Schemes of Work C1 Chemistry - Stratford School · 2016-01-27 · • Know that burning fuels releases carbon dioxide, water (vapour), carbon monoxide, sulfur dioxide and oxides of

Stratford School Academy Schemes of Work

C1 Chemistry

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Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit)


C1 Chemistry

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35 lessons

14 weeks

Fundamental Ideas in Chemistry

Limestone and Building Materials

Metals

Crude Oil and Fuels

Other useful substances from crude oil.

Plant oils and their uses

Changes in the Earth and its atmosphere

Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences)

C1.1.Fundamental Ideas in Chemistry • Know that substances are made of atoms. State that substances made of only one sort of atom are called elements. • Know that elements are found in the periodic table and that groups contain elements with similar properties. State where metals and non-metals appear in the Periodic table. • Know that symbols represent atoms of different elements. • Know the structure of an atom. • Know the charges on sub-atomic particles. • Use the periodic table to work out the number of each type of sub-atomic particle for a named atom. • Describe electron arrangements for elements up to number 20. • Know that elements in the same group have similar reactions because they have identical numbers of outer electrons. • Know that the number of outer electrons determines how an atom reacts. Atoms with eight electrons in their outer shell are unreactive, i.e. the noble gases. • Know that noble gases have eight outer electrons except for helium, which has two. • Write word equations to represent reactions. • Know how to represent a chemical reaction by using a word equation. • Describe the electron arrangements of sodium and chlorine. • Describe how an electron is transferred to chlorine from sodium to form two charged particles called ions that attract each other. • Know that compounds made from a metal and a non-metal are made from ions. • Know that non-metal compounds are made from molecules, held together by covalent bonds. • Know that all atoms involved in a reaction must be accounted for. • Calculate the amount of a product or reactant from masses of other products and reactants C1.2 Limestone and Building Materials • Know that limestone is calcium carbonate and that it is quarried. • Know that, when heated limestone becomes calcium oxide giving off carbon dioxide. • Know that calcium oxide reacts with water to make calcium hydroxide. • calcium hydroxide is an alkali that neutralises acids • calcium hydroxide dissolves in water to make a solution called limewater. • limewater reacts with carbon dioxide to make calcium carbonate • this reaction is a test for carbon dioxide as the solution goes cloudy. • metal carbonates decompose on heating to give carbon dioxide and the metal oxide • metal carbonates react with acids to produce carbon dioxide


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• limestone is damaged by acid rain. • Know that limestone is needed for buildings and that the positive benefits of using this material should be considered against the negative aspects of quarrying.

Explain the differences in the making and composition of cement, mortar and concrete. C1.3 Metals • Explain how an ore is different from a rock. • Know that methods may be used to concentrate an ore before extraction. • Know that some metals are so unreactive they can be found as metal in the earth’s surface (crust). • metals below carbon in the reactivity series are extracted by heating the oxide with carbon • coke ,charcoal and wood are all good sources of carbon • removal of oxygen from a compound is reduction. • By using the Reactivity Series the method of extraction of a named metal. • Know that: • copper is initially reduced in a furnace with carbon • it is purified by electrolysis • copper ores are finite. • metals can be obtained from solutions by displacement reactions with a more reactive metal • electrolysis requires vast amounts of electrical energy and therefore is expensive. • the more stages in a process the more expensive it becomes. • phytomining uses plants to absorb metal compounds and that the plants are burned to produce ash that contains the metal compounds • bioleaching uses bacteria to produce leachate solutions that contain metal compounds. • Evaluate benefits of recycling metals in terms of economic and environmental benefits. • Know the difference between iron from the blast furnace and steel in terms of less carbon in steel than iron from the blast furnace. • Know that the many types of steel are really alloys. • Know that alloys have improved properties as a result of the combination of metal atoms. • Know that the central block of the Periodic table are known as the Transition metals. • Many commonly used metals are in this block. • is a good conductor of electricity and heat • can be bent but is hard enough to be used to make pipes or tanks • does not react with water. C1.4 Crude Oil and Fuels • Know what a mixture is in terms of elements and compounds. • Describe fractional distillation as based on each compound having a different boiling point. • Know that each compound vaporises and condenses at different temperatures, and so they are separated. • Describe the relationship between molecule size and boiling point, viscosity, ease of ignition, and flammability. • Recognise alkanes from their • formulae in any of the forms C2H6 • Describe what the structural formula shows. • Know the general formula for alkanes. • Know how fractional distillation works • Know that burning fuels releases carbon dioxide, water (vapour), carbon monoxide, sulfur dioxide and oxides of nitrogen into the atmosphere. Solid particles (particulates) may also be released. • Know that these cause global warming acid rain and global dimming. • Know how harmful emissions are reduced.


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• Describe the use of ethanol and hydrogen as alternative fuels. • Describe advantages and disadvantages of each fuel. • Know how to measure simply the amount of energy produced by a burning fuel. • Know about different types of error, and how to deal with them. • Understand how secondary sources can help confirm a hypothesis/ theory. C1.5 Other useful substances from crude oil. • Recall that heating large alkanes with a catalyst or steam and hot temperature decomposes to make the hydrocarbon smaller molecules. • Know that some of these smaller molecules are called alkenes. • Recognise alkenes from their • formulae in any of the forms C3H6 • Know that ‘=’ represents a double bond in the structure. • Know that cracking produces more useful molecules including alkenes and fuels. • Know that the presence of double bonds in a molecule can be tested for by the decolorisation of bromine water. • Represent polymerisation of ethane • Know that we use a wide range of polymers developed for specific purposes. • Identify from properties relevant uses for a polymer. • Realise that polymers are often hard to dispose of, and that biodegradable ones offer some solutions to these problems. • Be aware that crude oil is used to produce fuels and chemicals, and that it is a limited resource. • Evaluate information about the ways in which crude oil and its products are used. • Know that ethanol can be made from ethane and steam, or by yeast: sugar carbon + ethanol dioxide • Compare the environmental impact of producing ethanol from renewable and non-renewable sources. C1.6 Plant oils and their uses • Know two ways in which vegetable oils are obtained. • Know that cooking in vegetable oils allows food to be heated to higher temperatures causing different chemical changes to those brought about by boiling in water. • Know how emulsifying agents can help oil and water mixtures to remain mixed. • Give two uses of emulsions. • Know how to determine the relative amounts of saturation in an oil/fat by using bromine water. C1.7 Changes in the Earth and its atmosphere • Know the three parts of the Earth, and the atmosphere. • Know that all our resources come for the crust, the seas, or the air. • Know key features of Wegener’s theory, and evidence to support it. • Explain why no one believed the theory at first. • Know that convection currents driven by the heat from radioactive processes cause the movement of the plates. • Explain what earthquakes are and why we cannot predict them • Explain what volcanoes are and why we cannot predict their eruptions. • our atmosphere originated from volcanic gases • water vapour condenses to make the seas • simple organisms evolved producing oxygen by photosynthesis • plants and animals evolved later • there is evidence for amounts of oxygen in the air at different times • Describe how carbon cycles round the earth and atmosphere.


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• Describe how human activity has affected the proportions in each part of the cycle.


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Lesson

Clear learning intentions (KQ)

Clear success criteria (Bands) (Keywords)

Hook (starter)

Presentation of content (teacher input)

Guided practice (pupil activities)

Requisition (per group)

Independent practice (homework)

Closure (AfL)

C1.1 Fundamental Ideas 1. The elements

What are atoms?

1. Recognise that elements are made from only one type of particle known as an atom 2. Describe how symbols represent atoms of different elements and the conventions for writing these symbols 3. Name the groups in the periodic table.

Show pupils a dot and ask to predict how many atoms there are. 5,4,3,2,1: Students use their periodic tables to list five solid elements, four metals, three non-metals, two gaseous elements at room temperature and one liquid element at room temperature

Discuss the different uses of elements. Explain how an element only contains one type of atom Use the idea of text messaging to explain the importance of symbols

Periodic table can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip ’4406’. PPT C1 1.1 F & H

Pupils are given a list of elements to find the symbols of. Pupils can use the symbols to form these names: Shrek, Pikachu, Arial, Snoopy Research uses of different elements

Set C1.1 homework booklet Due in 5 lessons

Pupil complete sentences: One thing I know about this topic is… One thing I don’t understand is… One question I have is…

http://www.bbc.co.uk/learningzone/clips

http://www.bbc.co.uk/learningzone/clips

http://filestore.aqa.org.uk/subjects/gcsescienceassessment/C1-1-1-ATOMS.PPT


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2. The atom How to calculate the number of particles in an atom?

1. Draw and label a diagram of an atom 2. Describe the properties of subatomic particles 3. Calculate the number of each particle in an element

Spot the mistake 3 statements about elements compounds and mixtures which are false. Pupils correct them.

Show YouTube video: Venus explains the atom.

Go over definition of an element and the periodic table. Play the element song, showing number of elements. (words available)

Give out element samples. Students to complete table with name, symbol and properties to become familiar with some common examples.

Calculate how many protons, electrons and neutrons are in an atom of a specified element? Use examples with atomic numbers from 1-20 Use periodicity cards , sort into mass number order and then ask to see if can find where splits into periods/groups. Key point: Within group similar props.

Exit Pass. Pupils answer one question about the topic before being allowed to leave.


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3. Electrons Shells How to draw electron shell?

1. How to draw electron shell diagrams for the first 20 elements 2. Explain the significance of the outer electron shell.

Revision Card sort: 9 cards with different labels – proton, electron, neutron, nucleus (there should be two of these), shell, +1, 0, -1. Students also are given a table with three columns, labelled subatomic particle, position, charge and three rows. They then sort the cards, putting them in the appropriate positions on the table.

Describe electron shells using idea of them being the house where electrons live. Explain electron shells as energy levels and how they fill up 2,8,8, Communication for audience and purpose Role Play – using pupils to represent protons, neutrons and electrons, build up the idea of full and complete energy shells with 2 in the first, 8 in the second and 8 in the third energy shell

Draw electron shell diagrams for the first 20 elements. Give out text describing the atom. Turn into pictures with no words. Share pictures with neighbour ask for some feedback. Build atoms with coloured paper to represent particles, can role play, do on paper on desks or chalk on floor.

Mini-white board quiz. Pupils answer questions about the properties of metals on the mini-white boards.


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4. Periodic families What are the properties of elements in groups 1 and 0?

1. List properties of group 1 and 0 elements

2. Link properties of Group 1 and 0 with electronic structure

Finish the sentences. Pupils are given parts of sentences relating to the material, pupils complete them.

Go through properties of the different groups in the periodic table, Demo reactivity of group 1. Go over electronic structure. Compare group 1 to group 0/8. What do you think causes reactivity/underactivity?

Observe Ca in water, collect gas and test ( this is recap that H2 is made so can be missed if short of time BUT pupils need to know about reactions with water and oxygen) How Science Works: Making a prediction. What is the reaction of Caesium (Cs) likely to be? show video clip of reaction with water.

Calcium, Tweezers x12 For Ca ( unsafe to handle), Side arm test tubes with bungs x 12 , ( or bungs with delivery tubes attached) Small plastic tubs x12 ( collecting gas over water), Splints, Boiling tubes with bungs (to collect H2) Alkali metals and water. Li, K, Na, water, bowl, tweezers, tile, screen.

Best of 5. Pupils are given 5 questions about the topic and answer then in full sentences.


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5. Equations With Assessment

How to balance equations.

1. Do word equations 2. Construct balanced

symbol equations to represent chemical reactions (HT only)

Draw my shell. Pupils are shown 5 elements and have to draw the shell and electron configuration for all 5 correctly.

Use counters as a model to explain how to balance equations. Counters of the same colour could represent atoms of the same element. Go through the idea of the conservation of mass. Demonstrate how to balance equations through examples on the board. Video clips: www.bbc.co.uk/learningzone/clips by searching for clip ‘4407’. www.rsc.org/education/teachers/resources/alchemy/index.htm

Use of word equations to communicate chemical reactions Worksheets on balancing equations. Extended writing Work in groups to share ideas about the pattern of electronic structure in Group 0 and research the properties of the noble gases. They describe and explain their findings linking complete energy shells to the idea of stability and that they are unreactive 6 mark question. Describe the structure of an atom and explain how the periodic table can be used to determine the structure of an atom.


Hot Seat. 2 Pupils are chosen and have to answer questions from the class.


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C1.2 Rocks and Building Materials 6. Limestone

What are the uses of limestone?

1. List uses of limestone 2. Describe and demonstrate how limestone can be turned into limewater 3. Use limewater to identify Carbon Dioxide"

Ask the students to consider what the following materials have in common: limestone, marble and chalk [they are all made up mainly of the same compound – calcium carbonate]

Go through the limestone cycle. Remove parts of the cycle from the board and ask pupils to recall the missing parts. Demonstrate experiment, reactions of limestone. Heat, add water, add CO2.

Complete worksheet labelling the limestone cycle. This can be differentiated based on whether they include symbols or not. Arrange labels on floor. Complete cycle in book. ( there is a card version of this in revision folder) Write a conclusion from the demonstration.

Tongs Limestone piece Dropping Pipettes Funnels Filter paper Universal indicator Straws Boiling tubes


7. Carbonate and heat What is thermal decomposition?

1. Describe the effect of heat on carbonate 2. write word equations to show what has happened

Show pictures of big objects being burnt. Pupils suggest what thermal decomposition is.

Explain the term ‘thermal decomposition’. Use pupils as demonstration to show how a long chain is broken down to a smaller chain. Discuss the word equation and symbols for the reaction Explain the uses of quicklime.

Demo heating carbonate. Write word equations for each reaction extension write balanced symbol equations Recap quiz on carbonates

Test-tubes, 2 (per carbonate for each group) Delivery tube (right-angled) Spatula Bunsen burner Clamp and stand Limewater (calcium hydroxide solution), about 0.03 mol dm-3, 10 cm3 per carbonate

Pupil think of 2 improvements for investigation


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8. Carbonates and acid

How to carbonates react with acids?

1. Describe how carbonates react with acid 2. Collect and identify the gas produced 3. Describe the effect of acid rain on Limestone

Look at damaged pictures of statues - what happened?

Discuss the effects of acid rain on the environment. Encourage pupils to suggests solutions. Link to KS3 ideas of neutralisation. Describe the limewater test. Demo limewater test for CO2 by adding acid to limestone

Experiment - acid and carbonates, Pupils add acid to a carbonate and describe what they see. Shown a picture of Acid rain formation. Students get 20 secs each to look at and must recreate in groups on A4 paper.

2 x test tubes 2 x limestone chips Bottles labelled “ rain water” and “acid rain”. i.e. tap water and dil sulphuric acid pipettes

Guess the word. Teacher thinks of a word and the pupils ask yes or no questions to try and guess the word.

9. Cement and concrete

With Assessment

How is cement and concrete made?

1. Describe how clay is used to make cement 2. Explain how concrete is made

suggest what the building materials are and explain why they might have been used.

Show pupils the ppt outline the following points, definitions of cement, mortar and concrete; Discuss what might effect the strength of Concrete. Demo how to make so pupils can get some ideas of what to change Explain how to do 6 mark questions.

Pupils make a leaflet discussing the benefits of cement and concrete. Pupils copy results table and start to make their samples. Need to make samples at least a day before for next lesson 6 mark question What are the uses of limestone.

Cement Sand gravel Paper clips Plaster of paris Splints Plastic cups or yoghurt pots Disposable stirrers ( e.g. lollipop sticks or plastic spoons) Newspaper Moulds


Self marking. Pupils are given a question to answer about the work covered. They are then given the answers and mark themselves.


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10. C1 Test 1

C1.3 Metals and their uses

11. Metal ores What are metal ores?

1. Explain the term ore and list some common examples 2.Calculate the percentage of metal in ores

Students match definition to keyword: “removal of oxygen from a compound” [reduction]; “A list of elements from the most reactive to the least reactive” [reactivity series]; “a rock containing enough metal to make it economic to extract the meta” [ore]; “Unreactive metals, found as elements in native

Show pupils various metal ores and the metals they come from. Encourages pupils to compare and contrast them. Explain the importance of extracting ores which are of economic benefit. Introduce the two methods of extraction: Reduction and electrolysis

Look at metal ores and complete table. Bauxite, Haematite and Galena important, Show pupils masses of metal in each ore. (Use model figures or research it). Pupils weigh each ore and use this to calculate the percentage of metal in different ores. Decide which are worth extracting metals from.

Students design flow chart.

Scales, Bauxite, Haematite and Galena

Traffic lights. Pupils use the traffic lights at the back of their planners to answer questions about the lesson.


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12. Reactivity and Displacement

How to use the reactivity series to predict displacement reactions?

1. identify the position of iron, copper and magnesium in the reactivity series 2. Sort the metals into order of reactivity 3. Predict and write word equations for displacement reactions

Discovery of different metals – ask why the more reactive metals were discovered later on [because they were bound to other chemicals and compounds, and not found as the native metal]

Introduce using the idea of league tables to explain the reactivity series and celebrities couples to introduce displacement reactions. Demo reaction between magnesium and copper oxide displacement from solution

Mg, Zn, Fe, Sn and Cu in Acid experiment. Displacement - chose from following displacement Fe in MgO Write word and symbol equations for all reaction carried out. Ensure students know meaning of reduction.

Mg, Zn, Fe, Sn, Cu samples Test tubes Dil hydrochloric acid Expt 2: displacement of Fe in MgO and CuO Iron filings Copper (ii) oxide Testtubes Spatulas Tongs

Demo: Crucible Pipeclay triangle Heat resistant mats (4) Safety screen 0.5g magnesium powder 0.5 g Copper (II) oxide


13. Reduction by carbon

What is smelting?

1.Identify metals that can be extracted by reduction 2. Extract a metal by reduction 3.Explain importance of iron

4. Describe reaction in the blast furnace

Write rhyme to help remember the reactivity series

Recap on ores and metal extraction Show word equations showing reductions and oxidation. Ask pupils to explain them. Show video clip showing the blast furnace and the process of smelting.

-Extracting copper using carbon experiment Heat copper sulfate in a crucible then cool. Add carbon the re-heat. Use tongs. Mix with spatula. Great care needed. They should see bits of brown copper in the crucible (not very much) Write a word equation for the reaction. Extension write a balanced formula equation.

test tubes ( need to be pyrex) carbon powder copper oxide spatulas copper sulfate



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14. Reactive metals and electrolysis

With Assessment

How is electrolysis carried out?

1. Identify metals extracted by electrolysis 2. Describe how electrolysis works 3. Explain why this process is so expensive 4. Explain why aluminium and titanium are useful

List the uses of Aluminium

Demonstrate how to carry out electrolysis Explain why electrolysis is not used to extract metals lower then carbon in the reactivity series. Explain how to do 6 mark questions.

Carry out electrolysis of copper sulfate. Compare electrolysis with reduction with carbon. Write advantages and disadvantages of both as a 6 mark question.

Electrolysis equipment and copper sulfate


15. Copper How is copper extracted?

1. Compare methods of copper extraction. 2. Describe the process of copper purification 3. Evaluate the social, economic and environmental impact of mining for copper ore.

Quick quiz on previous extractions. Ppt slide, the importance of copper

Explain the three process of copper extraction. Encourage the class to compare the two processes. Go over problems of extraction methods, and show apprentice video clip - why is scrap worth money. Impacts of mining pictures, decide what the problems are. as a group come up with lists of problems

- Copper extraction video clip and information sheet on 3 extraction methods. Turn into comic strip As a group, sort statements into different method of extraction. Present statements to the class.


Pupils answer questions on what they found out from the experiment. These are read to the class by the teacher.

16. Properties of metals

With Assessment

What is the importance of transition metals?

1. List properties of transition metals 2. Explain importance of copper 3. Explain importance of aluminium and titanium

- Find a selection of metals in the periodic table. - Find the symbols for a variety of different metals.

Use textbooks to show the uses of transition metals. Pupils are warned to work independently in the tasks in this lesson with only minor assistance from the teacher. Explain how to do 6 mark questions.

Make leaflet explaining the uses of transition metals. Complete 6 mark question: Evaluate the uses of titanium and copper.

Coloured paper. 30x

Beat the teacher. The teacher will read a passage with 5 mistakes. Pupils pick out the 5 mistakes.


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17. Alloys

What are alloys?

1. State the meaning of alloy and list some common examples 2. Compare the properties of an alloy and the metals it’s made from 3. Summarise the properties of steel alloys

- List all of the uses of steel -What properties does steel possess?

Show different alloys and their uses. Ask pupils to suggest what makes alloys good at their jobs. Show GCSE bitesize clip on alloys. Introduce concept of alloys having layers which don’t slide as easily.

Alloy lead and tin, compare properties Explain the difference in properties ( exam style question) Information gathering on steel alloys. Steel card sort to summarise information



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18. C1 Test 2

C1.5 Crude oil and Fuels

19. Crude Oil How is Crude oil formed?

1. Describe the formation of crude oil 2. Explain the difference between a mixture and a compound 3. Identify the products of combustion of hydrocarbons

Look at pictures of things that are possible because of oil. What could you not live without and why?

Give pupils cards showing the formation of crude oil. Explain how crude oil is obtained from dead and buried organic matter. Discuss the importance of crude oil in modern life and the problems its causes.

Text - diagram -text. Read information on oil, turn into pictures (no words). Remove text and ask them to add their own words Show container of crude oil and fractions it is a mixture of. Ensure pupils understand the difference between a compound and a mixture. e.g give out moly mods and ask to build a compound made from two elements. Make a mixture from 1 elements and 2 compounds etc.

Container of crude oil with different fractions.



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20. The Alkanes Can I list the features of alkanes?

1. Explain the term Alkane 2. Use full structural formula to represent alkanes 3. Work out the general formula for alkanes

Pictures of molecules, ask to write molecular formula

Introduce the term alkane and some uses( ppt) Demonstrate to pupils how to draw alkanes. Explain to pupils that the line in a display formula refers to a chemical bond. Make sure pupils understand that carbon can only have 4 chemical bonds coming from it in its display formula.

pupils to build models of first three alkanes ( Black = C, White = H) Pupils represent structural formula of alkanes in table Pupils work out the general formula for alkanes

Best of 5. Pupils are given 5 questions about the topic and answer then in full sentences.


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21. Fractional distillation With Assessment

What is fractional distillation?

1. Explain how crude oil can separated into useful fractions 2. compare the properties and uses of different fractions 3. Describe trends in Hydrocarbon properties( bpt, viscosity, Flammability y)

Starter. Write a list of uses for oil fractions - link to idea one of the key uses is as a fuel

Show oil fractions and discuss how we could get from crude oil to these Distillation of crude oil demo ( this takes a while, so set up and move on to go back to) Explain how to do 6 mark questions.

Show clip of oil refinery to demonstrate scale of refinery Extension - use size of molecule to explain properties Complete 6 mark question: Explain how crude oil is separated to more useful fractions.

Bunsen burner Heat resistant mat Side-arm hard-glass test-tube (see note 1) Bent delivery tube and rubber connection tubing Small sample tubes (20 mm x 5 mm) minimum size (small test-tubes can also be used), 4 Thermometer 0–360°C with cork to fit side-arm test-tube Teat pipette Beaker (100 cm3) "Hard glass" (borosilicate) watch glass Mineral or ceramic fibre Wooden splints Crude oil substitute (Highly flammable and Harmful), about 2 cm3




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22. Combustion of Hydrocarbons

What are the products of combustion?

1. Identify the gases released by the combustion of hydrocarbons 2. Explain the term fuel

-Ask students to complete equations for the combustion of: Coal (carbon) Hydrogen Methane Sulphur Nitrogen

Go through the definition of a fuel Use idea of smoke alarms to discuss the importance of complete combustion. Use Bunsen burners to show the difference between complete and incomplete combustion. Go through other possible products of combustion

Burn a hydrocarbon (candle), capture and test the products. Does it relight a burning splint (oxygen is present) Safety Now. Pupils roll play a fire department advert to convince people to check their smoke alarms. Pupils make a logo for their advert.


23. Hydrocarbon pollution

What problems are caused by hydrocarbon pollution?

1. Describe the pollution caused by burning hydrocarbons 2. List effects of this pollution 3. Describe methods to reduce pollution

Show video clip of pollution in China, caused by burning fossil fuels

Recap definition of hydrocarbon Explain the problems caused by hydrocarbons. Discuss possible solutions to the class and how viable they may be. Demo burning of sulphur in gas jar and test pH to show S-impurities from acid rain

Show pictures summarising the effects of acid rain. Pupils turn this into a story board. Then have 5 minutes to write up 6 sentences explaining what's happening. Read information sheets and complete table summarising effects, causes and suggest ways to reduce. Alkanes quiz

Sulphur Gas jar pH paper

Pupils RAG check list and identify areas to revise at home.


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24. Biofuels What are biofuels and their uses?

1. Describe how biofuels can be used in place of oil 2. Evaluate the issues surrounding biofuels

Recap pollution and effects quiz

- Discuss the need for biofuels. Get class to come up with why its a good idea and a bad idea. Give pupils articles on biodiesel. Explain how different countries use biofuels for example Brazil’s use of sugar cane as fuel.

Read articles on Biodiesel - give different people different articles Complete sheet with advantages and disadvantages from their article. Feed back to group Debate: Only biofuels should be used from now on.


25. Alkenes What are the key features of alkenes?

1. Use full structural Formulae for Alkenes 2. Identify unsaturated compounds 3. State the general formulae for alkenes

Alkane recap - use mini-white boards to questions

Recap on alkanes Explain that alkenes are useful as we can add groups across the double bond. State that the double bond looks like an equals sign ‘=’ Explain the bromine water test in terms of trying to identify substances which look similar (e.g. cyclohexane and cyclohexene which both appear colourless).

Build molecules using molymods from formulae. Introduce idea of double bond. Test for unsaturation, Allow pupils to try in pairs, others can be completing tables as they wait (Bromine water test) Fill out table showing display and chemical formula for each alkene. Quiz test if time permits

Molymods Test tubes Bromine water An alkane and an alkene fumecupboard


C1.6 Plant Oils


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26. Cracking

With Assessment

Can I explain the process of cracking?

1. Explain the need for cracking 2. Identify the products of Cracking

Rank crude oil fractions from most to least used.

Introduce need for cracking using power point. Use molymods to demo that if you break a long chain you end up with an alkane and an alkene. How could we prove that we had an alkene in the products? Explain how to do 6 mark questions.

Team quiz. Pupils revise chemistry for 10 minutes then complete mini-white board quiz. Questions to include information about cracking as well. Complete 6 mark question: Explain the properties of alkanes and alkenes and how they can be made more useful.

molymods Set C1.6 homework booklet Due in 5 lessons



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27. Polymers How are polymers formed?

1. Explain the term polymers 2. Identify monomers given polymer chains

What use is plastic? Complete Table/worksheet

PowerPoint to explain term polymers and monomers Show pupils a long chain and its individual beads which make it up. Discuss with pupils the difference between the beads and the chain. Link the idea to polymers being a long chain of molecules. Encourage pupils to predict what the polymer of ethane would look like whilst showing its displayed formula. Show the rules for drawing polymers correctly and naming them.

Pupils name Polymers and Monomers complete card sort matching polymers with monomers Quiz pupils on Polymers and Monomers using Mini-white boards. Best of the Best. Groups select their champions and they face off to find out who knows the most about polymers and hydrocarbons. Uses of plastic. Split class into 6 groups. There are 3 polymer materials with notes available. Read sheets, answer questions and produce summary. They could extend this with internet research.



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28. plastics and waste

What are the problems caused by plastics?

1. Describe the environmental impact of polymers 2. Evaluate the use of biodegradable plastic

Show pictures showing bad effects of plastics. What’s wrong with that?

Discuss the problems caused by improper management of plastic waste. Show wildlife in particular being affected. Get pupils to suggest solutions. Explain the 3’ R’s Reduce, Recycle and Reuse

Read an information sheet on the problem with plastics highlight advantages in one colour, Disadvantages in another Complete summary table on disposal of plastics Optional - Information + questions on the problem of degradable plastics Optional - bury 3 different bags, biodegradable, paper and polyethene. Compare after a month .


29. Vegetable oils How are oils extracted from plants?

1. Compare two methods of ethanol production 2. Explain the term fermentation

Show different foods made from vegetable oils and ask pupils to say what they like about each food if they like it.

Explain the importance of cooking with oil in terms of taste and speed. Discuss the problems caused by cooking with oil. Show video about E-Numbers and their meaning. Demonstrate the olive oil and steam distillation experiment

Make olive oil and demo steam distillation Research oils in food, textbook or internet to complete table Explain why oils are important, present to the class as a group

Pestle and mortar Plant material e.g. preferable olives Dropping pipette Boiling tube Demo: Steam distillation Hotplate Concial flask with bung with 2 holes Glass tubing



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30. Emulsions How are emulsions made and used?

1. Explain the term emulsion 2. Describe how an emulsion is made 3. Describe uses of

emulsions 4. HT only Explain the hydrophilic and hydrophobic Properties of emulsifiers

Pupils given a test tube with oil and water and asked to make them mix.

Show pictures of different emulsions. Explain emulsions as the mixture and emulsifiers as what is doing the mixing PowerPoint to go through key terms emulsion n and emulsifier

Emulsions experiment. Pupils investigate which substance out of: Washing up liquid, Sugar, Flour, Mustard powder, Salt, Egg white, Egg yolk. Will cause oil and water to mix in a test-tube. Useful emulsions - gather information from posters and complete table Higher Tier only.- Card sort activity and match. Students to complete worksheet explaining these key terms.

Boiling tubes and bungs (see note 1) Disposable teat pipettes Spatulas or small spoons Cooking oil (see note 2) Detergent/ washing up liquid (see note 3) Sugar Flour Mustard powder (see note 4) Egg white Egg yolk Boiling tube and bung Pipette Spatula Oil

Margarine Crisps




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31. Saturation of oils With Assessment

What are the problems and uses of saturated oils?

1. Explain the difference between these oils 2. Describe how to test foods for unsaturation 3. HT only Explain the conditions for which Vegetable oils that are unsaturated can be hardened

A-B-C Pupils write what they know about chemistry using words beginning with the letters A B or C

Recap meaning of saturated and unsaturated. Look t structure of animal and vegetable oils. Which is more saturated? How are the properties different? -Show video explaining the problems caused by saturated oils. Explain how to do 6 mark questions.

- Use bromine test to test for Saturation level. -Pupils can answer graph questions about saturated oils HT only - Why harden, Go over condition needed for hardening. Pupils model with moly mods and explain to class. Take notes Complete 6 mark question: Explain the advantages and disadvantages of cooking with oil

Butter Margarine Bromine water Fumecupboard Spatula Tile Testtube



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32. C1 Test 3

C1.7 Our Changing Planet 33. The Earth's Crust Can I explain

what tectonic plates are?

1. Label A diagram of the Earth's structure 2. Describe what a tectonic plate is and how they move.

3. Link tectonic plate movement to volcanoes and Earthquakes

Look at articles of recent disasters e.g. Iceland and japan. Why doesn't his happen in UK?

Watch clip and Go through structure of Earth. Could make model with plasticise and marble as inner core Go over different theories for plates, students take notes Explain that the earth is split into tectonic plates. Demo convection currents. Syrup in tray with pieces of continents on it. AS heat move apart. Show video clip of Iceland mid-Atlantic ridge

Pupils copy diagram of the Earth’s structure and take notes. Picture strip. Pupils turn the stages which lead to a volcano or Earthquake into 5 pictures and present them to the class. - Answer the question Why it is hard to predict when a volcano or earthquake will happen.

Large metal shallow tray Thick soup Laminated card with continents


34. Wagener’s Theories

With Assessment

What were Wagener’s Theories?

1. Explain plate tectonics 2. Explain the causes of

volcanoes and Earthquakes

3. Give evidence for plate tectonics

4. Explain why Wagener’s theories weren’t accepted easily at the time.

Give pupils a jigsaw puzzle of the Earth’s continents. Pupils put the continents together. Then explain why fossils of the same land animal were found in different continents even though the animals couldn’t swim.

Link the idea of the jigsaw puzzle to how the Earth once was. Explain the significance of Pangea. Explain the idea of continental drift using key terms such as radioactive decay, in the mantle, convection currents. Show video explaining continental drift. Explain how to do 6 mark questions.

Complete Structure of the Earth worksheet (power point file) Discuss tectonic plates and the impact of their movement Show YouTube clip of tectonic plate movement Complete 6 mark question: Explain what Wagener’s theories were and why they were not readily accepted at the time.


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35. The Earth's atmosphere

What makes up the Earth’s atmosphere?

1. State the composition of gases in the Earth's atmosphere. 2. Construct a flow diagram to explain the formation of the atmosphere 3.Describe how CO2 /O2 balance changed 4. HT only Air is a mixture of gases with different boiling points and can be fractionally distilled to provide a source of raw materials used in a variety of industrial processes.

write 5 facts know about the atmosphere (think pare share, make 8)

Describe the conditions of living in Venus. Ask pupils why humans wouldn’t survive in Venus without a space suite. Discuss the importance of the composition of the Earth’s atmosphere at present and emphasise the important role played by plants. Show video clips of ocean formation and Oxygen formation

Activity 1: On a piece of A3 paper get pupils to plot a graph of time V volume of gas. Use 6 colours for each gas (O2, CO2, CH4, CH4, N and NH3). As you read out slides. Pupils can then annotate with major events that cause changes. Go over slides in more detail, including watching video clips of ocean formation and Oxygen formation Use results to explain to the class the significance of the proportion of gasses in the Earth’s atmosphere


36. Earth's atmosphere part 2 (HT)

Can I describe the Miller Urey experiment and its implications?

1. Describe the miller Urey experiment 2. Explain how ait can be used as a raw material

Questions on evolution of atmosphere

Recap on the gases in the Earth’s atmosphere Introduce the concept of the Miller Urey Experiment and it’s significance. Show video explaining the Miller Urey Experiment.

Watch Miller-Urey video clip, make a poster summarising their findings. Recap fractional distillation as a method of separating mixtures, link to air.


37. C1 Test 4 Can I complete a test about the unit using key information?

Explain key scientific concepts in chemistry.

Mind map what makes a good scientific answer

Explain what is expected by the specification for a Grade A.C.

Complete Exam paper on Chemistry Unit 1.

Documents

Schemes of Work C1 Chemistry - Stratford School · 2016-01-27 · • Know that burning fuels releases carbon dioxide, water (vapour), carbon monoxide, sulfur dioxide and oxides of