Explain how chromatography works, and interpret a chromatogram. Exceeding Evaluate the information provided by chromatograms. Students carry out a simple chromatography analysis of substances (e.g. felt tip pens, food colours, colours from the hard sugar coating of sweets). Explaining: Chromatography using other solvents Demonstrate that a chromatogram can be made from non-water-soluble substances by using a solvent in which the substances do dissolve. For example, separating the colours in biro ink or a 'permanent' marker pen using ethanol or methylated spirits. Plenary: Thinking skills Odd One Out: Evaporation, chromatography, filtration. (Possible answers: chromatography because it separates dissolved substances, filtration because it starts with a mixture containing an undissolved (insoluble) situations where this analysis could be useful (e.g. in a forensic examination). colours, colours from the hard sugar coating of sweets). Lesson 7Ee: Distillation Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Give examples of where distillation is used, and describe how distillation can separate mixtures. Securing Explain how distillation works. Identify factors that could affect distillation. Exceeding Starter: The cycle Give students one minute to draw a diagram to show the water cycle. Then ask students to share their ideas about the water cycle in groups and explain why rain is not salty. Exploring: Distilling dirty water Explaining: Liebig condenser This could lead onto a debate about the problems of providing safe drinking water, including issues Resources from 7Ee Exploring Science. n/a Students distil 'dirty' water using side-arm test tubes. Demonstrate the distillation of dirty (or inky) water,
Use solutions of known acidity/alkalinity in order to deduce a colour chart for an indicator. Explain why litmus is purple in neutral solutions. Exceeding Evaluate the effectiveness of different indicators. Exploring: Using red cabbage as an indicator A two-part practical: students first extract the colour from red cabbage leaves by crushing, dissolving and filtering. The solution obtained from this process is then used to test a variety of household chemical substances, allowing students to classify these as acids or alkalis. Explaining: Laboratory indicators Set up a row of test tubes in pairs, with a different indicator in each pair. Demonstrate what happens when the indictors are mixed together. Plenary: Thinking skills Odd One Out: vinegar, orange juice. (Possible answers: water is the only neutral substance or not an acid.) solution obtained from this process is then used to test a variety of household chemical substances, allowing students to classify these as acids or alkalis. Lesson 7Fc: Acidity and alkalinity Learning objectives Exemplar teaching activities Differentiation Resources skills Practical skills Developing Describe how universal indicator is used to distinguish between acidic, alkaline and neutral solutions. Describe the main features of the pH scale (numbered scale that shows how acidic or alkaline a solution is, with solutions below pH 7 being acidic, those above pH 7 being alkaline and those at pH 7 being neutral). Starter: How strong? Introduce the idea of a numerical scale to indicate how acidic or alkaline a substance is, by comparing two different dilutions of hydrochloric acid using litmus and marble chips. Exploring: Testing the pH of substances Exploring: Testing the pH of substances Ask students to write a short paragraph about why a numerical scale is preferable based on subjective Resources from 7Fc Exploring Science. n/a Students test substances universal indicator solution or paper. Have prepared a set of test tubes with
Supply missing reactants or products to complete a word equation. Securing Model simple reactions using word equations. Describe the reactions of with alkalis (including the salts produced by hydrochloric, sulfuric and nitric acids). Explain how everyday examples of neutralisation are useful (changing the pH of soils). Exceeding Apply ideas about the pH scale to explain the changes that take place on neutralisation and dilution. Plot and interpret graphs of pH against volume of acid or alkali added in a neutralisation reaction. neutralised. Universal indicator or pH meters can be used. Students can plot a graph of their results. Explaining: Following neutralisation Use a pH probe and a datalogger to demonstrate how the pH changes as an alkali is added to an acid drop by drop. Ask students to predict what will happen if more acid or alkali is added, and to check their predictions. Plenary: Thinking about becoming pregnant Consider All Possibilities: The pH of a solution decreases. (Possible answers: it is an alkaline solution that has been diluted; it is an alkaline/neutral solution to some acid has been added; it is an acidic solution to which a more acidic substance has been added.) Use a pH probe and a datalogger to demonstrate how the pH changes as an alkali is added to an acid drop by drop. Ask students to predict what will happen if more acid or alkali is added, and to check their predictions. Lesson 7Fe: Neutralisation in life Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Correctly use the term: base. Recall some applications of neutralisation (antacids, toothpastes, treating waste gases, rust removal). Securing Describe the reactions of acids with bases. Explain how everyday examples of neutralisation are useful (antacids, Starter: Word cards Give students some key words relating to neutralisation and ask them to write their own definitions. Exploring: Testing indigestion remedies Students carry out an experiment to compare different indigestion remedies. They look at the pH change Exploring: Testing indigestion remedies Ask students to predict the results by giving them the ‘recipes’ for the different remedies they are testing. Resources from 7Fe Exploring Science. n/a Students out an experiment to compare different indigestion remedies. They look at the pH change caused by adding different
Explain why internationally agreed symbols and conventions are necessary in science communication. Recognise some symbols for common elements. Use the periodic table to look up symbols for elements. Relate the uses of different elements to their properties. Securing Explain the advantages of recycling metals. Describe how some elements are found in their native states. Explain why some elements have been known for much longer than others. Exceeding Explain how new evidence has changed ideas about elements. polythene, glass, pure water, sea water, air, salt) and ask them to sort the list into two groups: elements and other substances. Exploring: Elements’ symbols Issue students with a basic periodic table with names and symbols (Skills Sheet SC 5) and ask them to colour in the symbols that match the letters of each element's name. Explaining: Elements in use Display some large samples of elements from the store cupboard. State their names and ask students to find their symbols. Then discuss their properties and how the property is linked to a use. Plenary: Thinking about the Earth’s elements Odd One Out: iron, silicon and carbon dioxide. (Possible answers: iron, as it is the only carbon dioxide, as it is the only compound – the others are elements; carbon dioxide, as it is the only gas.) out how some other elements symbols were chosen (e.g. W, Au, Ag, Pb, Cu) and annotate their periodic table with this information. Lesson 7Hc: Metals and non-metals Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Identify some common materials as being metals or not. Describe some common properties of metallic and non-metallic materials. Starter: Uses of metals Introduce a display of different metals to the class and ask students to match each metal with a possible use. Starter: Uses of metals Extend to discuss the properties of Resources from 7Hc Exploring Science. n/a Students carry out three tests to examine the thermal conduction,
Interpret particle models of mixtures, atoms, molecules, elements and compounds. Securing Name simple compounds formed from two elements. Recall that temperature changes occur during many chemical reactions. Represent atoms, molecules of elements and simple compounds using a model. Exceeding Write simple chemical formulae from molecular structures. Explaining: Making compounds Demonstrate a series of reactions to make compounds. For example, the reactions that take place when copper and magnesium are heated in the air. Plenary: Chemical keys Students work in groups to design a dichotomous key to tell whether a chemical is an element or not, and a metal or a non-metal. Students then swap their keys with other groups to be ‘road-tested’. The demonstrations can be used as a way of showing that a compound can be very different from the elements that make it up. Lesson 7He: Chemical reactions Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall examples of chemical reactions in everyday life. Recall some observations that indicate a chemical reaction. Identify the products and reactants a word equation. Supply missing reactants or products to complete a word equation. Identify thermal decomposition reactions. Securing simple reactions using word equations. Recall examples of energy being used to start a chemical reaction or keep it going. Starter: Different changes Demonstrate the difference between a chemical and a physical change and how one is easier to reverse than the other, by burning a match and bending a match (use long matches, and do not break them). Then demonstrate folding a piece of cotton or wool fabric and burning it. Ask students to describe the difference between the changes. Exploring: Household reactions Provide simple instruction cards for students to carry out a set of experiments using mainly household chemicals. Students decide whether there is no reaction, a reversible or an irreversible change and state if a change is physical or chemical and explain why. Exploring: Household reactions Students should be able to categorise the chemical reactions – needing or not needing energy to start them off, reversible or not, undergo physical and chemical change or just chemical change, etc. Resources from 7He Exploring Science. n/a Students carry out a set of experiments using mainly household chemicals.
Describe what happens during thermal decomposition of a metal carbonate. Name compounds that contain two elements plus oxygen. Exceeding Apply knowledge of thermal decomposition in carbonates to other compounds. Explaining: Word equations 2 Use some of the simpler chemical reactions to introduce the for reactants and products and explain how reactions can be described by using word equations. Plenary: Thinking about chemical reactions Odd One Out: calcium oxide, calcium carbonate, carbon dioxide. (Possible answers: carbon dioxide is the only gas; calcium carbonate as it is the reactant- the others are products; calcium oxide, as it does not contain carbon.) Lesson 8Ea: Burning fuels Learning objectives Exemplar teaching activities Differentiation Resources skills Practical skills Developing State the meaning of: fuel, combustion. State the meaning of hydrocarbon. Describe the combustion of hydrocarbons (in terms of reactants and products). Identify the products and reactants using a word equation. Describe the tests for carbon dioxide and water. Securing Recall the fuel used in a fuel cell. Model reactions using word equations. Explain the formation of the products when hydrocarbons burn. Starter: What happens during burning? Set light to a small amount of ethanol in a watchglass or light a small candle. Students should think of three key ideas that explain the burning: fuel, reaction with oxygen from the air and reduction in size of the candle as it burns have been covered. Exploring: Fuels used in vehicles Students research the wide range of fuels used to power vehicles, e.g. external combustion engines that burn fuels to produce steam, as well as internal combustion engines that burn the fuel within the engine. Explaining: Internal and external combustion engines Extend this to consider the impact of type of engine on size and to help explain why cars use internal rather than external combustion engines. Resources from 8Ea Exploring Science. n/a Set light to a small amount of ethanol in a watchglass or light a small candle. Students should think of three key ideas that explain the burning. Demonstrate a model steam engine to show how the combustion of
Model simple reactions using symbol equations. Explaining: Conservation of mass demonstration Demonstrate the oxidation of a metal (e.g. copper) in a closed system to show students that there is no change in mass during an oxidation reaction. Plenary: Combustion concept map 2 Students return to their concept maps from the Starter. Using a different colour of pen they should add or amend anything that they think is appropriate following the lesson. Lesson 8Ec: Fire safety Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Name the three sides of the fire triangle. Describe how to stay safe in familiar situations. Recognise hazard symbols. Use the idea of the ‘fire triangle’ to explain how to extinguish a fire. Explain why different types of fire need to be put out in different ways. Securing Describe what is meant by exothermic changes. Compare the temperature rise of when some fuels are burnt. knowledge of explosive reactions to explain why they occur more/less Starter: The fire triangle Ask students what they think is needed for a fire. Collect contributions and use them to construct a fire triangle on the board. Exploring: Comparing fuels Students plan and carry out an investigation to show which fuel releases the most energy during combustion. Suitable fuels include the alcohols methanol, ethanol, and butan-1-ol. The focus is on planning a fair test and identifying ways to control the variables. Explaining: Test for oxygen Exploring: Comparing fuels Challenge students to identify as many variables as possible. They can investigate some. Resources from 8Ec Exploring Science. n/a Students plan and carry out an investigation to show which fuel releases the most energy during combustion.
rapidly when variables (proportion of fuel/oxygen mixture, the droplet size, the oxidiser) are changed. Exceeding Justify methods of risk reduction. Evaluate data on burning fuels to deduce the best energy per gram of fuel. Working Scientifically Identify variables that need to be controlled in a given experiment. Plan ways in which to control a simple control variable. Explain the need for a fair test. Plan ways in which to control more than one variable. Justify the choice of control variables. Ask students what would happen to a fire if more oxygen was added. Demonstrate the effect by placing a burning splint in oxygen. Plenary: Thinking about fire safety Consider All Possibilities: A fire is extinguished. (Possible answers: oxygen is excluded from the fire; the heat is from the fuel by reducing its temperature with water; the fuel is used up.) Lesson 8Ed: Air pollution Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall examples of non-metal oxide pollutants caused by burning fossil fuels and their impurities. Describe the reactions of non-metals with oxygen. Securing Explain the products formed by the complete and incomplete combustion of hydrocarbons. Explain the problems caused by incomplete combustion. Explain how sulfur dioxide and nitrogen oxides are produced in some combustion reactions. Starter: Water cycle pollution Students sketch the cycle and label it to show where the changes of state of water take place. They then consider how air pollution leads to ground and water pollution as a result of the water cycle, and annotate their diagrams to show this. Exploring: Measuring pollution Students use sticky cards to compare particulate (e.g. soot) pollution in different areas. They should formulate one or more hypotheses about the locations that will have the Exploring: Measuring pollution Students can find out about different sampling techniques. Resources from 8Ed Exploring Science. Calculating means. Students use sticky to compare particulate (e.g. soot) pollution in different areas.
Explain how sulfur dioxide and nitrogen oxides help to cause acid rain. Explain how neutralisation can be used to reduce pollution from fossil fuel combustion. Explain how vehicle catalytic converters work (to reduce pollution from fossil fuel combustion). Explain the effects of acid rain on organisms, bodies of water. Exceeding Evaluate ways in pollution from non-metal oxides can be reduced. highest levels of particulate pollution then test these. Explaining: Catalytic converter Outline how a catalytic converter works. Students could draw molecular diagrams to show the reactions that take place inside the catalytic converter. Plenary: Thinking about air pollution Odd One Out: carbon dioxide, carbon monoxide, carbon. (Possible answers: carbon because it hasn’t reacted with oxygen; carbon monoxide because it is the only one that is poisonous; carbon because it is a solid and the others are gases.) Lesson 8Ee: Global warming Learning objectives Exemplar teaching activities Differentiation Resources skills Practical skills Developing Recall some effects of global warming, climate change. Recall reasons why the temperature on the Earth varies over time. Explain how human activity affects the levels of carbon dioxide in the atmosphere. Securing the meaning of the greenhouse effect. Explain how carbon dioxide helps to cause the greenhouse effect. Starter: Climate change images Show students a few ‘climate change’ images (containing no words) from the Internet. Students should discuss in small groups what the images show and how they try to get the message across without the use of words. Exploring: Causes of temperature change Working in groups, ask students to carry out research on the causes of temperature change. Exploring: Causes of temperature change Students could present their research (e.g. poster or presentation summarising their findings). Resources from 8Ee Exploring Science. n/a n/a
State what elements in the same group of the periodic table share. Recall that the noble gases are chemically inert compared with other elements. Securing Recall the typical properties of alkali metals. Recall the typical properties of halogens. Explain how Mendeleev made predictions using his table. Describe how the periodic table is arranged (in terms of elements in groups of similar properties). Exceeding Explain how Mendeleev originally arranged the periodic table by placing the elements in order of atomic weight. Working Scientifically Identify the range of readings in an experiment. State the meaning of: anomalous result, outlier. Identify anomalous results/outliers in data. Suggest scientific reasons for anomalous results/outliers. to read out their list of elements and ask other groups to work out the ‘code’ word. Exploring: Groups in the periodic table Give students some exercises to complete the main groups in the periodic table (alkali metals, halogens and noble gases) and how elements in the same groups are similar. Explaining: The alkali metals Demonstrate the properties of the first three alkali metals, including how they are stored under oil, how they do not look shiny until cut then quickly go dull, their reaction with water. Plenary: Taboo: periodic table Play (a game that involves defining a term or phrase without using the most natural words that come to mind) based on terms or phrases used in this topic. they do not look shiny until cut then quickly go dull, their reaction with water. Lesson 8Fd: Physical trends Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing what happens at a material’s melting, freezing and boiling points. Starter: Thinking physical properties Using a display of different materials, demonstrate and compare their n/a Resources from 8Fd Exploring Science. Use a variety of charts and graphs to present and Use a display of different materials to demonstrate
Developing Describe the reactions of metals with oxygen. Describe the reactions of non-metals with oxygen. Describe the reactions of metals with water. Use the reactions of some alkali metals with water to predict the reactions of other alkali metals with water (in terms of what happens, not reactivity). Securing Compare the physical and chemical properties of metal and non-metal oxides. Recall is usually a regular gradation in chemical properties as you go down a group. Use data to identify trends in chemical properties within a Identify a pattern of reactivity in the reaction between some alkali metals and water and use this to predict the reactivity of other alkali metals. Exceeding State that atoms can be joined up to make molecules or giant lattice structures. Describe the difference between molecules and giant lattice structures. Starter: Missing words and definitions Provide words and definitions (separated) from the previous four topics (four sets). Students work in groups to match up the words with the definitions. Exploring: The properties of oxides Students look for a in the pH of oxides of elements going across the periodic table by testing the type of solution/pH of oxides of different elements in water. Explaining: Different structures Show students the structure of different oxides representing molecular and lattice structures using molecular models, e.g. sulfur dioxide molecules and a magnesium oxide lattice. Discuss the differences between the structures and link these differences with the melting points of the oxides. Plenary: Thinking about trends in chemical properties Consider All Possibilities: When a mixture of an element and oxygen is heated and is added the pH remains 7. (Possible answers: the element does not react with oxygen; the element is hydrogen and the product formed is water; the element forms an oxide that is insoluble in water.) Exploring: The properties of oxides Ask students to predict the results before carrying out the investigation. Resources from 8Fe Exploring Science. n/a Students test the type of solution/pH of oxides of different elements in water.
Lesson 8Ga: Metal properties Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Describe some common properties of metals and non-metals. Relate the uses of different elements to their properties. Recall some reactions that happen slowly and some that happen quickly. Relate the uses of different elements to their chemical properties. Securing Name the compounds formed by a reaction between a metal and a Describe how catalysts affect the speed or rate of a reaction. Describe some applications of catalysts in everyday use. Model simple reactions of metals and non-metals using word equations. Exceeding Use valencies to deduce the formula of simple two-element compounds including transition metals. Starter: Using metals Provide students with a range of objects made of different kinds of metal. Include examples of different objects made from the same metal. Ask them to group the objects into types of metal and to suggest why each object was made of that particular kind of metal. Exploring: Looking at catalysts Students investigate how the rate of the reaction between zinc and sulfuric acid is changed by mixing small pieces of different metals with the zinc to act as a catalyst. Explaining: Another catalyst Demonstrate the catalytic action of manganese dioxide on the decomposition of hydrogen peroxide and the test for oxygen. Follow this up with a class discussion of how to compare the catalytic action of different metal oxides. Plenary: Metals in building poster Ask students to draw a poster to show the different types of metal used in the building industry. Explaining: Another catalyst Students can then test the catalytic effect of different metal oxides Resources from 8Ga Exploring Science. n/a Students investigate how the rate of the reaction between zinc and sulfuric acid is changed by mixing small pieces of different metals with the zinc to act as a catalyst. Demonstrate the catalytic action of manganese dioxide on the decomposition of hydrogen peroxide and the test for oxygen. Lesson 8Gb: Corrosion Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills
Lesson 8Hb: Igneous and metamorphic Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall that the Earth consists of a core, mantle and crust. Describe how magma can be erupted to form volcanoes. Describe how igneous rocks are formed. Recall the of some igneous and metamorphic rocks. Describe the textures and properties of igneous and metamorphic Describe how metamorphic rocks are formed. Explain how the size of crystals in igneous rocks is evidence for the speed of cooling and describe some factors that affect this. Securing Use crystal size to classify igneous as intrusive and extrusive. Explain the variation in crystal size in an igneous intrusion, in terms of cooling rate. Exceeding Compare the densities of igneous and relate them to the minerals contained in the rocks. Starter: Growing crystals Show students some copper sulfate crystals formed by allowing a solution to evaporate slowly in a cool place. Show them some smaller crystals formed by heating a solution to evaporate it. Describe the differences in the way they were prepared and ask students to suggest why crystals of different sizes were obtained. Exploring: Cooling Ask students to model the cooling rates of intrusive and extrusive magmas by measuring the cooling rate of two beakers of hot water, one surrounded by sand (representing rock) and one surrounded by air. Explaining: Modelling metamorphism Model metamorphism by showing students unbaked cake mixture and a baked cake, emphasising that there have been no chemicals added in the transformation of one to the other. Plenary: Thinking about igneous and metamorphic rocks Consider All Possibilities: A rock has changed to a metamorphic rock. (Possible answers: the original rock was buried by movements; some Starter: Growing crystals Extend the discussion to cover the idea that with the larger crystals there was more time for particles to join up. Use this opportunity to probe students’ understanding of what crystals are. Explaining: Modelling metamorphism Extend this to model the deformation of grains in the metamorphism of a sedimentary rock and the alignment of platy minerals when mudstone or shale is converted to slate. Resources from 8Hb Exploring Science. n/a Students model the cooling rates of intrusive and extrusive magmas by measuring the cooling rate of two beakers of hot water, one surrounded by sand (representing rock) and one surrounded by air.
magma was forced into the crust near the original rock and heated it.) Lesson 8Hc: Weathering and erosion Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall some examples of physical changes and of chemical changes. Describe the effect of physical and biological weathering on Explain why rainwater is slightly acidic. Describe the effect of chemical weathering on rocks. Recall how weathered rocks are eroded and explain how fragments get worn down during transport. Describe the link between the size of rock fragments carried and the water speed. Securing Describe how weathering can break up rocks. Compare the fragment sizes that can be transported by wind, water and ice. Exceeding Describe features in limestone landscapes and relate them to the way they were formed. Starter: Moving rock Demonstrate the link between the speed of movement of water and the size of fragments that it will carry, using a jam jar two-thirds full with water and a spoonful of sand, then a spoonful of gravel. Exploring: Acid and rocks Students observe what happens when they drop hydrochloric acid on a range of rocks (limestone, marble and chalk, sandstone and some igneous and metamorphic rocks). Explaining: Heating and cooling Demonstrate the effect of repeated cycles of hot and cold, using a glass rod or a corner of a chip of granite. Plenary: Thinking about weathering and erosion Consider All Possibilities: One statue is much more weathered than another. (Possible answers: it has been in a different place; it has been exposed to different conditions; it is made of a different kind of rock.) Explaining: Heating and cooling Students can compare these models with the way rocks weather. Resources from 8Hc Exploring Science. n/a Students observe what happens when they drop hydrochloric acid on a range of rocks (limestone, marble and chalk, sandstone and some igneous and metamorphic rocks).
therefore safer? (Some glasses do melt at about 200 °C.) Lesson 9Eb: Polymers Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall that oil is the primary source of raw materials for the plastics industry. Recall what happens when monomers polymerise. Recall the names of some common artificial and natural polymers. Link the properties of common plastics to their uses. Securing Classify changes as exothermic or endothermic from temperature changes. Explain how the properties of a substance depend on the bonding and arrangement of atoms. Exceeding Model the formation of poly(ethene) using equations, symbols and particle diagrams. Identify the monomer structures in a given polymer chain. Working Scientifically Recall some methods by scientists comment on one another’s work (e.g. scientific journals, conferences). Describe the process of peer review. Explain why peer review is used. Evaluate peer review. Starter: Polymer properties Students work in groups to describe the general properties of polymers. Ask each to look at some samples of polymers and then list the properties they think they have in common. Exploring: Polymer Students use 4% PVA solution, 4% borax solution to make slime. Explaining: Polymer formation and energy Demonstrate how nylon can be made from the reaction between hexane-1,6-diamine in water and either decanedioyl dichloride or hexanedioyl (adipoyl) dichloride in cyclohexane. Plenary: Thinking about polymers Odd One Out: glass, poly(ethene), copper. (Possible answers: glass is the only brittle material; glass is the only material made from sand; poly(ethene) is the only material made from oil; poly(ethene) is the only one that is elastic; copper is the only metal; copper is the only Exploring: Polymer slime Students can go on to consider the properties of slime. Explaining: Polymer formation and energy Students consider the energy changes involved in the reaction. Resources from 9Eb Exploring Science. n/a Students use 4% PVA solution, 4% solution to make slime. Demonstrate how can be made from the reaction between in water and either dichloride or hexanedioyl (adipoyl) in cyclohexane.
conductor of electricity; poly(ethene) is the only polymer.) Lesson 9Ec: Composite materials Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall some examples of common composites (e.g. plywood, paper, concrete). State the meaning of: composite. Explain how the properties of composites make them useful. Identify thermal decomposition reactions. Securing Justify the use of a composite material for a application. Classify (using temperature change) and explain (in terms of energy transfer) exothermic or endothermic reactions. Exceeding Explain why modifications in the manufacture of a certain composite (e.g. paper, concrete) can change its properties. Starter: Pykrete Tell students about pykrete, the composite material made by freezing a mixture of wood chips or paper with water. Then demonstrate the properties of ice and pykrete using pre-prepared samples. Exploring: Investigate biocomposites Students make a biocomposite container and then discuss the advantages and disadvantages that this biocomposite might have over other materials when it is used to make this type of container. Explaining: Composites Provide information on the properties of different composites (e.g. GRP, Kevlar®, safety glass, concrete and carbon fibre) and ask students to suggest the composite best suited to particular uses. Discuss with the class the different types of composite structures that can be produced. Plenary: Thinking about composites Odd One Out: cement, sand, concrete. (Possible answers: sand is the only one found naturally; sand is the only one that is mainly one Explaining: Composites Go on to discuss the justification of using certain composites for particular jobs, including the economy and the use of sustainable materials. Resources from 9Ec Exploring Science. n/a Students make a biocomposite container.
compound (silicon dioxide/quartz); concrete is the only one that contains the other two; concrete is the strongest when mixed with water.) Lesson 9Ed: Problems with materials Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing State the meaning of: biodegradable, non-biodegradable. Recall examples of pollutants released by burning fossil fuels and impurities in fuels. Explain how sulfur dioxide and nitrogen oxides help to acid rain. Explain how atmospheric gases help to cause the greenhouse effect. Recall some problems with the disposal of artificial polymers. Securing Explain why biomagnification of toxins can occur. Explain how some of the problems of artificial polymers can be overcome. Suggest ways of reducing the greenhouse effect on Earth. Exceeding Describe the properties and uses of chlorofluorocarbons (CFCs). Explain the link between CFCs and skin cancer, and how the problem can be solved. Starter: Acid rain revision Write the words ‘acid rain’ on the board and ask students for their ideas about what it means. Demonstrate blowing into a jar of water with universal indicator added. Ask students what causes the change and then what this means for the pH of natural rainwater. Exploring: Breaking down Students out an experiment to investigate the speed at which different types of waste materials break down when buried in the soil, as they are in landfill sites. Explaining: Chlorofluorocarbons Describe CFCs, their uses, their problems and how the problems can be overcome. Ask students to write some notes on CFCs that address certain questions, such as: What are CFCs? Why were they used? What effect do they have on ozone? Plenary: Thinking about material problems n/a Resources from 9Ed Exploring Science. n/a Students carry out an experiment to investigate the speed at which different types of waste materials break down when buried in the soil, as they are in landfill sites.
crushing; compared with the others precious metals are recycled in tiny amounts; polymers are the only ones with recycle labels.) Lesson 9Fa: Types of explosion Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Recall some examples of physical changes and of chemical changes. Explain how chemical reactions are different from physical changes. Use observations to decide whether a chemical or physical change has taken place. Use the kinetic theory to describe the cause of gas pressure. Describe how the pressure of in containers can be increased or decreased. Securing Use the kinetic theory to explain why gas pressure increases or decreases as the temperature, number of particles or volume changes. Exceeding Identify relationships showing direct and inverse proportion by analysis of graphs involving pressure, volume and/or temperature. Starter: Changes concept map Ask students to construct a concept map using the terms ‘physical change’ and ‘chemical reaction’. They could include: melting, freezing, evaporating, condensing, mixing, as well as the types of chemical reactions, such as neutralisation, combustion, thermal decomposition. Exploring: Mentos® and diet coke Students can carry out the Mentos® and diet cola explosion or it can be done as a demonstration. Explaining: The imploding can Demonstrate the imploding can experiment and discuss what must have happened to cause the implosion. Plenary: Thinking about gases Consider All Possibilities: The pressure of a gas in a container decreases. (Possible answers: the temperature has decreased; some of the gas particles have escaped from the container; the volume of the container has increased.) Exploring: Mentos® and diet coke More able students compare reasons about whether it is, or is not, a chemical reaction and could test this, for example, by measuring the pH before and after to see if the acidity of the drink changes. Resources from 9Fa Exploring Science. n/a Students out the Mentos® and diet cola explosion, or demonstrate it. Demonstrate the imploding can experiment.
Lesson 9Fb: Reactivity Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills Developing Describe the reactions of metals with water. Describe the reactions of metals with dilute acids. Explain the products formed by the oxidation of metals. State the meaning of reactivity series. Use information on the reactivity of metals to place them in an order of reactivity. Securing Use ideas about reactivity to explain how sacrificial metals can protect iron from rusting. Exceeding Model more complex reactions using balanced equations. Starter: Concept map Ask students to construct a concept map about the reactivity series. They could include the reactions of metals with water, oxygen and dilute acids on their concept maps and extend their work by looking at rusting and corrosion. Exploring: Preventing rusting Students wrap small pieces of different metals around iron nails, place them in test tubes of water and leave them for a week or more to see which metals provide sacrificial protection. Explaining: Aluminium Carry out this demonstration to show the real reactivity of aluminium. Plenary: Thinking about rusting Consider All Possibilities: A piece of steel has not rusted. (Possible answers: it is stainless steel; it is covered in oil/grease/paint/plastic/ another it is attached to a more reactive metal; there is no water/oxygen/air.) Exploring: Preventing rusting Ask students to find out why the nail with the copper foil rusted more quickly than the nail without any other metal attached. Resources from 9Fb Exploring Science. n/a Students wrap small pieces of different metals around iron nails, place them in test tubes of water and leave them for a week or more to see which metals provide sacrificial protection. out this demonstration to show the real reactivity of aluminium. Lesson 9Fc: Energy and reactions
Lesson 9Gc: Physical and chemical Material for revision National Curriculum statements Exemplar teaching activities 7F, 8G Chemical reactions 8G, 9E, 9F Materials C15: defining and alkalis in terms of neutralisation reactions C16: the pH for measuring acidity/alkalinity; and indicators C17: reactions of acids with metals to produce a salt plus hydrogen C18: reactions of with alkalis to produce a salt plus water C28: the of metals and carbon in the reactivity series C29: the use of carbon in obtaining metals from oxides C30: properties of ceramics, polymers and composites (qualitative) C15: Ask students to suggest how to make spilled concentrated acid safe to be mopped up. C16: Ask students to design a quick test to find out how strong two unknown acids are. C17: Zinc reacts with sulphuric acid (H2SO4) to form zinc sulfate (ZnSO4). Ask students to write a word equation and a symbol equation for the reaction. Then ask them to describe how they could obtain a solid sample of the salt. C18: Card sort with assorted names of five acids, five alkalis and five salts plus five water cards. Ask students to sort the cards, including the water cards, into reactants and products of five neutralisation reactions. C28: Card sort with assorted descriptions of reactions of metals with acids. Ask students to arrange them in order of reactivity. C29: Ask students what they know about extracting metals. Provide them with a list of metals and ask them to decide if each one occurs as the native metal, or is extracted by heating its ore with carbon or by electrolysis of its molten ore. C30: Ask students to write a paragraph on each of ceramics, polymers and composites, describing their properties. Lesson 9Gd: The periodic table Material for revision National Curriculum statements Exemplar teaching activities 7H, 8F The periodic table 7H, 8H Earth and atmosphere C22: the varying physical and chemical properties of different elements C22: Ask students to choose an element for a) wires in electrical cables and b) powerful magnets to lift scrap steel, and describe two properties that make it suitable for that use.
Convert numbers to and from standard form. symbol in brackets after a formula. Plenary: Thinking about chemical equations Odd One Out: MgO, CuCl2, C4H10O. (Possible answers: MgO is the only one that has a 1:1 ratio of elements; CuCl2 does not contain oxygen; C4H10O does not contain a metal.) Lesson 9He: Equilibria Learning objectives Exemplar teaching activities Differentiation Resources skills Practical skills Developing Classify chemical reactions as reversible or irreversible. what is meant by a dynamic equilibrium. Classify forward and backward reactions in a reversible reaction. Securing Describe the nature of the energy changes in the forward and backward reactions. Exceeding Explain how the position of equilibrium is affected by [temperature, pressure]. Starter: Blue bottle experiment Demonstrate a reversible reaction using sodium hydroxide solution and glucose. Prompt students to use the double arrow to show the reaction. Exploring: Heating copper sulfate Students investigate how to change copper sulfate between its two forms: hydrated copper sulfate (blue) and anhydrous copper sulfate (white). Explaining: Heating ammonium chloride Demonstrate the heating of ammonium chloride and how this is a reversible reaction. Plenary: Thinking about equilibria Consider All Possibilities: Very little of a useful product is made in a reversible reaction. (Possible answers: the equilibrium is towards the reactants; the reaction conditions Explaining: Heating ammonium chloride Ask students to say whether they the forward reaction is exothermic or endothermic, giving their reasons. Resources from 9He Exploring Science. n/a Demonstrate a reversible reaction using sodium hydroxide solution and glucose. Students investigate how to change copper sulfate between its two forms: hydrated copper sulfate (blue) and anhydrous copper sulfate (white). Demonstrate the heating of ammonium chloride and