1. Learners practise calorimetric and energy change calculations. 2. Learners write a full explanation of one of the reactions they have investigated during the lesson. 3. Learners complete a true/false activity on energy changes in reactions and how bonds breaking and forming causes a reaction to be exothermic or endothermic. Learners could create the true/false statements themselves and test their peers 4. Learners create a presentation about bonds and the exothermic process. 5. Learners carry out further reactions and calculate temperature changes. 6. Learners write five statements about the thermite reaction and heat and cool packs. Learning aim B: 2B.P2 Learners discuss what they know about crude oil and what it is made up of. 2B.M2 Emphasis on key use and meanings Availability of a dictionary Use of Google translate Regular assessment of student progress Encouragement in class activities Use of Collins differentiated work available underachievement: Encourage full interaction in activities Identify roles in group work Peer supporting activities Small/large group activities – practical investigations- developing team work Use of roles within groups Presentation for the board of directors of a company to promote the production of nanochemicals. Learning from text: Use research and put information into own words Use of text books for research- students to gather appropriate information they required Use of library books Use of Applications Of science text Learning through writing: Presenting work as: reports, leaflets, newspaper articles, posters
Learners design posters and mnemonics for remembering the structures and properties of alkenes and alkanes. 2B.M4 Give learners a scenario of two bottles found in a cupboard. They know that one is a carboxylic acid and one is an alcohol. Their task is to form a plan for a series of experiments to work out which is which. Learners should list, describe and explain the tests they suggest. 2B.D3 Learners list as many organic molecules as they can and sort them into groups. Learning aim C: 2C.P6 1. Learners talk nanochemicals for one minute without pausing or repeating themselves. 2. Learners create a presentation for the of directors of a company to promote the production of nanochemicals. 2C.M6 1, Learners give three reasons for using nanoparticles. 2. Learners use their knowledge of nanochemicals to re-design an object in daily use that would benefit from nanochemical intervention. 2C.D5 Learners list three advantages and three disadvantages of using nanochemicals. 2C.P6 Learners write a positive, minus, interesting list about nanoparticles. Positive – what they know; Minus – what they think they know a little about; Interesting – what they want to know more about. 2C.M6 Learners design a storyboard for a five-minute segment of a TV or radio science show on nanochemicals and their uses 2C.D5 1. Learners a video on NanoSphere Technical Fabric and explain how the nanosphere coating does not allow foods and Extension/Enrichment Opportunities: Working at the higher distinction grades, to evaluate, synthesise learning SMSC Natural verses made-made fabrics and effects on the environment to produce nanochemicals. Justification/ advantages/disadvantages
1 2A.P1 Investigate temperature changes associated with exothermic and endothermic reactions using primary data. Research and describe the terms endothermic and exothermic reactions Investigate some examples of endothermic and exothermic reactions, complete a lab report Record your results in a suitable table with appropriate column headings and units. 2 2A.M1 Explain why an overall reaction is exothermic or endothermic. 2A.D1 Calculate the energy changes that take place during exothermic and endothermic reactions. From the results of your investigation in task 1 discuss with a partner what is happening with the temperature changes in each investigation carried out- what energy transfers processes are occurring. Draw and label diagrams using the particle model to show what has happened in the chemical reaction. Complete a discussion sheet Complete an explanation sheet to outline your ideas. Using the results to describe patterns and trends and draw conclusions. Relate your answer to justify your ideas scientifically using the words, ‘system’ ‘surroundings’ ‘heat energy’ Calculate the temperature change and the amount of heat energy taken in or given out during each reaction. Write a report for manufactures of a self- heating coffee can. Apart from Calcium Oxide identify another solid substance that can be used to make the can self-heating, self-cooling, explain your reasoning Following your report in task 2, construct a leaflet to explain scientifically, to advertise your product. To Justify your choice you should mention bonding strength. Aim this leaflet at your peer group, 3 2B.P2 Describe the fractional distillation of crude oil to produce a range of useful products. 2B.M2 Explain how fractional distillation separates compounds due to different boiling ranges. Research crude oil and describe what the fractional distillation process is Draw a table with the title ‘Fractions obtained from crude oil’. The table should contain the names of each of the fractions that can be obtained from crude oil, and identify the uses of each fraction. Describe how crude oil is separated into fractions using fractional distillation. Research and draw a diagram of a fractional distillation column. Label each of the fractions produced in order from top to bottom of the column. Indicate on the diagram the temperature range for each fraction