TD>Ar</TD><TD>-190</TD><TD>83</TD></TR><TR><TD>Hydrogen</TD><TD>H2</TD><TD>-260 </TD><TD>13</TD></TR><TR><TD>Iodine</TD><TD>I2</TD><TD>114</TD><TD>387</TD></TR><TR><TD>Carbon Dioxide</TD><TD>CO2</TD><TD>-57 </TD><TD>216</TD></TR><TR><TD>Water</TD><TD>H2O</TD><TD>0 </TD><TD>273</TD></TR><TR><TD>Methane</TD><TD>CH4</TD><TD>-182 </TD><TD>91</TD></TR><TR><TD>Ethanol</TD><TD>CH5OH</TD><TD>-114 </TD><TD>159</TD></TR><TR><TD>Glucose</TD><TD>C6H12O6</TD><TD>146 </TD><TD>419</TD></TR></TABLE> - KS3.P.58
 - Lesson 06 - Skill focus: Conclusion Lesson Plan Lesson Title
 - A: Conclusions<UL>
 E: State if something changed using your results.
 E: State if the independent variable affects the dependent variable
 D: Write a (Point) conclusion
 S: Write a (Point Evidence) conclusion</UL> - KS3.P.58
- 2C.3
 - Lesson 07 - Halfway Review Lesson Plan Lesson Title
 - Review of 2C.1 - KS3.P.58
 - Suggested Activity:
 https://www.mrcorfe.com/Hamble/Questions/2C.1
 Equipment Required:
 x
- 2C.4
 - Lesson 08 - Why are liquids lighter than their solids? Lesson Plan Lesson Title
 - W: There is no change of mass during a change of state as no particles are destroyed.
 
 This is known as the conservation of mass. - KS3.C.06
 - Suggested Activity:
 Take some molten wax from water bath.
 Pour into beaker and weigh.
 
 Let it freeze and weigh again.
 
 Very similar to 1C!
 Equipment Required:
 molten wax in tube tubes in water bath
 beakers
 balances
 - Lesson 09 - What happens to the number of particles during a chemical reaction? Lesson Plan Lesson Title
 - W: There is no change of mass during chemical reactions as no particles are destroyed.
 
 This is known as the conservation of mass. - KS3.C.06
 - Suggested Activity:
 Marble chips and hydrochloric acid in conical flask with balloon over neck.
 Equipment Required:
 Marble chips
 Hydrochloric acid
 (Conical flasks)
 Balloons
 Jewelry Balances
 - T: Chemical reactions result from the rearrangement of atoms - KS3.C.12
 - Suggested Activity:
 Learn the chant:
 
 - Molecules (Hands make fists)
 - Collide (Bag fists together twice, sticking together the second time)
 - Split (Spread fingers out)
 - Rearrange (Slide hands one in front of the other, then the other way round
 - Bond (interlock fingers)
 - Become a new substance (roll hands to 'present' new substance)
 - H: SET HOMEWORK:
 Revise keyword meaning and concepts for POO.
 - Lesson 10 - What can we learn from Brownian motion? Lesson Plan Lesson Title
 - T: Brownian motion in gases is the proof of particles too small to see.
 
 The random motion of the large particle can only be explained by smaller particles hitting it. - KS3.P.52
 - Suggested Activity:
 Smoke cells and microscopes if we have them.
 
 http://labs.minutelabs.io/Brownian-Motion/
 
 Atomscope visual demo, but shows smaller particles.
 
 Throw a ball to a student.
 
 Why can you catch a ball? Because the motion is predictable. Is the large particle motion predictable?...
 
 Use dice to model Brownian motion
 Equipment Required:
 Smoke cells (doesn't work, don't give anything other than the dice)
 Cover Slips
 Microscopes
 Taper / smoke matches
 
 dice
- 2C.5
 - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
 - A: Progress Observation Opportunity
 - Lesson 12 - Reflection Lesson Plan Lesson Title
 - REFLECTION
3C
- 3C.1
  - Lesson 01 - What is the difference between pure and impure? Lesson Plan Lesson Title
    - W: A pure substance contains only what it is labelled as.
      
      It is not contaminated with something unexpected eg food grade chemicals. - KS3.C.07
      - Suggested Activity:
        Does a pure substance mean:
        - contains only one type of chemical eg 24ct Gold
        OR:
        - only contains what you it says on the label?
        eg HCl (aq), Saline
        
        Construct 'Double Bubble' for example chemicals.
    - T: A trace substance is chemical found in very small amounts.
      
      These may make substances impure. - KS3.C.07
    - D: Pure substances can be identified by being unable to separate them. - KS3.C.11
      - Suggested Activity:
        Circus of labelled substances:
        - Tap water
        - Aluminium
        - (Clean) Sand
        - Table Salt
        - Pond water
        - Sea water
        - Saline
        - Hydrochloric Acid
        - White chalk rock
        - Bronze (or other alloy)
        - Rusty nail
        - Steel nail
        - Distilled Witchazel
        - Deionised water
        
        Students identify if they are pure or not in table and give a reason.
        
        Then show formulae or constituent parts, do they change their minds?
        
        Brainstorm how we could tell if something is pure:
        
        Does it look like there are small amounts of different chemicals?
        
        Can it be separated into different chemicals?
        
        Is there a plus in the chemical formula for the substance?
        Equipment Required:
        Circus of labelled substances:
        - Tap water
        - Aluminium
        - (Clean) Sand
        - Table Salt
        - Pond water
        - Sea water
        - Saline
        - Hydrochloric Acid
        - White chalk rock
        - Bronze (or other alloy)
        - Rusty nail
        - Steel nail
        - Distilled Witchazel
        - Deionised water
  - Lesson 02 - How can we separate the components of salty, sandy water? Lesson Plan Lesson Title
    - D: To be able to describe simple techniques for separating mixtures: filtration, evaporation. - KS3.C.10
      - Suggested Activity:
        Separate out sandy salt water.
        Equipment Required:
        mixtures of salt, sand and water. evaporation dishes, clay triangles. filter paper, conical flasks. distilled water bottles.
    - W: Filtration separates by size of particle, normally solid and liquid. - KS3.C.10
    - T: The solid left behind in the filter is called the residue. - KS3.C.10
    - T: The liquid that has passed through the filter is called the filtrate. - KS3.C.10
    - W: Evaporation separates by differences in boiling point, collecting the substance with the higher point. - KS3.C.10
  - Lesson 03 - How can we separate a mixture of liquids? Lesson Plan Lesson Title
    - D: To be able to describe simple techniques for separating mixtures: Distillation. - KS3.C.10
    - Distillation separates by differences in boiling point, collecting the substance with the lower point. - KS3.C.10
      - Suggested Activity:
        Demo: Liebig condenser with inky water.
        Equipment Required:
        Liebig condenser with inky water.
- 3C.2
  - Lesson 04 - Chromatography Enquiry - Planning Lesson Plan Lesson Title
    - D: To be able to describe simple techniques for separating mixtures: chromotography. - KS3.C.10
    - D: Chromatography can be used to separate mixtures of coloured compounds. - KS3.C.10
    - Chromatography enquiry
      PLANNING:
      Aim: To found out how many colours make up the different coloured M&Ms - KS3.C.10
  - Lesson 05 - Chromatography Enquiry - Data collection Lesson Plan Lesson Title
    - Chromatography enquiry
      DATA COLLECTION:
      Aim: To found out how many colours make up the different coloured M&Ms - KS3.C.10
  - Lesson 06 - Chromatography Enquiry - Analysis and Evaluation Lesson Plan Lesson Title
    - Chromatography enquiry
      ANALYSIS & EVALUATION:
      Aim: To found out how many colours make up the different coloured M - KS3.C.10
- 3C.3
  - Lesson 07 - Halfway Review Lesson Plan Lesson Title
    - Review of 3C.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/3C.1
- 3C.4
  - Lesson 08 - What is the difference between soluble and insoluble? Lesson Plan Lesson Title
    - T: If a solid can dissolve in particular liquid then it is know as 'soluble'. - KS3.C.08
    - T: If a solid cannot dissolve in particular liquid then it is know as 'insoluble' - KS3.C.08
    - W: Solutions are mixtures of solids and liquids, in which the solid breaks down and behaves like a liquid. - KS3.C.08
    - T: The solid added is called the solute. - KS3.C.08
    - T: The liquid added is called the solvent. - KS3.C.08
    - T: The large solute (solid) crystal break down into smaller molecules which fit between the particles of the solvent. - KS3.C.08
    - W: The solid can now behave like a liquid as the small molecules can move relative to each other. - KS3.C.08
    - T: A saturated solution is one that can not dissolve any more solute. - KS3.C.08
    - W: When all the gaps between particles are full, no more solute can be dissolved. - KS3.C.08
    - W: Increasing the temperature of the solvent, increases the speed the particles collide, creating bigger gaps.
      
      This allows more solute to dissolve in the solvent. - KS3.C.08
      - Suggested Activity:
        Investigating solubility by finding out the saturation point for water and salt. recrod mass of salt added. Consider changing one variable such as temperature of water, stirring etc.
        
        Demo:
        once salt saturation has been reached, filter one sample add some sugar and ask students why the sugar has dissolved?
        
        EW: Explain what happened using the big ideas
        GF: Compare the structure and bonding of salt and sugar particles to explain why the sugar can be dissolved even though the salt saturation point has been reached
        Equipment Required:
        250ml beakers
        stirring rods
        kettles
        thermometers
        salt
        spatulas
        weighing boats
        (range of non-hazardous solids to test whether soluble or insoluble e.g. - sodium chloride, Silicon dioxide, sugar, calcium carbonate )
        balances
        stop clocks
    - W: Solubility is a measure of how much solute can be dissolved in a solvent. - KS3.C.08
  - Lesson 09 - Where do particles go when they are dissolved? Lesson Plan Lesson Title
    - When dissolving no particles are destroyed so there is a conservation of material and mass. - KS3.P.50
      - Suggested Activity:
        Demo:
        conservation of mass for dissolving substances. Weigh out some salt. Measure the mass of some water.
        dissolve the salt into the water and reweigh the mixture.
        Equipment Required:
        small balances
        small beakers of salt
        spatulas
        stop clocks
        250mL beakers
        stirring rods
    - The reverse of dissolving is crystallisation. - KS3.P.50
  - Lesson 10 - What is diffusion and how does it work? Lesson Plan Lesson Title
    - Concentration is the number of a particular type of particle in a volume of space. - KS3.C.09
      - Suggested Activity:
        Dilute Potassium permanganate in large beaker.
        
        Observe the colour becomes 'weaker' (less concentrated)
        Equipment Required:
        Dilute Potassium permanganate in large beaker
    - Diffusion is the movement of a substance from a region of higher concentration to a region of lower concentration. - KS3.P.53
    - Particles in a fluid are always moving. - KS3.C.09
      - Suggested Activity:
        observe the diffusion of food coloring in M&M's in the water
        
        observe how long it takes for potassium permangement to spread out in cold and warm water in a petri dish
        Equipment Required:
        Perfume
        M M's
        petrie dishes
        stopwatches
        
        Petri dishes
        measuring cylinders
        kettles for warm water
        Potassium permanganate crystals
        graph paper
        timers
    - Horizontally, half the particles will be moving to the left and half to the right. - KS3.C.09
    - Half of a large number is more than half of a smaller number.
      
      So more particles will travel from a larger number of particles (high concentration), than are replaced by the smaller number moving form the smaller number of particles (lower concentration). - KS3.C.09
- 3C.5
  - Lesson 11 - Assessment Lesson Plan Lesson Title
    - Progress Observation Opportunity
  - Lesson 12 - Reflection Lesson Plan Lesson Title
    - REFLECTION
4C
- 4C.1
 - Lesson 01 - How is a physical and chemical change different? Lesson Plan Lesson Title
 - The use of word and symbol equations should be used throughout the scheme.
 - W: Physical changes are changes of state. - KS3.P.54
 - Suggested Activity:
 Recall changes of states.
 - D: Physical changes occur when particles are rearranged, but not change themselves. - KS3.P.54
 - Suggested Activity:
 Role play changes of state, with pupils as atoms.
 
 With homogenous couples (boys with boys, girls with girls or blazers on/off) as molecules. They do not change partners.
 - Chemical changes occur when the make up of individual particles change. - KS3.P.54
 - Suggested Activity:
 Role play changes of state, with pupils as atoms.
 
 With homogenous couples (boys with boys, girls with girls or blazers on/off) as molecules.
 
 Pupils swap partners to form heterogeneous couples.
 
 Discuss what had to happen for the them to swap partners - Come close (collide)
 - T: Chemical reactions result from the rearrangement of atoms - KS3.C.12
 - Suggested Activity:
 Learn the chant:
 - Molecules (Hands make fists)
 - Collide (Bag fists together twice, sticking together the second time)
 - Split (Spread fingers out)
 - Rearrange (Slide hands one in front of the other, then the other way round
 - Bond (interlock fingers)
 - Become a new substance (roll hands to 'present' new substance)
 - Suggested Activity:
 Liken role play to the incorrect:
 Hydrogen plus Oxygen -> Hydrogen Oxide
 
 H2 plus O2 -> 2HO
 
 If this was a marriage then the women (non-metal) changes the end of her name. (Hydrogen is pretending to be a metal)
 
 Then repeat role play to correct
 
 2H2 plus O2 -> H2O
 - T: Chemicals that react are call Reactants.
 - T: Chemicals that are produce are call Products.
 - A: The difference between chemical and physical changes. - KS3.P.54
 - Suggested Activity:
 Draw particle diagrams to show physical changes and chemical changes.
 - Lesson 02 - What happens to the atoms in a chemical reaction? Lesson Plan Lesson Title
 - D: Chemical reactions result from the rearrangement of atoms - KS3.C.12
 - Suggested Activity:
 Demo: Lead Iodide and Potassium Nitrate
 
 .
 
 Discuss (Think-Pair-Share) what is happening using vocab and ideas from previous lesson.
 Equipment Required:
 Lead Iodide and Potassium Nitrate
 
 one set for demo
 - W: Learn the signs of chemical reactions:
 1. Change of colour
 2. Formation of gas
 3. Formation of precipitate
 4. Change of temperature (energy released)
 - A: Representing chemical reactions using word equations.
 - Suggested Activity:
 Complete the following word equation:
 
 Lead Iodide 'plus' Potassium Nitrate 'becomes' ->
 - D: There is a 'Conservation of mass' during chemical reactions as atoms are rearranged not destroyed. - KS3.C.06
 - Suggested Activity:
 Lead Iodide and Potassium Nitrate:
 
 http://www.rsc.org/learn-chemistry/content/filerepository/CMP/00/000/515/cce-61.pdf
 Equipment Required:
 Jewelry balance (0.01g).
 Potassium iodide solution 0.01 mol dm^–3
 Lead nitrate solution 0.009 mol dm^–3
 - Representing chemical reactions using formulae and using equations. - KS3.C.13
 - Suggested Activity:
 Draw particle diagram for reaction under word equation.
 
 Write symbol equation using formulae under particle diagram.
 - Lesson 03 - Why is combustion an oxidation reaction? Lesson Plan Lesson Title
 - Combustion is the chemical reaction of burning. - KS3.C.14
 - During combustion the fuel joins with oxygen. - KS3.C.14
 - Suggested Activity:
 Fire Triangle.
 Extinguish a candle in a upturned beaker.
 Equipment Required:
 Candle
 Large beaker
 Plastercine
 - W: Combustion is an oxidation reaction. - KS3.C.14
 - Rusting is another example of an oxidation reaction - KS3.C.14
 - Tarnish of metals is oxidation. - KS3.C.14
 - Suggested Activity:
 Heating metal folded metal foils.
 The outside will tarnish, the inside does not.
 Equipment Required:
 Aluminium foil 10 x 10 cm class set. doesnt work
 - Lesson 04 - What happens to the energy in a chemical reaction? Lesson Plan Lesson Title
 - Exothermic chemical reactions give out heat, warming the surroundings. They feel hot. - KS3.C.21
 - Suggested Activity:
 http://www.rsc.org/learn-chemistry/resource/res00000406/exothermic-or-endothermic?cmpid=CMP00005103
 Equipment Required:
 Copper(II) Sulfate solution
 Magnesium Pow.
 Magnesium Rib.
 Dilute Hydrochloric Acid
 solution
 Sodium hydroxide
 Dilute sulphric acid
 Thermometer
 Polystyrene cups
 10ml cylinders
 pipettes
 forceps
 - Endothermic chemical reactions take in heat, cooling the surroundings. They feel cold. - KS3.C.21
 - Suggested Activity:
 http://www.rsc.org/learn-chemistry/resource/res00000406/exothermic-or-endothermic?cmpid=CMP00005103
 Equipment Required:
 Sodium hydrogencarbonate Citric Acid
 Thermometer
 Polystyrene cups 10ml cylinders
 - Lesson 05 - What happens during 'Thermal Decomposition' reactions? Lesson Plan Lesson Title
 - In thermal decomposition reactions, large molecules break down into smaller molecules when heated. - KS3.C.14
 - Suggested Activity:
 Heating Carbonates
 
 Only demo unless class will be able to complete it without suck back happening.
 
 Use boiling tubes rather that test tubes as we have large diameter delivery tubes.
 
 http://www.rsc.org/learn-chemistry/resource/res00000450/thermal-decomposition-of-metal-carbonates?cmpid=CMP00005971
 Equipment Required:
 Copper, Lead, Potassium, Sodium, Zinc Carbonates
 
 Boiling tubes (2 per setup)
 Delivery tubes
 Spatulas
 Lime water
 - Lesson 06 - What happens during Displacement reactions? Lesson Plan Lesson Title
 - T: In a displacement reaction, a more reactive chemical will take the place of less reactive chemical. - KS3.C.14
 - Suggested Activity:
 DEMO
 Thermite
 Equipment Required:
 http://science.cleapss.org.uk/Resource/SRA026-Thermite-reaction-in-flower-pots.pdf
 - W: Copper is more reactive than silver. - KS3.C.14
 - Suggested Activity:
 Copper wire in Silver nitrate.
 
 Smaller scale of
 http://thehomescientist.blogspot.co.uk/2010/04/experimehnt-silver-tree.html
 
 Clean copper wire with sand paper so it will react quickly.
 Equipment Required:
 Silver nitrate sol. copper wire.
 small cuvettes with lids.
 pipettes.
 ohp pens.
 - A: Use the writing frames to explain what is happening in reaction - KS3.C.14
- 4C.2
 - Lesson 07 - Enquiry: Planning and Data Collection Lesson Plan Lesson Title
 - PLANNING & DATA COLLECTION:
 Aim: To find out how the number drops of acid added affect the pH of the solution.
 - Suggested Activity:
 Micro titration - pipettes in clamp stands.
 Equipment Required:
 0.5M hcl
 0.5 sod hydroxide
 universal soln
 ph scales
 test tubes
 pipettes
 - Lesson 08 - Enquiry: Conclusions and Evaluations Lesson Plan Lesson Title
 - CONCLUSIONS and EVALUATION:
 Aim: To find out how the number drops of acid added affect the pH of the solution.
 - defining acids and alkalis in terms of neutralisation reactions - KS3.C.15
 - the pH scale for measuring acidity/alkalinity; and indicators - KS3.C.16
- 4C.3
 - Lesson 09 - Review of 4C.1 Lesson Plan Lesson Title
 - Review of 4C.1
 - Suggested Activity:
 https://www.mrcorfe.com/Hamble/Questions/4C.1
- 4C.4
 - Lesson 10 - What do catalysts do? Lesson Plan Lesson Title
 - Catalysts speed up a reaction without being used up themselves. - KS3.C.19
 - Suggested Activity:
 Hydrogen peroxide with catalysts.
 Demo
 
 http://www.rsc.org/learn-chemistry/resource/res00000831/hydrogen-peroxide-decomposition
 Equipment Required:
 DEMO Apparatus
 - 250 cm3
 cylinders – one for each catalyst to be used.
 - A tray to catch any foam that spills over the top of the cylinders.
 Stopwatch
 washing up liquid 1cm
 
 Chemicals
 The quantities given are for one demonstration.
 -25ml of 50 vol. hydrogen peroxide solution for each demo.
 - About 0.5 g of powdered manganese(IV) oxide (manganese dioxide, MnO2).
 - About 0.5 g of lead(IV) oxide (lead dioxide, PbO2).
 - About 0.5 g of iron(III) oxide (red iron oxide, Fe2O3).
 - A small piece of potato.
 - A small piece of liver.
 20Vol can be given for a slower reaction which is easier to time.
- 4C.5
 - Lesson 11 - POO Lesson Plan Lesson Title
 - Progress Observation Opportunity - KS3.C.19
 - Lesson 12 - Reflection Lesson Plan Lesson Title
 - Reflection - KS3.C.19
5C
- 5C.1
  - Lesson 01 - Do earthquakes happen everywhere? Lesson Plan Lesson Title
    - D: Students locate on a map locations of largest earthquakes and volcanic eruptions.
      
      https://en.wikipedia.org/wiki/Lists_of_earthquakes#Largest_earthquakes_by_magnitude
    - W: Earthquakes and volcanic eruptions only happen in certain places on Earth.
    - T: The Earth's crust and the upper part of the mantle are cracked into a number of large pieces (tectonic plates).
    - W: The crust is relatively very thin. - KS3.C.32
  - Lesson 02 - How do earthquakes happen? Lesson Plan Lesson Title
    - T: Alfred Wegener observed
      - Matched coastlines of Africa and S.America,
      - Matched rock formations,
      - Common fossils.
    - W: This could be explained if the continents drifted apart.
    - Alfred Wegener theory of crustal movement (continental drift) was not generally accepted for many years because he couldn't explain how it could happen.
      
      We now believe...
    - W: Convection currents within the Earth's mantle cause the plates.
      - Suggested Activity:
        Demo convection current in flat tray with paper continents floating on water.
        
        modelling diffusion using potassium permanganate in water could be a different temperatures for rates
        Equipment Required:
        Demo continents floating in tray of water.#
        Wax volcano demo
        Potassium permanginate
        250ml beakers
        forceps
    - T: The heat energy drives convection currents in the mantle, through the changing density (particle movement) of the heated mantle.
    - T: The heat in the core is released by natural radioactive processes.
    - W: Nuclear energy is transformed into heat energy.
    - W: The plates move at relative speeds of a few centimetres per year.
      - Suggested Activity:
        This fence was put up 50 years ago:
        
        http://static.flickr.com/134/355247789_c290ad8e7d.jpg
        
        Do tectonic plates move at metres, centimetres or millimetre a year?
    - W: The movements can be sudden and disastrous. Earthquakes and / or volcanic eruptions occur at the boundaries between tectonic plates.
      - Suggested Activity:
        Modelling earthquakes demo heating the Bunsen burner
        Equipment Required:
        large beaker filled with water and red wax covering the top
  - Lesson 03 - What is the structure of the Earth and how do we know? Lesson Plan Lesson Title
    - The Earth consists of a core, mantle and crust, and is surrounded by the atmosphere. - KS3.C.32
      - Suggested Activity:
        modelling the structure of the Earth
        Equipment Required:
        cream egg
        Knife
        white tile
    - T: The Core is about half the diameter of the Earth, with the Mantle making up the other half. - KS3.C.32
    - DESIRABLE:
      
      Our knowledge of the structure of the Earth comes mainly from studying how the shockwaves from earthquakes (seismic waves) travel through it.
      
      Earthquakes produce two types of waves that can travel through the Earth:
      - Longitudinal faster travelling Primary, P (pressure) waves, which move through liquids as well as solids;
      - Transverse slower travelling Secondary, S waves, which travel only through solids.
      
      The S-wave shadow is what give rise to the idea of a core.
      
      http://www.mrcorfe.com/KS4/Edexcel/Physics/P1-11-NowYouSeeIt/EarthStructure.php
  - Lesson 04 - What makes up the Earth? Lesson Plan Lesson Title
    - T: The Earth is composed of mainly of:
      - iron (32.1%),
      - oxygen (30.1%),
      - silicon (15.1%),
      - magnesium (13.9%). - KS3.C.31
    - D: Draw a pie chart to display the Earth's composition data. - WS
    - The Earth's core is composed of mainly of iron (88.8%) with smaller amounts of nickel (5.8%). - KS3.C.31
    - The Earth's crust is composed of mainly of oxygen (47%), chemically locked up in rocks. The most common of which are Silica, Silicon Dioxide (54%) and Alumina, Aluminum oxide (16%).
      
      - Something to do with revising Elements and compounds. - KS3.C.31
- 5C.2
  - Lesson 05 - Skill Focus: Planning Lesson Plan Lesson Title
    - A: ENQUIRY: Planning
      
      - Aim: To find the best location for a new copper mine.
      
      SET C 2014: Carbonates ISA
      5 Samples of copper ore (copper carbonate and sand) from different locations.
      
      Testing samples to determine the highest concentration of copper ore.
      
      ISA method: Time how long it takes to stop fizzing.
      
      Alternative method: How high the fizz rises.
      
      Focus:
      Controlling control variables - measuring reactants.
      Evaluation: How representative is a small sample from a potential mining area.
  - Lesson 06 - Skill Focus: Data collection Lesson Plan Lesson Title
    - A: ENQUIRY: Data collection
  - Lesson 07 - Skill Focus: Analysis Lesson Plan Lesson Title
    - A: ENQUIRY: Analysis
- 5C.3
  - Lesson 08 - Halfway Review Lesson Plan Lesson Title
    - A: Review of 5C.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/5C.1
- 5C.4
  - Lesson 09 - What is in the Atmosphere? Lesson Plan Lesson Title
    - W: The air in the atmosphere is a mixture. - KS3.C.35
      - Suggested Activity:
        Show atomscope air simulation.
    - The atmosphere is composed of:
      - about four-fifths nitrogen (80%)
      - about one-fifth oxygen (20%)
      - small proportions of various other gases, including carbon dioxide, water vapour and noble gases. - KS3.C.35
    - The gas test for oxygen is it relights a glowing spill. - KS3.C.35
      - Suggested Activity:
        Test gas with spill and lime water.
        
        Identify mystery gas samples.
    - The gas test for carbon dioxide is it turns lime water cloudy. - KS3.C.35
      - Suggested Activity:
        Test gas with spill and lime water.
        
        Identify mystery gas samples.
        Equipment Required:
        magnesium hydrochloric acid
        test tubes
        pipette
    - The gas test for hydrogen is it makes a squeaky pop when lit. - KS3.C.35
      - Suggested Activity:
        Test gas with spill and lime water.
        
        Identify mystery gas samples.
        Equipment Required:
        marble chips
        hydrochloric acid
        test tubes
    - D: Something to do with revising Elements and compounds again:
      
      Draw the substances to show its a mixture. - KS3.C.35
  - Lesson 10 - How is the Oxygen level maintained? Lesson Plan Lesson Title
    - The oxygen and carbon dioxide levels in the atmosphere are maintained by photosynthetic organisms, such as plants and algae. - KS3.B.24
      - Suggested Activity:
        Draw (a simplified) carbon cycle.
        
        What would happen if there was more oxygen in the air?
    - Photosynthetic organisms, such as plants and algae, use sunlight in photosynthesis to build organic molecules that are an essential energy store. - KS3.B.24
      - Suggested Activity:
        Draw energy Energy transfer diagram from sun to plant to chemical store.
        
        Word / symbol / particle equation for photosynthesis.
        
        Describe reaction in terms of POO writing scaffold.
    - Oxygen is need for respiration which releases energy from glucose. This is essential for all life. Therefore all life depends on the energy from the sun and the photosynthetic - KS3.B.24
      - Suggested Activity:
        Word / symbol / particle equation for respiration.
        
        Describe reaction in terms of POO writing scaffold.
        Equipment Required:
        Jelly baby demo:
        jelly baby
        boiling tube
        face mask
        Potassium Chlorate
    - In the search for life on other planets, looking for oxygen is a sign that life is on the planet. - KS3.B.24
- 5C.5
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - A: Progress Observation Opportunity
  - Lesson 12 - Reflection Lesson Plan Lesson Title
    - A: REFLECTION
6C
- 6C.1
  - Lesson 01 - How did Mendeleev design the Periodic Table? Lesson Plan Lesson Title
    - the varying physical and chemical properties of different elements
      - Melting points.
      - Boiling points.
      - Densities.
      - Hardness.
      - Reactivity. - KS3.C.22
      - Suggested Activity:
        Until I can put it one the T drive download plan a resources from:
        
        http://www.mrcorfe.com/LeadingTeachers/PeriodicTable/
        
        Note this original plan is split over two lessons.
        
        Through the use of the words and engaging in the top trump activity, they will have been introduced to the properties list above.
    - That repeating properties were used to form the groups in the Mendeleev periodic table. - KS3.C.23
      - Suggested Activity:
        By the construction of selected groups.
        
        The predicting patterns of reaction in those groups.
  - Lesson 02 - How to do we use the Periodic Table? Lesson Plan Lesson Title
    - W: The reactivity of elements increases as group one is descended in the periodic table. - KS3.C.25
      - Suggested Activity:
        DEMO:
        Alkali metals and magnesium with water as per SoP.
        Equipment Required:
        DEMO:
        Alkali metals and magnesium with water as per SoP.
    - T: The reactivity of elements increases as group seven is ascended in the periodic table. - KS3.C.25
    - T: Group zero do not react. - KS3.C.25
    - The closer elements are to each other on the periodic table, the more likely they are to react in a similar way. - KS3.C.25
    - The groups (columns) are more important to predicting reactions than periods (rows). - KS3.C.25
    - A: How patterns in reactions can be predicted with reference to the periodic table - KS3.C.25
      - Suggested Activity:
        The solo task of answering question on the worksheet.
  - Lesson 03 - How are metals and non-metals different from each other? Lesson Plan Lesson Title
    - T: The rows in the periodic table are called periods. - KS3.C.24
      - Suggested Activity:
        Label a copy of the periodic table.
    - T: The columns in the periodic table are called groups - KS3.C.24
      - Suggested Activity:
        Label a copy of the periodic table.
    - W: Metals are found to the lower left on the periodic table. - KS3.C.24
      - Suggested Activity:
        Colour zones on a copy of a periodic table.
        
        Start with elements they know.
    - W: Nonmetals are found to the upper right on the periodic table. - KS3.C.24
      - Suggested Activity:
        Colour zones on a copy of a periodic table.
        
        Start with elements they know
    - W: Metals make up the majority of the elements on the periodic table. - KS3.C.24
    - The properties of metals include:
      - Lustrous (shiny)
      - Sonorous (makes a ringing sound)
      - Hard.
      - High density (are heavy for their size)
      - High tensile strength (resist being stretched)
      - High melting and boiling points.
      - Good conductors of heat and electricity. - KS3.C.26
    - The properties of non-metals include:
      - Low melting and boiling points.
      - Insulators of - KS3.C.26
- 6C.2
  - Lesson 04 - Skill Focus: Planning Lesson Plan Lesson Title
    - A: ENQUIRY: Planning
      - Suggested Activity:
        That the more base added to an acid to neutralise it, the higher the concentration of the acid
        Equipment Required:
        1xdemo
        Burette
        Clamp stand
        White tile
        Conical flaks
        Measuring cylinders
        Indicators (methyl orange or)
        Unknown concentration of acid solution
        0.5M base solution
  - Lesson 05 - Skill Focus: Data collection Lesson Plan Lesson Title
    - A: ENQUIRY: Data collection
      - Suggested Activity:
        That the more base added to an acid to neutralise it, the higher the concentration of the acid
        Equipment Required:
        Class
        Burette
        Clamp stand
        White tile
        Conical flaks
        Measuring cylinders
        Indicators (methyl orange or)
        0.5M, 1.0M and 1.5M concentrations o
        Unknown concentration of acid solution
        0.5M base solution
  - Lesson 06 - Skill Focus: Analysis Lesson Plan Lesson Title
    - A: ENQUIRY: Analysis
- 6C.3
  - Lesson 07 - Reflection Lesson Plan Lesson Title
    - A: Review of 6C.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/6C.1
- 6C.4
  - Lesson 08 - What happens when acids and metals react? Lesson Plan Lesson Title
    - reactions of acids with metals to produce a salt plus hydrogen - KS3.C.17
      - Suggested Activity:
        Collect gas from metal and acid. Use a variety of metals.
        
        Perform gas tests to identify hydrogen.
        
        Concentrate solution.
        
        Go through word and formula equations.
        Equipment Required:
        DEMO - Hydrochloric acid, magnesium, test tube, splints (gas test for hydrogen)
  - Lesson 09 - What happens when acids and alkalis react? Lesson Plan Lesson Title
    - reactions of acids with metals to produce a salt plus hydrogen - KS3.C.17
      - Suggested Activity:
        Examine evaporated solution to find Salt.
    - reactions of acids with alkalis to produce a salt plus water - KS3.C.18
      - Suggested Activity:
        Students plan method based on previous lesson.
        
        Collect gas from metal and acid.
        
        Perform gas tests to identify hydrogen.
        
        Concentrate solution.
        
        Go through word and formula equations.
  - Lesson 10 - Which oxides form acids? Lesson Plan Lesson Title
    - reactions of acids with alkalis to produce a salt plus water - KS3.C.18
      - Suggested Activity:
        Examine evaporated solution to find Salt
    - W: Metal oxides dissolve to form alkali solutions. - KS3.C.27
      - Suggested Activity:
        Burn magnesium in bottle caps.
        
        Dissolve magnesium oxide in distilled water.
        
        Test solution with UI.
    - W: Non-metal oxides dissolve to form acid solutions. - KS3.C.27
      - Suggested Activity:
        DEMO
        Burning sulfur on deflangenated spoon in gas gar of oxygen.
        Equipment Required:
        Burn magnesium in bottle caps.
        Blue glass.
        
        Dissolve magnesium oxide in distilled water.
        universal indicator
        Test tubes
        Pipette
        
        Provide solutions of :
        Nitric acid (labelled Nitrogen oxide and water) 0.2 mol dm–3 (Irritant)
        Sodium hydroxide (labelled Sodium oxide and water) 0.2 mol dm–3 (Irritant)
        Potassium hydroxide (labelled Potassium oxide and water) 0.2 mol dm–3 (Irritant)
        Phosphoric acid (labelled Phosphorus (V) oxide and water) 0.2 mol dm–3
        Calcium hydroxide (labelled Calcium oxide and water) 0.2 mol dm–3
        Universal Indicator (in bottle with dropping pipette).
        Test tubes
        Pipettes
    - A: Identify types of oxides by testing pH - KS3.C.27
      - Suggested Activity:
        RSC Classic Chemistry Experiments: 21 Testing the pH of oxides.
        
        But label samples A to E
- 6C.5
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - A: Progress Observation Opportunity
  - Lesson 12 - Reflection Lesson Plan Lesson Title
    - A: REFLECTION
7C
- 7C.1
  - Lesson 01 - What happens when metals react with acid? Lesson Plan Lesson Title
    - A: Predict the outcome of reactions with metals and metal salt solutions given the reactivity series. - KS3.C.28
    - In displacement reactions the more reactive metal displaces (takes the place) of the less reactive metal. - KS3.C.28
      - Suggested Activity:
        Micro chemistry displacement reactions on laminated sheet:
        
        Metals and metal sulphates
        Equipment Required:
        Displacement reactions, in tray & laminated sheets
    - Metals will react with acid at different rates. - KS3.C.28
      - Suggested Activity:
        Metals in acid
        
        as per lesson 1:
        
        http://www.rsc.org/learn-chemistry/resource/res00000446/metals-and-acids-experiment?cmpid=CMP00005351
        
        DEMO
        Group 1 metals
        Equipment Required:
        Magnesium Ribbon
        Iron filings
        Copper Turnings
        Zinc granules
        
        Test tubes
        bungs
        0.5M HCl
        0.5M Sulphuric
        
        DEMO
        Group 1 metals as SoP
    - When Metals react with acid with they produce (a salt and) hydrogen gas. - KS3.C.28
      - Suggested Activity:
        Test the gas produced.
        Equipment Required:
        Spills
    - W: Acids contain hydrogen (ions) particles. - KS3.C.28
    - Metals can be put into order of reactivity called the 'the reactivity series' - KS3.C.28
    - When Metals react with acid with they produce a salt (and hydrogen gas). - KS3.C.28
      - Suggested Activity:
        https://www.youtube.com/watch?v=arlYPz3EP7A#t=1m41s
        
        Explain that the electricity is needed as copper is so unreactive.
        Equipment Required:
        DEMO
        Copper electrodes
        Sulphuric acid ?M
        Power supply
        Croc Clip to Banana plug leads
    - A: Draw particle diagrams for metals reacting with acid. - KS3.C.28
    - A: Write word equations for metals reacting with acid. - KS3.C.28
    - A: Write symbol equations for metals reacting with acid. - KS3.C.28
  - Lesson 03 - How do we get metals from rocks? Lesson Plan Lesson Title
    - Carbon and Hydrogen are often added to the reactivity series for comparison. - KS3.C.29
      - Suggested Activity:
        Show old chem data sheet and ask which two are the odd ones out. They are in italics and they are identified as non-metals.
        
        Complete the card sort of reactivity series using the reactivity fact sheet
        Equipment Required:
        Extracting metals card sort
    - Metals more reactive than hydrogen will react with water as they will displace the hydrogen forming metal oxides. - KS3.C.29
    - The rocks that have significant amounts of metal oxides in are known as ores. - KS3.C.29
    - In order to obtain useable metal it needs to be chemically separated from the oxygen. - KS3.C.29
    - The blast furnace is used to obtaining some metals from metal oxides using carbon.
      eg Iron from iron oxide. - KS3.C.29
      - Suggested Activity:
        Extracting metal on a match head: http://www.rsc.org/learn-chemistry/resource/res00000722/extraction-of-iron-on-a-match-head?cmpid=CMP00005113
        Equipment Required:
        Match head extraction kit:
        iron (III) oxide powder
        hydrogen carbonate powder
        matches
        watch glass
        magnets
    - Carbon is more reactive than iron so the carbon displaces the iron to form carbon dioxide leaving the iron by itself. - KS3.C.29
    - A: Carbon can only displace metals that are less reactive than itself. - KS3.C.29
      - Suggested Activity:
        Using reactivity series student to predict which metals are obtained using carbon.
- 7C.2
  - Lesson 04 - Skill Focus: Planning Lesson Plan Lesson Title
    - Gas can be collected over water using a delivery tube.
      - Suggested Activity:
        https://www.google.co.uk/images?q=collecting gas over water
        Equipment Required:
        DEMO:
        Troughs
        Measuring cylinders
        Delivery tubes conical flasks
        
        OPTIONAL
        1M Hydrochloric acid
        2cm Magnesium ribbon
    - PLANNING
      Gas produced by metal & acid.
      - Suggested Activity:
        Ideally use AQA required practical proforma.
        
        Students to develop their own hypothesis and therefore plan
        
        Possible IVs:
        Concentration of acid
        Volume of acid
        Type of acid
        
        Mass of metal
        Shape (Surface Area) of metal
        Type of metal
  - Lesson 05 - Skill Focus: Data collection Lesson Plan Lesson Title
    - DATA COLLECTION
      Gas produced by metal & acid.
  - Lesson 06 - Skill Focus: Analysis Lesson Plan Lesson Title
    - CONCLUSION and EVALUATION
      Gas produced by metal & acid.
    - Gas can be collected using a gas syringe. This is an improved method to measure the volume of gas.
- 7C.3
  - Lesson 07 - Halfway Review Lesson Plan Lesson Title
    - Review of 7C.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/7C.1
- 7C.4
  - Lesson 08 - What is the difference between metals and ceramics? Lesson Plan Lesson Title
    - Ceramic materials are solids made by baking a starting material like clay, in a very hot oven or kiln. - KS3.C.30
      - Suggested Activity:
        Define keywords then sort in a tree map for ceramic and metals. Or compare using double bubble.
        Mark by watching videos.
        Equipment Required:
        Material samples
    - Ceramic materials include: Pottery; Bricks; Glass; Cement; Diamond - KS3.C.30
    - Ceramic materials are hard, so not easy to scratch. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=R-bw7_u3gSQ
    - Ceramic materials are strong under compression. - KS3.C.30
    - Ceramics are brittle. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=tYJeNKK9PEA
        
        Quickly stretch blu tack
        Equipment Required:
        blu tack
    - Metals have a high Tensile Strength - KS3.C.30
      - Suggested Activity:
        https://www.google.co.uk/images?q=suspension bridge
    - Metals are Sonorous - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=gYpiRVzlsa4
        
        https://www.youtube.com/watch?v=VdG_OPv91-c
        
        https://www.youtube.com/watch?v=QxCeHLTfN1k
    - Metals are malleable - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=4pS13X3up_o
    - Metals are ductile - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=QKAg1yMZIpY
        
        Slowly stretch blu tack
        Equipment Required:
        blu tack
    - Metals are lustrous - KS3.C.30
    - Metals are good conductors of heat and electricity. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=14U58r8D4Qg
    - These are the general properties of ceramics and metals, but there are exceptions. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=MJgy8_AV8ok
  - Lesson 09 - What is the difference between polymers and compostites? Lesson Plan Lesson Title
    - Plastics are polymers. - KS3.C.30
    - There are many different polymers. Their properties determine how they are used. - KS3.C.30
      - Suggested Activity:
        Do any of last lessons keywords apply to plastics?
    - Polymers can be flexible, cheap, electrical insulator, strong, tough resistant to chemicals and generally have a low density. - KS3.C.30
      - Suggested Activity:
        Which material properties are the opposite of each other?
        
        Tough : Brittle
        Flexible : Brittle
        Conductor : Insulator
    - Composites are made up of more than type of material. - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=WYqCnEvTRUQ
    - Composites have a mixture of properties from the materials that make them up. - KS3.C.30
    - Reinforced concrete is a composite of concrete (ceramic) and metal bars. - KS3.C.30
      - Suggested Activity:
        Testing reinforced and not reinforced ceramic bars.
        
        https://www.youtube.com/watch?v=vuZcPTp51Zk
        Equipment Required:
        Premade bars
        Weights
        Newspaper
    - Glass Reinforced Plastics (GRP) are a composite of glass fibres (ceramic) and a plastic (polymer). - KS3.C.30
      - Suggested Activity:
        https://www.youtube.com/watch?v=S1RWEGhuQqw
  - Lesson 10 - What type of material should we use? Lesson Plan Lesson Title
    - T: Particles in a solid are arranged in a lattice (pattern). - KS3.C.30
    - T: Different types of solid are have their particles arranged in a differnet shaped lattices (patterns). - KS3.C.30
    - T: Metals are malleable and ductile because their particles are arranged in layers with weakish bonds between them.
      (This is an oversimplification as dislocations and grain boundaries are the true weaknesses) - KS3.C.30
      - Suggested Activity:
        Show magnetic balls in layers as http://www.the-buckyballs.com/upload/201303/1363691684369348556.jpg
        
        Yet to be bought!!!!!
        Less printing means more toys.
    - W: When a force is applied to the metal layers they slide over each other changing the material's shape. - KS3.C.30
    - W: Metals are tough because when there is a shock of energy, it can be absorbed in the flexibility of these weak bonds. - KS3.C.30
    - T: Ceramics are brittle because when there is a shock of energy, it can not be absorbed as there is no flexibility in the strong bonds. - KS3.C.30
    - T: Ceramics are hard and brittle because their particles are held in a lattice shape such as a tetrahedral. - KS3.C.30
      - Suggested Activity:
        Show Molymod model of diamond.
        Equipment Required:
        Molymod model of diamond.
    - W: Tetrahedrals are strong shapes as each particle is held in place by triangles of bonds. - KS3.C.30
    - W: The strong structure means that particles will not move as much as others so can scratch the softer material. But it also means that a shock of energy can not be absorbed by the bonds as there is no flexibility in the structure. - KS3.C.30
    - W: The particles in polymers are a arranged in chains. - KS3.C.30
    - W: The bonds in the chain are very strong, but the force between chains are relatively weak. - KS3.C.30
    - W: The length of the particle chain affects how the chains interact with each other and so the properties of the polymer. - KS3.C.30
      - Suggested Activity:
        Pour long tangled string and short lengths
        Equipment Required:
        1xlong piece of string in a beaker.
        Lots of 1cm pieces of string cut up, in a beaker
    - Application of ceramics, polymers and composites (qualitative) - KS3.C.30
      - Suggested Activity:
        Why don't we use chocolate tea pots?
        
        Think of a situation and workout the material requirements are. Then match them to a type of material.
- 7C.5
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - Progress Observation Opportunity
  - Lesson 12 - Reflection Lesson Plan Lesson Title
    - REFLECTION
8C
- 8C.1
  - Lesson 01 - Where do rocks come from? Lesson Plan Lesson Title
    - There are lots of different rocks of all sorts of ages. - KS3.C.33
    - The oldest rocks are found in Africa, Canada and Australia. - KS3.C.33
    - The youngest rocks are found around volcanoes. - KS3.C.33
    - There has been no new rock material added to the earth since it was created apart from a small amount of meteorites. - KS3.C.33
    - New rocks are made from recycled material. - KS3.C.33
    - Igneous rocks are formed when molten rocks freeze. - KS3.C.33
      - Suggested Activity:
        https://www.geolsoc.org.uk/ks3/webdav/site/GSL/shared/pdfs/education and careers/RockCycle/Salol Experiment.pdf
        Equipment Required:
        Stearic acid
        Kettles
        Magnify glasses
        Pipettes
        Slides in warm
        Slides in ice bath
    - When frozen, the particles in the rocks are fixed in a lattice, that is why the rocks hold their shape. - KS3.C.33
    - Solids are made up of crystals. Crystals are regions of a single lattice orientation. - KS3.C.33
    - When solids freeze quickly the crystals are small. - KS3.C.33
    - The crystals are large because the particles have more time to line up before freezing. - KS3.C.33
    - The crystals are small because the particles have less time to line up before freezing. - KS3.C.33
    - When solids freeze slowly the crystals are large. - KS3.C.33
    - When igneous rocks are formed under the ground they cool slowly so the crystals are large. - KS3.C.33
    - When igneous rocks are formed above ground or in water they cool quickly so the crystals are small. - KS3.C.33
    - The size of crystals affects some of the properties of the rock. - KS3.C.33
  - Lesson 02 - How are rocks broken up? Lesson Plan Lesson Title
    - Weathering is breaking up of rock where it stands. - KS3.C.33
    - Rocks are broken down into increasing smaller particles: Gravel; Sand; Silt; Clay - KS3.C.33
    - Weathering can be chemical weathering, in which rocks are broken down when the particles that make them up are changed. - KS3.C.33
    - Weathering can be physical weathering, in which rocks are broken down when the particles that make them up are not changed. But the forces between the particles are overcome to separate them into small pieces of rock. - KS3.C.33
    - Sedimentary rocks are formed when sediment (little pieces of weathered rock) is laid down in layers under water and then compressed by layers above.
      
      The water between the sediment is squeezed out and the sediment bonds together. - KS3.C.33
    - If organisms fall into the sediment then the rock can take the shape of the organism. These formations are fossils. - KS3.C.33
    - Metamorphic rocks are formed when either igneous or sedimentary rocks are heated under great pressure. - KS3.C.33
- 8C.3
  - Lesson 03 - How do we use the Earth's resources? Lesson Plan Lesson Title
    - All resources come form come from the Earth's crust or the atmosphere. - KS3.C.34
    - Coal contains more energy per kilogram than wood as it is a concentrated form of wood without moisture in. - KS3.C.34
    - Crude oil (and natural gas) is formed when sea creatures (mainly microscopic) are compressed under layers of sediment. - KS3.C.34
    - Coal is a sedimentary rock formed when trees and plants are compressed under layers of sediment.
      
      (The highest grade coal, Anthracite, is actually metamorphic) - KS3.C.34
    - Crude oil can be processed into fuels, chemicals and plastics. - KS3.C.34
    - Metals are dug up from the earth in the form of ores. - KS3.C.34
    - Ceramics are made from muds that are dug up from the earth - KS3.C.34
- 8C.4
  - Lesson 04 - What is the human impact on the Earth? Lesson Plan Lesson Title
    - the efficacy of recycling - KS3.C.34
    - the production of carbon dioxide by human activity and the impact on climate - KS3.C.36
    - A: ENQUIRY: Planning
      
      Aim: To find out how the concentration of acid (rain) affects the rate of reaction with marble chips
    - A: The test for carbon dioxide is to bubble the gas through lime water. If it turns cloudy this is a positive result.
    - Earth as a source of limited resources - KS3.C.34
      - Suggested Activity:
        Circus of objects made of different materials.
        
        Students identify the material and the source - ie Earth or Atmosphere.
        Equipment Required:
        Sand in a jar
        Something metal
        Something plastic
        Something pottery
        Vaseline
        Gas cylinder (CO2 Fire extinguisher)
        FAKE petrol bottle
        Diamonds TO BE COUNTED IN AND OUT
        Gravel somthing
        Fish / Shellfish
        Meat
- 8C.5
  - Lesson 05 - Lesson Plan Lesson Title
    - Review of 8C
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/8C