KS2 SCIENCE

Empiribox – KS2 Chemical SoW – Chemical Change

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KS2 SCIENCE

Stage

KS2

Topic

Chemical Change

NC REF

Unit 6D: Reversible and irreversible changes (short unit) http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/science/sci6d/?view=get Unit 7E: Acids and Alkalis http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci07e/?view=get Unit 7F: Simple chemical reactions. http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci07f/?view=get Unit 8E: Atoms and Elements http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci08e/?view=get Unit 8F: Compounds and mixture http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci08f/?view=get Unit 9E: Reactions of metals and metal compounds http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci09e/?view=get Unit 9H:Using chemistry http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standar

ds.dfes.gov.uk/schemes2/secondary_science/sci09h/?view=get

Science Background Information Useful information to support the teaching and learning of

Chemical Change

What is Science ?

Lots of very clever people have tried to define what science is all about…so here is a selection of them!

Scientist Discipline Quote

Richard Feynman Physics You can know the name of a bird in all the languages of the world, but when

you’re finished, you’ll know absolutely nothing whatever about the bird... So

let’s look at the bird and see what it’s doing — that’s what counts. I learned

very early the difference between knowing the name of something and

knowing something.

Carl Sagan Astronomy Science is a way of thinking much more than it is a body of knowledge.

Sir Isaac Newton Physics “No great discovery was ever made without a bold guess”

William Lawrence

Bragg

Physics The important thing in science is not so much to obtain new facts as to

discover new ways of thinking about them

Adam Smith Economics Science is the great antidote to the poison of enthusiasm and superstition.

Thomas Huxley Biology Science is organized common sense where many a beautiful theory was killed

by an ugly fact.

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So how do you go about doing some science?

The ‘Scientific Method’… is the technical term given to how science is undertaken and how new theories and laws are

eventually arrived at. Removing a lot of the technical jargon, the process has eight separate stages, and these are…

1. Define the question

2. Gather information and resources (observe)

3. Form hypothesis

4. Perform experiment and collect data

5. Analyse data

6. Interpret data and draw conclusions that serve as a starting point for new hypothesis

7. Publish results

8. Retest (frequently done by other scientists)

… and ultimately ... what should students being doing in a science lesson?

Having fun

Asking questions

Testing ideas

Making mistakes

Testing models

Constructing things

Identifying variables

Recording data

Creating graphs

Reading graphs

Deciding what to change

…and ultimately developing the skill

of thinking for themselves and never

accepting received wisdom!

In school, the above stages in the scientific method are condensed in the early years to the following four parts:

Stage Activities

Planning

Asking a question Determining Independent and Dependent Variables Making a Prediction / establishing a Hypothesis

Recording Data Collecting and presenting scientific observations in a

way that can be analysed.

Analysis

Creating graphs and charts of the data Analysing data the data obtained from the experiment

and determining whether or not it proves or disproves the prediction.

Evaluation

Critically deciding how well the experiment went Deciding how to improve the investigation to obtain

valid and more reliable results.

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Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

What is Chemical Change? Chemical change – Introduction Chemical changes occur when objects or substances are changed or altered. In a chemical change, particles of the original materials collide with one another. Some chemical reactions (called exothermic reactions) give out heat and may become hot enough to cause certain chemicals to also undergo a change in state. For example, in the case of reactions in water-based solutions, bubbles may not necessarily be newly produced gas but instead water vapour. Chemical change is a change which is usually irreversible. Examples of chemical changes:

Burning Decomposition Neutralisation (Reacting an acid with a base, resulting in water and a salt) Photosynthesis – a process in which carbon dioxide and water are changed into sugars by plants Cracking heavy hydrocarbons to create lighter hydrocarbons (part of the process of refining oil) Cooking examples: cake, pancakes, and eggs/bacon Oxidation examples: rust or tarnishing Ripening examples: bananas, tomatoes or potatoes

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Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

The atoms are rearranged - diatomic oxygen molecules are split apart so that each oxygen atom combines with one magnesium atom. Magnesium reacts with oxygen from the air producing an extremely bright flame. This is a chemical change since magnesium oxide has completely different properties than magnesium metal shown on the left. Safety: Do not try this without supervision and DO NOT LOOK DIRECTLY AT THE LIGHT!

What you need to know about Chemical Changes…. Chemical properties Chemical properties of matter describe its "potential" to undergo some chemical change or reaction by virtue of its composition. What elements, electrons, and bonding are present to give the potential for chemical change? It is quite difficult to define a chemical property without using the word "change". Eventually you should be able to look at the formula of a compound and state some chemical property. At this time this is very difficult to do and you are not expected to be able to do it. For example hydrogen has the potential to ignite and explode given the right conditions. This is a chemical property. Metals in general have the chemical property of reacting with an acid. Zinc reacts with hydrochloric acid to produce hydrogen gas. This is a chemical property.

Famous Scientists who developed Chemical Reaction, polymers, electroplating

Dmitry Chernov http://en.wikipedia.org/wiki/Dmitry_Chernov

Ilya Prigogine http://en.wikipedia.org/wiki/Ilya_Prigogine

Boris Jacobi http://en.wikipedia.org/wiki/Boris_Jacobi

Svante Arrhenius http://en.wikipedia.org/wiki/Svante_Arrhenius

Dmitri Mendeleyev http://en.wikipedia.org/wiki/Dmitri_Mendeleyev

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Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

How can you tell whether a change is a chemical change?

Colour

As in the case of autumn leaves, a change in colour is a clue to indicate a chemical

change. When you cut an apple open, it starts to turn brown very quickly and different

varieties go brown quicker than others. This is because a chemical change occurs when

food spoils.

Energy

Another sign of a chemical change is the release or gain of energy by an object. Many

substances absorb energy to undergo a chemical change.

Energy is absorbed during the chemical change involved in cooking, like baking a cake.

Odour

It only takes one experience with a rotten egg to learn that they smell different from

fresh eggs. When eggs and food spoil, they undergo a chemical change. The change in

odour is the clue to the chemical change.

Gases or solids

The formation of a gas is another clue to chemical changes. The bubbles of gas that form when an antacid tablet is dropped into

water, is an example of a chemical change. Another clue that a chemical change has occurred is the formation of a solid. A solid

that separates out of solution during a chemical change is called a precipitate.

Chemical Reactions

Chemical Changes are also called Chemical Reactions. Chemical reactions involve combining different substances. The chemical

reaction produces a new substance with new and different physical and chemical properties.

Matter is never destroyed or created in chemical reactions. The particles of one substance are rearranged to form a new

substance. The same number of atoms that exist before the reaction, exist after the reaction.

Science enquiry and investigation skills

Pupils should be taught investigation skills explicitly and be given regular opportunity to practise and refine them. It is difficult to

complete whole investigations each time and so a compromise is to focus on one of the four skill areas each half term. For the final

term, pupils should have gained enough experience to complete whole investigations relatively efficiently.

A science investigation often begins with an observation leading to a question or the need to solve a problem. Examples of these

can be seen below.

Observation followed by a

question

Robert Brown was a botanist who observed pollen grains in a drop of water moving in a random

and jerky manner using a microscope in 1827. He repeated his observation with boiled pollen

grains and found the same result and so knew it was because the pollen grains were ‘alive’. He

was unable to explain his observation. It was eventually explained by Albert Einstein 1905 but

named Brownian motion after Robert Brown. Brownian motion is caused by water molecules

colliding with the pollen grains. Einstein explained it using mathematics.

Problem to solve When NASA scientists were developing the Space Shuttle, they knew that the heat generated

on re-entry would burn up the shuttle unless they could insulate it. The problem was that most

insulation materials were not robust enough to stand the forces of take-off.

The problem was solved by developing ceramic foam tiles made from sand. These were

developed and tested and found to be the best solution to the problem

Planning The scientist needs to decide what to do to answer the question or solve the problem and so a science investigation needs to

be planned. The planning process should result in the best way to answer the question or solve the problem by gathering valid,

sufficient, accurate and reliable primary or secondary evidence.

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Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

Hypotheses A hypothesis is a little bit more than a prediction. It is a reasonable explanation for observations that can be tested with additional

experiments. Robert Brown probably came up with this hypothesis after his observation of pollen grains:-

If pollen grains move in a random and jerky manner because they are living, and I boil them to kill them, then they will no

longer move in a random and jerky manner.

In most situations in school pupils do not have enough science knowledge and understanding to make insightful hypotheses; they

tend to make a prediction. However, it is useful to introduce the term to pupils and to start them using it.

Glossary of science enquiry terms

Term Explanation

Primary evidence Primary evidence is original evidence that the scientist collects him or herself. This evidence may be

measurements, observations or survey results

In terms of school-based science, this means the pupils doing an investigation and making observations

and/or measurements.

Secondary evidence Secondary evidence is evidence that the scientist collects from other sources. These sources may

be directly from other scientists or from scientific journals. This evidence may be measurements,

observations or survey results

In terms of school-based science, this means the pupils getting results from other groups of pupils or

researching for information on the internet or reference books

Valid A valid measurement is one that measures what you want to measure. A valid way to measure the

height of a person is with a ruler or tape measure. Using bathroom scales is not a valid way to measure

the height of a person.

Reliable This is also called repeatability. A good measure of how reliable results are is by repeating measurements

or observations. If the measurements or observations are about the same each time, we can say they

are reliable. To improve the reliability of our evidence, we usually take an average of our measurements.

Sufficient We have sufficient evidence if we have enough to establish a pattern. For example, if we want to find

out if there is a pattern between the weight we hang on a spring and its length, using five or so values

of weight may well be sufficient. To find out if there is a pattern between the height of a person and the

length of their stride, many more measurements would be needed before we have sufficient evidence.

Accurate An accurate measurement is one which is close to the true value. In science, it is often difficult to be

sure of the true value for a measurement. We often need to make a judgement of what the true value

is, based on how we have made the measurement. For instance, using a 30 cm rule to measure the

width of a piece of paper is likely to give us an accurate measurement. We would have more evidence

the result was accurate because repeated readings would give the same value. We would judge this to

be the true value for the width of the paper.

Measuring the true height of a tall tree would be more difficult to measure accurately. We might need

to make several different measurements using different methods. We would judge the accuracy of our

result from the methods we used and the reliability of our results.

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Variables

Variables are things which can be measured by a scientist. Variables can be independent or dependent. Independent and dependent

variables can be continuous, discrete or categoric.

Variable Type

Independent An independent variable is one which the scientist chooses or changes. For example, in an

investigation to measure how the length of a spring varies with weight, the independent variable

is the weight the scientist chooses to put on the spring. He can change the weight he puts on the

spring to make different measurements of the length of the spring.

Dependent A dependent variable is one where the value depends on the value of another variable. In the

case of the spring investigation, the length of the spring depends on the weight the scientist puts

on the spring.

Continuous A continuous variable is one which can have any value e.g. length. The length of a piece of string

can be any value; 15 cm, 27.3567 cm 25.345 km etc. Quantities such as weight, length, speed,

temperature can have any value and are continuous variables.

Discrete A discrete variable can only have whole number values. For example, number of people (not to

be confused with the average number of people which is continuous. This is why we can have a

family with 2.4 children!).

Categoric A categoric variable is one which has values which are described by labels; it does not have number

values e.g. type of metal. The values for the type of metal could be iron, copper, silver, gold etc.

In an investigation of the density of metals, the metal would be the independent categoric variable. The density of the metal would

be the dependent continuous variable.

Key points to remember

Pupils need to be given planned opportunities to ask questions that can be investigated scientifically and decide how to find

answers. They should consider what sources of information, including first-hand experience and a range of other sources, they

will use to answer these questions.

Pupils must think about what might happen, or try things out, when deciding what to do, what kind of evidence to collect, and

what equipment and materials to use. Using the Sc1 Planning sheets for each investigation, students will develop the skill of

identifying variables to control, measure and change in addition to making and testing PREDICTIONS or HYPOTHESES.

Try and use the right terminology with pupils and get them to use it in their discussions about science investigations.

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Observing and recording evidence Observing and measuring

Observation is a really important skill for the scientist. The ability to see what is really happening rather than seeing what you expect

to see can be difficult. It’s a good idea to give pupils observation exercises to help them to improve this skill.

A good example of an observation exercise is to get them to describe what happens when a match is struck. The first time they see

it, they will see the flare of the flame as it is struck, the yellow flame and the match turns to black. If you repeat it, asking them to

observe every little detail including sounds and smells, the list they come up with is enormous

Pupils should be able to choose and use simple scientific equipment and materials appropriately and take action to the control

risks involved in their use. They need to make systematic observations and accurate measurements using appropriate equipment,

including the use of ICT for data logging. In their investigations, pupils should check their observations and measurements by

repeating them where appropriate to ensure that they are reliable.

Recording data

Pupils should demonstrate their ability to use a wide range of methods, including diagrams, drawings, tables, bar charts, photographs,

video clips, voice recordings, line graphs and ICT, to communicate data in an appropriate and systematic manner. Pupils will need

explicit skills teaching in order to construct tables, charts and graphs well. They also need practise in choosing the most appropriate

method to show their results to analyse and evaluate their evidence.

The way data is recorded often depends on the type of data. Measurements are often tabulated before they are put on a graph, pie

chart or bar-chart. A bar chart or pie chart is used to show categoric and discrete variables. Observations which are made can be

recorded by photograph, picture or diagram. Events may be recorded using video or sound recording.

Examples of recording data

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Analysing

Most scientific data is presented in one form of graph such as a Line graph, Bar graph, Pictographs or Pie Charts. When analysing

scientific data, a decision needs to be made as to which particular type of graph best reveals the ‘trends’ or patterns in the data. As

a general rule, line graphs are only used where both the variables are continuous.

The key part of every analysis is of course to state clearly what the data ‘appears’ to suggest i.e. ‘it appears* that there is a correlation

between Force and Mass’ etc. *Always remember there are NO DEFINITES in science!

Two key skills in analysing data are

1. Learning that (for most graphs) the Independent Variable data goes on the X axis and the Dependent Variable data goes

on the Y axis

2. Drawing ‘Lines of Best Fit’ – this is defined simply as ‘A line on a scatter plot which can be drawn near the points to more

clearly show the trend between two sets of data’ e.g. a ‘strong positive correlation’

Lines of Best Fit can show strong positive and negative correlations

or weak positive and negative correlations.

A positive correlation is one where the dependent variable increases

as the independent variable increases (as with the example on the

left). A negative correlation is where the dependent variable

decreases as the independent variable increases’.

A strong correlation is where all the points are clustered closely to

the line of bets fit. A weak correlation is where the points on the

graph are more scattered. In the weakest correlation, no line of best

fit can be drawn.

There are lots of different types of Lines of Best Fit and care needs to be taken to determine which the best one to use is. The most

common line of best fit is a straight line but the graphs below show some common shapes of curve.

e.g. How speed increases

with time for something

you drop

e.g. How the time for

one swing of a

pendulum changes with

length

e.g. How the temperature

of a cup of coffee

decreases with time

e.g. How the number

of bacteria in a colony

increase with time

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Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

The scientific method focus for this term is EVALUATION

In using the Sc1 Analysis and Evaluation sheet to support investigation work, students will develop the skill of analysing data from

each of their experiments and suggesting ways in which they could improve them to increase the validity and reliability of the data.

Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain whether

their evidence is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to provide

additional relevant evidence.

Prompt questions to support evaluation of quality of data

To prompt pupils to identify inconsistencies/anomalies in

evidence:-

Are there any results/observations which don’t seem to

match others?

Are there any results/observations that you were not

expecting? How reliable are your results?

To prompt pupils to explain inconsistencies/anomalies in

evidence:-

How would you explain any results/observations

which don’t seem to match others?

How would you explain any results/observations that you

were not expecting? How reliable are your results and how can you tell?

To prompt pupils to explain inconsistencies/anomalies in

evidence using science:-

How would you use science to explain any results/

observations which don’t seem to match others?

How would you use science to explain any results/

observations that you were not expecting?

Prompt questions to support evaluation of quality of

procedure

To prompt pupils to suggest improvements to working

methods:-

What could you do to make your method better? What could you do to get more reliable results? How could you get more accurate measurements? Is that the best way of doing that? Is there a better piece of equipment you could use? Is there any part of your method you could change to

get better results?

To prompt pupils to explain improvements to working

methods:-

Why would doing X make your method better? Why would doing X give you more reliable results? Why would doing X give you more accurate

measurements? Explain why doing X would be a better way of doing

that. Explain why X would be a better piece of equipment to

use?

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Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

Chemical Change KEY VOCABULARY KEY FACTS AND DEFINITIONS

Hydrogel PVA glue Hydrogel – A polymeric material that has certain unique properties known as a ‘smart’ material. Polymer– A long chain molecule made up of thousands of repeating units called monomers. Polymorphism – The ability of the structure to take on many different crystalline forms ('poly' means many; 'morph' means shape). Electrolysis– The passage of an electric current through an electrolyte with subsequent migration of positively and negatively charged ions to the negative and positive electrodes. Chemical reaction – a process where one set of substances is transformed into another. Reversible change – A reversible chemical reaction is one where the products can change back into the reactants. Irreversible change – An irreversible chemical reaction is one where the products cannot change back into the reactants. Exothermic reaction – A chemical reaction in which thermal energy is emitted into the surroundings and the temperature increases. Endothermic reaction – A chemical reaction in which thermal energy is absorbed from the surroundings and the temperature drops.

Borax Polyethenol

Boric acid Valid

Atoms Reliable

Molecules Prediction

Fire extinguisher Electrode

Fire triangle Cathode

Reactant Line graph

Products Bar graph

Methanol Ammeter

Flammable Anode

Polymer Reduction

Monomer Oxidation

Green fire Potassium chloride

Properties Carbon dioxide

Electroplating Copper sulfate

Solution Hydrochloric acid

Dissolves Sulfuric acid

Evaporate Ethanoic acid

IDA Calcium carbide

Cell Acetylene

Rusting Calcium hydroxide

Corrosion Carbon dioxide

Iron wool Concrete

Glucose Propan -2-ol

Redox indicator Sodium hydrogen carbonate

Understanding the assessment focuses for science

The AFs for science describe the key elements of performance. They are linked to the National Curriculum programmes of study and

the level descriptions, and are designed give a detailed, analytic view of pupils’ attainment across all the key stages and in all areas

of science.

AF1 Thinking scientifically AF1 contains the main criteria related to how pupils work with scientific ideas, models and evidence to understand and handle

knowledge of the subject. It includes criteria, which recognise how scientific ideas and models develop through further evidence,

recognising the tentative nature of science as a discipline. Pupils work with scientific ideas, models and evidence themselves to

further their understanding, and recognise how scientific understanding as a whole develops in such a way.

AF2 Understanding the applications and implications of science The focus of AF2 is linking specific scientific ideas to particular applications and scientific and technological developments, and

exploring how these developments can affect individuals, society and the world. It includes criteria related to the understanding of

various issues surrounding such developments, such as ethical or moral arguments, and also criteria related to the understanding

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of the factors that can influence the development of science and technology. In addition there are criteria, which relate to the

application of science in roles or jobs.

AF3 Communicating and collaborating in science AF3 contains the main criteria related to how pupils construct and present evidence-based responses and arguments for particular

audiences, drawing on appropriate scientific language, mathematics, and scientific conventions and terminology. It also contains the

main criteria related to how pupils use and develop collaborative approaches to their own work, and understand and recognise the

advantages of the collaborative work of scientists.

AF4 Using investigative approaches The focus of AF4 is how pupils ask questions, hypothesise, and develop appropriate and safe strategies and methodologies to collect

scientific evidence, through experimental or other means.

AF5 Working critically with evidence AF5 involves criteria based on how pupils interpret and analyse data and other scientific evidence to identify outcomes and draw

conclusions using scientific knowledge and understanding. It also considers their ability to evaluate evidence, recognise limitations

and develop methodologies or other strategies to improve data or provide further evidence.

APP (ASSESSING PUPIL PROGRESS)

Assessment Foci Example Opportunities for APP in this Unit

Explanation and Level Descriptors

AF 1

Thinking scientifically

Use straightforward scientific evidence to answer questions, or to support their findings

relating to the number of spikes on holly leaves. 1

Use simple models to describe scientific ideas about leaf and stem structure. 3

Use abstract ideas or models or multiple factors when explaining processes or phenomena

involved in the growth of trees 7

AF 2

Understanding the

applications and

implications of science

Can suggest a simple application of some of the experiments. 6

Can identify aspects of the topic used in specific jobs. 5

Can explain in detail the applications of our knowledge of seed germination. 5

AF 3

Communicating

and collaborating in

science

Can represent data in a simple table. 1

Can present data in more than one way. 2,3,4

Can use appropriate graph / table to present and discuss data for specific experiment 5

AF 4

Using investigative

approaches

Can follow instructions and handle basic equipment to complete investigation 2,4

Can use different sources of information from those provided to address a question 4

Can make and record detailed sets of scientific measurements 6

AF 5

Working critically with

evidence

Can suggest problems with some of the experimental procedure 1

Can identify ways of making the investigations fairer. 6

Can suggest detailed ways of improving the data obtained from the experiments. 7

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Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

CHEMICAL CHANGE – WEEK BY WEEK SUMMARY OF KEY CONCEPTS, OBJECTIVES, INVESTIGATIONS AND EQUIPMENT

LIST OF THEORY LESSONS AND DEMONSTRATIONS

QCA UNIT REFERENCES & LINKS Unit 6D: Reversible and irreversible changes (short unit) http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/science/sci6d/?view=get Unit 7E: Acids and Alkalis http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci07e/?view=get Unit 7F: Simple chemical reactions. http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci07f/?view=get Unit 8E: Atoms and Elements http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci08e/?view=get Unit 8F: Compounds and mixture http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci08f/?view=get Unit 9E: Reactions of metals and metal compounds http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci09e/?view=get Unit 9H: Using chemistry http://webarchive.nationalarchives.gov.uk/20100612050234/http://www.standards.dfes.gov.uk/schemes2/secondary_science/sci09h/?view=get

INVESTIGATION FOCUS & HOW SCIENCE WORKS LEARNING OBJECTIVES

All through this term the focus is on recording and analysis of data from scientific investigations – looking specifically at

obtaining different types of scientific information, how to record it and ultimately how to analyse it.

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INVESTIGATION AND DEMONSTRATION EQUIPMENT SHEET

Week 1 + 2

LESSON DEMONSTRATIONS KEY CONCEPTS and LEARNING OBJECTIVES

Introduction to chemical form

1. Green fire

Science enquiry skills of predicting and controlling variables.

Not all flames are orange and the colour of the flame is affected by the chemicals which are burning.

INVESTIGATIONS KEY QUESTIONS &

Investigation Ideas that can

be tested.

INVESTIGATION FOCUS & WORKING

SCIENTIFICALLY, PRACTICAL SCIENTIFIC

METHODS, PROCESSES AND SKILLS OBJECTIVES

Investigating hydrogels – nappies and hair gel

1. Does the cost of disposable nappies determine how absorbent they are?

2. What factors affect how much liquid can be absorbed?

Hydrogels are classed as smart materials because they change shape when there is a change in their environment – this determines their ability to absorb and the cost.

There are often problems with investigations and

scientists need to minimize these.

Week 1 + 2 Practical Equipment

Day Demonstration: Green Fire

Investigation : Hydrogels

Class Set (x 15) - Safety glasses, 100 ml measuring cylinders, 800 ml tri-pour beakers, plastic stirrers, plastic bowl, spatulas, Petri dishes

Access to the following – Common salt (NaCl), hair gel, nappies, distilled water, disposable gloves (one box of each size), paper towels

Green Fire - Safety glasses, boric acid, spatula, methanol (methyl alcohol), heat proof mat, tin lid, matches, safety screen.

Period

Year

Room

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Week 3+4

LESSON DEMONSTRATIONS KEY CONCEPTS and LEARNING OBJECTIVES

Introduction to electrochemistry –

(from solution to solid)

1. Money to burn!

The water in the alcohol-water mixture evaporates as the alcohol burns, keeping the temperature of the paper below its ignition temperature (approximately 230°C).

The flame from the paper soaked in alcohol alone should be visible but the flame from a burning alcohol-water mixture is often difficult to see. This is why the potassium chloride is added, to give a purple colour to the flame. The demonstration looks even more impressive in subdued lighting.

Learn that the experiment could be extended to include different alcohol-water mixtures and other salts such as those of sodium or lithium.

Recognise the risks involved when prompted.

INVESTIGATIONS KEY QUESTIONS &

Investigation Ideas that can

be tested.

INVESTIGATION FOCUS & WORKING

SCIENTIFICALLY, PRACTICAL SCIENTIFIC

METHODS, PROCESSES AND SKILLS OBJECTIVES

Electroplating 1. What is the purpose of

electroplating a metal?

2. What are the additional

properties that

electroplating gives to the

metal it is plated on to?

3. What are the advantages

and disadvantages of

electroplating?

To understand the process of electrolysis and the electrolytic cell.

To evaluate their own theory in the light of evidence.

Develop the skill of using simple scientific equipment (ammeters, batteries and electrodes).

Collect data choosing appropriate numbers, ranges and values for measurements and observations.

Week 3+4 Practical Equipment

Day Demonstration - Money to Burn – 250 ml beakers (x 3), tongs, heatproof mat, matches, labels, sodium chloride (2g) (low hazard), Industrial denatured alcohol (IDA) (Highly flammable, harmful)

Investigation : Electroplating

Class Set (x 15) - Stopwatch, copper strips (2 cm x 6 cm), steel sheet (6 cm x 6 cm), connecting leads (4 per set), batteries, ammeter, 150 ml beaker.

Access to the following – 1 M copper sulfate solution (Harmful) disposable gloves (one box of each size), paper towels.

Period

Year

Room

SOW 5.CCC.001 V6 24 08 15| Page 17

Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

Week 5+6

LESSON DEMONSTRATIONS KEY CONCEPTS and LEARNING OBJECTIVES

Introduction to investigating

chemical structures.

1. Changing chemical form with calcium carbide and water and combustion of acetylene

Learn the simple description of a chemical reaction as REACTANTS reacting to produce PRODUCTS and use this to describe simple every day examples.

Be able to analyse a chemical reaction and describe changes in state and where each product ends up.

INVESTIGATIONS KEY QUESTIONS &

Investigation Ideas that can

be tested..

INVESTIGATION FOCUS & WORKING

SCIENTIFICALLY, PRACTICAL SCIENTIFIC

METHODS, PROCESSES AND SKILLS OBJECTIVES

Milk and detergents

and

The structure of chocolate.

1. Is there a pattern to your observations? How can you tell?

2. How does heating the chocolate affect its appearance and taste?

Develop the skill of classifying objects / substances. Develop the skill of using a scientific model to

explain observations. Understand the term polymers and provide

examples of them.

Week 5+6 Practical Equipment

Day Demonstration - Changing chemical form with calcium carbide and water + combustion of Acetylene - 4 small pieces of calcium carbide, boiling tube, wooden splint, clamp stand, boss, clamp, safety screen, disposable gloves, matches. (Acetylene is highly flammable) Investigation 1: Milk and Detergent Class Set (x 15) – Plastic dinner plate, 25 ml plastic beakers, whole milk, cotton buds, 4 food colourings, washing up detergent. Investigation 2 – Structure of chocolate - Tea lights and holders, 50 ml glass beakers, stirrers, thermometer, 250 ml plastic beakers. Access to the following – milk chocolate buttons, ice, aluminium foil, hot water at approx. 50°C.

Period

Year

Room

SOW 5.CCC.001 V6 24 08 15| Page 18

Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

Week 7+8

LESSON DEMONSTRATIONS KEY CONCEPTS and LEARNING OBJECTIVES

Introduction to irreversible

chemical change

1. Soda snake firework.

Learn that chemical reactions are either reversible or irreversible.

Do they know what type of reaction this is and why?

What is fuelling the fire?

What gas is produced during the reaction and how would you test for it?

INVESTIGATIONS KEY QUESTIONS &

Investigation Ideas that can

be tested..

INVESTIGATION FOCUS & WORKING

SCIENTIFICALLY, PRACTICAL SCIENTIFIC

METHODS, PROCESSES AND SKILLS OBJECTIVES

Making and testing

concrete

1. Concrete is a ‘composite’ material, explain what this means and what type of reaction occurs to produce it.

2. Do chemical reactions involve a change in temperature? How can you tell?

3. Do all types of cement have the same strength?

4. How can you make sure data from an investigation is ‘Reliable’?

Exothermic reactions increase temperature. Endothermic reactions decrease temperature. A composite material is made by combining two or

more materials – often ones that have very different properties.

Collect data using appropriate ranges, numbers, values and compare with other identical experiments.

Week 7+8 Practical Equipment

Day Demonstration – Soda snake - Sand, heatproof mat, 4 tsp. of icing sugar, 1 tsp. of sodium hydrogen carbonate (low hazard), propan-2-ol (Highly flammable), matches, teaspoon.

Investigation : Making and testing concrete

Class Set (x 15) - Lollipop sticks (x 2), plastic cups(x 2), mass hooks, moulds (template below), prior to lesson photocopy onto card), Pritt sticks (to use in mould assembly), safety specs, newspaper

Access to the following – Cement, fine sand, gravel, paper clips, wooden splints, string, 100g masses, disposable gloves (1 box of each size)

Period

Year

Room

SOW 5.CCC.001 V6 24 08 15| Page 19

Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

Week 9+10

LESSON DEMONSTRATIONS KEY CONCEPTS and LEARNING OBJECTIVES

Introduction to - observing and

measuring chemical reactions + an

introduction to polymers

The Blue Bottle Reaction Chemical reactions occur at a range of different speeds.

Give examples of some of the factors that affect the rates of a reaction e.g. temperature, catalysts.

Give examples of slow, medium and fast reactions e.g. – rusting, growth of organisms, fermentation, and explosions.

Corrosion is the oxidation of a metal. Rusting is the corrosion of iron or steel.

INVESTIGATIONS KEY QUESTIONS &

Investigation Ideas that can

be tested.

INVESTIGATION FOCUS & WORKING

SCIENTIFICALLY, PRACTICAL SCIENTIFIC

METHODS, PROCESSES AND SKILLS OBJECTIVES

Rusting of iron wool

(Corrosion)

Chemical worms

(Polymerisation)

1. Does the size of a reactant have any effect on the speed of a chemical reaction?

2. What other factors can affect the speed of a chemical reaction?

The speed of chemical reactions is affected by

‘Surface area’ – the greater the surface area the

faster the reaction.

Learn the term ‘Catalyst’ and understand what

it does.

Learn about polymers and how they are made.

When sodium alginate is put into a solution of

calcium ions, the calcium ions replace the

sodium ions in the polymer. Each calcium ion

can attach to two of the polymer strands.

This is called crosslinking

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Empiribox KS2 Chemical Change Scheme of Work– Version 6, August 2015

Week 9+10 Practical Equipment

Day Demonstration – Blue Bottle reaction

1000 ml Schott bottle with screw top lid

400 ml glass beaker

Potassium hydroxide (Corrosive), 8 g

Glucose (dextrose) (Low hazard), 10 g

Methylene blue (Harmful), 0.05 g

Ethanol (IDA – Industrial Denatured Alcohol) (Highly flammable, harmful)

Mass balance

Safety glasses

Investigation 1: Rusting of iron wool

Class Set (x 15)

Each working group will require:

2 Thermometers

2 EPS cups with lids

6 cm iron wool

1 pair scissors

1 Ruler

Lemon juice

Tap water

pH paper (3 pieces)

Disposable gloves

Safety glasses

Investigation 2 – Chemical worms

Class Set (x 15) - Safety glasses, 2 sealable glass jars (approx. size 150 ml each), labels for jars 10 ml plastic

syringe (without needle)

Access to the following –

25ml Gaviscon (which contains sodium alginate)

100ml 1% w/v calcium chloride solution (irritant)

75 ml saturated sodium chloride solution

Period

Year

Room