Trilogy Chemistry KS4 Final - smartfuse.s3.amazonaws.com · Web viewUse this demonstration to revisit the naming rules of simple compounds and build into writing full word equations

Shevington High School

Science Trilogy Chemistry Scheme of work: KS4 Year 9Year 9 Term 1 Week 1

Key idea Specification content Learning activity and resourcesAtoms, elements and compounds

Learners should be familiar with the first 20 and with common elements.Define and identify an atom, an element and a compound from names, symbols and diagrams.

Familiarize learners with periodic table layout and location, name and symbols of some common elements.Given the definition/diagram begin to identify elements and compounds. Explain rules to distinguish elements from compounds Practice identifying each in different ways i.e. symbols, diagrams and names.

As above As above Introduce learners to the rules of naming compounds given their constituent elements.Learners are to practice naming compounds from their elements and giving the elements within a named compound.

Week 2Key idea Specification content Learning activity and resourcesCompounds and chemical reactions

Naming compounds from their constituents. Recognizing and interpreting formulas and names. Writing word and balanced symbol equations.

Demonstrate 2 elements reacting to produce a compound Use this demonstration to revisit the naming rules of simple compounds and build into writing full word equations.Practice a number of different word equation reactions to solidify understanding.From the word equations begin to substitute in the symbols for the element names.Balancing symbol equations.

Balancing symbol equations

As above Learners are to practice balancing a variety of equations that contain a variety of multipliers i.e. brackets and subscripts.Provide learners with a walk through method using the

Week 3Key idea Specification content Learning activity and resourcesConservation of mass Understand the Law of

conservation of mass in all chemical reactions.Continue to develop skills on

Predict the mass of the product when two substances react. Carry out practical task to calculate any change in mass.

balancing chemical symbol equations.

Use either oxidation of magnesium OR thermal decomposition of calcium carbonate as the other will be used in the quantitative chemistry section of the course.Produce a conclusion proving the conservation of mass law. Provide a word and balanced symbol equation for the reaction.

Mixtures and separation techniques

Identify mixtures and differentiate them from compounds.Understand that the chemical properties of the constituents do not change.Mixtures can be separated by physical processes such as filtration, crystallisation, simple distillation, fractional distillation and chromatography. Identify suitable separation techniques for a variety of mixtures when given the appropriate information.

Develop a definition for mixtures using previous knowledge of compounds.Describe each of the separation techniques along with a diagram.Identify where and when each can be used in chemistry and in everyday applications.Use this information to identify the best separation technique to use in a number of different scenarios.

Week 4Key idea Specification content Learning activity and resourcesChromatography Development of scientific

communication skills.Development of practical skills.Identifying scientific apparatus and techniques.Calculating Rf values

Using a given method and demonstration, carry out the chromatography experiment of felt tip pens.Calculating Rf values

Distillation Development of scientific communication skills.Development of practical skills.Identifying scientific apparatus and techniques.

Demonstrate distillation technique with Liebig condenser set up, Have class produce a fully labelled diagram.Learners carry out a simple distillation using a cold water trap.

Week 5Key idea Specification content Learning activity and resourcesFiltration Development of scientific

communication skills.Development of practical skills.Identifying scientific

Copper (II) Sulphate crystal practical to practice filtration and crystallization techniques

apparatus and techniques.Crystallization As above Copper (II) Sulphate crystal practical to practice

filtration and crystallization techniques

Week 6 Assessment weekKey idea Specification content Learning activity and resourcesEnd of topic test Atoms, elements and

compoundsSeparation techniques

End of topic test

Intervention lesson Atoms, elements and compoundsSeparation techniques

Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified

Week 7Key idea Specification content Learning activity and resourcesAtomic structure Identify and describe the 3

sub atomic particles mass’, charges and location.Use the periodic table to identify number of protons/neutrons and electrons in different elements

Recall that elements are all made from atoms.Introduce class to the size of an atom using size relative to everyday objects (Fuse school video YouTube).Produce a diagram of the current atomic model identifying location of the 3 sub atomic particles.Produce a table showing the mass and charges of each sub atomic particle.Practice using the periodic table to identify the

numbers of protons/neutrons and electrons in the atoms of different elements (first 20).

Isotopes Students should be able to calculate relative atomic mass of an element given the percentage abundance of its isotopes.Use Chlorine as an example.

Show isotopes of Carbon on the board, C12 and C14. Ask students why they have different mass numbers.Discuss how many atoms of the same element have different numbers of neutrons. Define isotope.Complete worksheet on subatomic particles and isotopes.

HALF TERM WK 8

Week 9Key idea Specification content Learning activity and resourcesHistory of the atom Describe how and why the atomic

model has changed over time.

Describe the difference between the plum-pudding model of the atom and the nuclear model of the atom.

Describe why the new evidence from the scattering experiment led

Recap the subatomic particles and their locations.

Explain to learners that this hasn’t always been how we think atoms exist and that advances in technology and science have allowed us to build up this detailed picture.

Produce a timeline with diagrams, brief descriptions and discoveries for the evolution of the atomic model.

Directly compare the plum pudding model to the modern atomic

to a change in the atomic model. model.

Describe the experiment performed by Rutherford and how the plum pudding model was disproven.

Electron structure Students must be able to draw the electron shells for any of the first 20 elements in the periodic table.Students can link the number of shells and outer shell electrons to the elements location on the periodic table.

Start off with a reminder of the mass number and proton numbers and then discuss where the electrons are in an atom.Demo how to draw the electron shells and to follow the rules for drawing them.Students to complete the electron arrangement of the 1st 20 elements in the periodic table.Encourage pupils to identify the pattern, then relate the electron arrangements to the groups in the periodic table.

Week 10Key idea Specification content Learning activity and resourcesPeriodic table – Group 1 Electron structure of group 1 metals.

Link properties of group 1 metals to their electron arrangement.

Recap electron structure for group 1 – identify trend

Demonstrate properties of group 1 metals via reaction with water and flame colour.

Link observations/properties to electronic/atomic structure.

Give word and balanced symbol equations for the reaction with water.

Periodic table – Group 7 Predict outcome of a reaction based on reactivity.Provide word and symbol equations.

Recap group 1 to help predict trend in group 7.Demonstration/practical to show the displacement reactions according to reactivity. Link observations/properties to electronic/atomic

structure.Give word and balanced symbol equations for the reactions.

Week 11Key idea Specification content Learning activity and resourcesPeriodic table – Group 8/0 Describe and explain

properties of group 8/0Research activity into properties of group 8/0 elements and link with electronic/atomic structure.

History and development of the periodic table

Describe Mendeleev’s theory in detail and why it was acceptedDescribe differences between early periodic table and new periodic table in terms of order of elements, atomic mass and proton number

Timeline to show the history of the periodic table.Describe the differences between the early periodic table, how it changed through the years and the current periodic table.

Week 12Key idea Specification content Learning activity and resourcesEnd of topic test Atomic structure

Periodic table and trendsEnd of topic test

Intervention lesson Atomic structure Look at areas of weakness and students can re-do or

Periodic table and trends complete a new question/activity based on their area of weakness identified

Week 13Key idea Specification content Learning activity and resourcesStates of Matter Predict state at varying

temperatures given appropriate data. Explain the different temperatures at which changes of state occur in terms of energy transfers and types of bondingRecognise that atoms themselves do not have the bulk properties of materials

Sorting a selection of solids, liquids and gases, introducing state symbols. Provide particle diagrams for solids, liquids and gases.Complete a practical investigation to plot a heating/cooling curve.Annotate cooling curve to identify solid, melting/freezing, liquid, evaporating/condensing and gas sections.

As above Explain the limitations of the particle theory in relation to changes of state when particles are represented by solid spheres which have no forces between them.

Suggest and identify reasons for different melting/boiling points on different substances.(HT ONLY) Need to link the melting/boiling point to the size and bonding in the molecule.

Week 14Key idea Specification content Learning activity and resourcesIonic Bonding Identify ionic bonding as the

transfer of electrons between metal and non-metal elements creating electrostatic forces of attraction.Draw dot and cross diagrams for ionic compounds.Work out charges on the ions within ionic compounds.

Demonstrate reaction between sodium and Chlorine and have learners produce word and balanced symbol equations.Recap electron structure and idea of having a full outer shell.Identify Sodium and Chlorine as a metal and non-metal respectively and relate this to the idea of ionic bonding.Identify that metals will lose electrons and non-metals will gain electrons to obtain a full outer shell, forming ions.Practice identifying ions and charges using the periodic table and electron structure to help.

Ionic Bonding As Above Using knowledge of the transfer of electrons and charges on ions, practice drawing dot and cross diagrams for different ionic compounds.Write the formulae for the product of different ions using knowledge of ion charges, electron structure and periodic table.

Week 15Key idea Specification content Learning activity and resources

Ionic Compounds Identify ionic compounds from their constituent atoms in the formula and from diagrams. Describe and explain the properties of ionic compounds.Give the limitations of the various diagrams used to represent ionic bonding.

Identify sodium chloride as an ionic compound.Have learners predict some properties of sodium chloride.Practical investigation into the properties of ionic compounds using a carousel of mini experiments. Link results/observations to the structure and bonding in ionic compounds introducing key words and terms.

Covalent Bonding Identify covalent bonding as the sharing pairs of electrons between non-metal elements. Draw dot and cross diagrams for covalent molecules and compounds. Give the limitations of the various diagrams used to represent ionic bonding.

Building from previous lessons, have students predict what happens with the electrons in a chlorine (Cl2) molecule.Identify the sharing of electrons between non-metals to achieve a full outer shell as covalent bonding.Identify some common covalent molecules and compounds.Have student model covalent molecules and compounds using molymod kits to help with practicing drawing dot and cross diagrams.


Allow one week for assessment week

CHRISTMAS BREAK WK 17 & 18Year 9 Term 2Week 19

Key idea Specification content Learning activity and resourcesSimple Covalent Molecules and Compounds

Recognize small molecules, polymers and giant structures from diagrams.Draw dot and cross diagrams for some common, simple compounds.Recognize that intermolecular forces are weak when compared to bonds.Give the limitations of the various diagrams used to represent ionic bonding.

Describe trends in size of molecule/compound and boiling point given appropriate data.Represent this data in a suitable graph, deciding on the axis scales.Use modelling kits to help explain the trend.Explain the trend and correlation between size and boiling point using the idea of intermolecular forces.

Giant Covalent Structures – Diamond, graphite and silica

Describe and explain the properties of giant covalent compounds.Link the properties to the structure and bonding in the structures.

Link back to correlation between size of molecules and boiling point, have class predict the boiling point of giant structures.Using diamond, graphite and silica as examples, explain the bonding and the properties of giant covalent structures.

Identify graphite and diamond as allotropes of carbon.Compare and explain the properties of graphite and diamond and link to the structure and bonding.Use models and diagrams to help explain.

Week 20Key idea Specification content Learning activity and resourcesAllotropes of Carbon Explain the properties of

diamond and graphite in terms of their structure and bonding.Identify and describe the structure and bonding in other allotropes of carbon i.e. graphene and fullerenes.Give examples and uses of fullerenes.

Recap the properties, structure and bonding in diamond and graphite.Have class shade in a small section on their book with graphite pencil, remove a single layer using sellotape and lead into explanation of graphene.Use a model of graphite to explain how graphene is formed.Learners identify the properties of graphene using knowledge of graphite and its structure and bonding. Using pictures, diagrams and videos, introduce the other fullerenes e.g. Buckminster fullerene.Again, have class relate previous knowledge of graphite and now graphene to the properties, structure and bonding in the fullerenes.Students then identify and research the uses of these fullerenes linking the use to their properties, structure and bonding.

Metallic Bonding Recognize giant metallic structures from diagrams.Link properties of metals to their structure and bonding.

Students should be familiar with some properties of metals, recap this at the start.Class to carry out mini experiment to recap and show the properties of metals.Link the properties to the structure and bonding using the definition and diagrams of metallic bonding.Learners should be able to link the delocalized/free electrons to conductivity from knowledge on graphite and fullerenes.

Week 21Key idea Specification content Learning activity and resourcesAlloys Link properties of alloys to

their structure and bonding.Explain why an alloy of a metal is harder than the pure metal.

Recap bonding between metallic elements to introduce idea of alloys.Provide class with a selection of metals and alloys of those metals to investigate the difference in properties. Explain the difference in properties through use of diagrams and demonstrations.Complete exam style questions comparing metals to their alloys.

End of topic test States of matter, structure and bonding

End of topic test

Week 22Key idea Specification content Learning activity and resourcesIntervention lesson States of matter, structure

and bondingLook at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified

Relative formula mass Calculate the relative formula mass of formulae given the relative atomic masses..

Recap atomic structure, isotopes and atomic mass.Begin by identifying the relative atomic masses of some common elements using the periodic table.Introduce formulae and have class predict/calculate the mass of a given formula using relative atomic masses.Introduce more complex formulae, including subscript multipliers and brackets, and walk through how to calculate.Practice calculating a variety of relative formula masses of given compounds.Having calculated relative formula masses, calculate the percentage by mass of the elements in a given formula.


Percentage by mass Calculate the percentage by mass of an element in a formulae given the relative atomic masses

Recap relative formula mass.Having calculated relative formula masses, practice calculating the percentage by mass of the elements in a given formula.

Conservation of mass Understand the use of multipliers and subscript multipliers in formula.Writing balanced symbol equations. Explain any changes in mass during a chemical reaction given the balanced symbol equations and state symbols.

Recall conservation of mass from unit 1 and relative formula mass.Using examples, models and diagrams explain the theory of the conservation of mass.Practice producing balanced symbol equations, with state symbols, using the conservation of mass law to check if they are correct.Provide a balanced symbol equation with state symbols and have class explain the change in mass.

Week 24Key idea Specification content Learning activity and resourcesReacting masses Calculate the relative

formula mass of formulae given the relative atomic masses.Understand the use of multipliers and subscript multipliers in formula.

Using knowledge of formula masses and conservation of mass, learners need to be able to calculate how much product will be formed from a given amount of reactant and vice versa.Learners should be shown how to scale a reaction up/down accordingly to calculate this.Practice a number of different questions finding

Writing balanced symbol equations.

reactants and products.

Moles (HT ONLY) Understand that the measurement of amounts in moles can apply to atoms, molecules, ions, electrons, formulae and equations.Be able to use the relative formula mass of a substance to calculate the number of moles in a given mass of that substance and vice versa.

Recall relative atomic and formula masses and how to calculate.Inform students to the term “mole” as a measurement of chemical amounts.Inform learners that one mole of carbon has a mass of 12g and one mole of iron has a mass of 56g. Class to identify the link and calculate the mass of one mole of other substances.Build into Avogadro’s number informing learners that a mole is 6.02x1023 atoms, molecules or ions.Practice converting mass to moles and vice versa – introduce the triangle to help.

HALF TERM WK 25Week 26

Key idea Specification content Learning activity and resourcesAmounts of substances in equations (HT ONLY)

Calculate the masses of substances shown in a balanced symbol equation.Calculate the masses of reactants and products from the balanced symbol equation and the mass of a given reactant or product.

Have learners suggest reasons for the importance of balanced equations and knowing how much we are going to produce.Use knowledge of triangle and relationship between relative formula mass, mass and moles to calculate the mass and moles of products and reactants given the appropriate data.

Using moles to balance equations (HT ONLY)

Be able to balance an equation given the masses of reactants and products.Change the subject of a mathematical equation.

Use the masses of substances present in a reaction to write a balanced equation.Use and rearrange the triangle for relative formula mass, mass and moles to work out the balanced symbol equation given the appropriate data.

Week 27 Assessment week Key idea Specification content Learning activity and resources

Allow 1 week for assessment

Week 28Key idea Specification content Learning activity and resourcesAs above As above Learners are to practice using the skills from the

previous lessons in exam style questions. These skills need to be practiced together as learners often don’t associate them all together in exam style questions where more than one formula/equation is required to be used.

Concentration (HT ONLY)

Calculate the mass of solute in a given volume of solution of known concentration in terms of mass per given

Learners need to be able to convert cm3 to dm3.Explain the meaning of concentration and the unit grams per dm3 then support students to work out a formula and triangle.

volume of solution.Explain how the mass of a solute and the volume of a solution is related to the concentration of the solution.Explain how the concentration of a solution in mol/dm3 is related to the mass of the solute and the volume of the solution.

Learners need to be able to rearrange the formula/triangle to calculate, moles/mass, concentration and volume. Learners can also use the knowledge of moles and relative formula mass to convert between g/dm3 and mol/dm3.Practice calculating concentrations, masses and moles of different solutions using the triangle/formula with appropriate data.

Week 29Key idea Specification content Learning activity and resourcesTitration (HT ONLY) As above Introduce the method of titrations to determine the

concentrations/moles/amounts of substances present in solutions.Introduce, name and produce a diagram for the procedure of carrying out a titration.Demonstrate this to the learners and have them complete a titration experiment.Learners are to use the results i.e. volume titrated, the known concentration and a symbol equation that is provided along with their own knowledge from previous lessons to calculate the concentration of an

unknown solution.Titration (HT ONLY) As above Complete the titration experiment to gather a range

of results, ideally concordant. From the results learners are to find the concentration of the unknown solution using previous knowledge of balancing equations, rations and moles/conc calculations.

Week 30Key idea Specification content Learning activity and resourcesLimiting and excess reagents (HT ONLY)

Explain the effect of a limiting quantity of a reactant on the amount of products it is possible to obtain in terms of amounts in moles or masses in grams.

Have learners balance a simple symbol equation and use previous knowledge to state the amount of each reactant needed.Then provide the learners with data to calculate the actual amount that was used making one of them a limiting factor.Explain the effects of limiting reagents in chemical reactants using examples, diagrams and models.Practice calculating limiting reagents and the amount of product produced given the appropriate data including masses and concentrations.

End of topic test Quantitative chemistry End of topic test


Intervention lesson Quantitative chemistry Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified

Metals and Oxygen Predict the products of oxidation of several metals.Explain reduction and oxidation in terms of loss or gain of oxygen.Represent the reactions as word and symbol equations.HT ONLY: Identify oxidation and reduction through the movement of electrons – OIL RIG.HT ONLY: Produced balanced symbol equations with state symbols.

Demonstrate the reaction between iron wool or magnesium with oxygen in a jar. Have class predict the outcome and give a word and symbol equation. Learners should already be familiar with this from previous topics. Explain that the opposite of oxidation (the loss of oxygen) is reduction.Learners then practice producing word and balanced symbol equations for given reactions and identifying the species that is reduced and oxidized.

Easter Holiday Weeks 32 and 33Year 9 Term 3 Week 34

Key idea Specification content Learning activity and resourcesReactivity of metals Recall and describe the

reactions of common metals Recall that metals lose electrons to become positive ions and non-metals gain electrons to become

with water or dilute acids, where appropriate, to place these metals in order of reactivity.Explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion.HT ONLY: Identify oxidation and reduction through the movement of electrons – OIL RIG.HT ONLY: Produced balanced symbol equations with state symbols.

negative ions. Demonstrate the reactivity of group 1 metals with water, learners record observations to deduce and order of reactivity.Learners then carry out reactions of other common (less reactive) metals with dilute acid to add to their order of reactivity.Produce word and balanced symbol equations for each reaction.

Displacement reactions Recall and describe reactions of common metals with the solutions of other salts in order to place these metals in order of reactivity. Deduce an order of reactivity of metals based on experimental results. HT ONLY: Identify oxidation and reduction through the movement of

Carry out displacement reactions of common metals with solutions of the metal sulphates to show that a more reactive element will displace a less reactive element from a compound. Students should write a conclusion showing order of reactivity and word and symbol equations

electrons – OIL RIG.HT ONLY: Produced balanced symbol equations with state symbols.

Week 35Key idea Specification content Learning activity and resourcesDisplacement reactions and ionic equations

HT ONLY: Identify oxidation and reduction through the movement of electrons – OIL RIG.HT ONLY: Produced balanced symbol equations with state symbols.

Using knowledge form full displacement reaction equations, learners need to identify common ions and spectator ions along with their charges.Use this lesson to practice identifying ions, spectator ions and charges to construct full ionic and half equations.

Extraction of metals and reduction

Knowledge and understanding are limited to the reduction of oxides using carbon.Interpret or evaluate specific metal extraction processes when given appropriate information.Iidentify the substances which are oxidised or reduced.

Show learners several different metal ores giving the names and formulae. Learners identify the metal in each ore and theorize how we obtain it using knowledge from previous lessons.Practical task – using charcoal blocks and blow pipes to get lead from lead oxide.Write up the experiment including a conclusion describing the reaction along with the equation.


Week 36Key idea Specification content Learning activity and resourcesOxidation and reduction half equations (HT ONLY)

Identify in a given reaction, symbol equation or half equation which species are oxidised and which are reduced.Write ionic equations for displacement reactions.

Using examples and ideas from the previous lesson (especially displacement reactions) learners should be able to identify spectator ions, given the appropriate information; identify the species that is oxidized and reduced through the loss and gain of electrons.Class to practice identifying and producing ionic equations and half equations.

Reactions of metals and acids

Identify and name the products between common metals and a given acid. Knowledge of reactions limited to those of magnesium, zinc and iron with hydrochloric, nitric and sulphuric acids

Provide learners with examples of reactions of the common metals reacting with one of the named acids. Learners to identify the links between each i.e. metal + acid salt + hydrogen and link the name of the salt to the acid.Explain that metal + acid salt + hydrogen is a general rule that the reaction will follow.


Provide class with acid names, formulae and salt names. Learners work through practice questions identifying and naming the products following the information provided.Learners to practice identifying and naming products.Use reactivity series to explain why copper doesn’t react with acids.HT ONLY: Produce balanced symbol equations for a number of the reactions. Identify oxidation/reduction and produce half and full ionic equations.

Week 37Key idea Specification content Learning activity and resourcesReactions of metal carbonates and metal oxides/hydroxides with acids

As abovePredict products from given reactants.Use the formulae of common ions to deduce the formulae of salts.

Introduce the other rules for metal carbonate and metal oxide/hydroxide. Learners need to identify neutralisation reactions as producing water.Learners to practice identifying and naming products.Practical investigation can be carried out to investigate and test the products.HT ONLY: Produce balanced symbol equations for a number of the reactions. Identify oxidation/reduction and produce half and full

ionic equations.Making soluble saltsRequired Practical 1

Define the terms: soluble insoluble.

Describe how to make a pure, dry sample of a soluble salt.Explain what is meant by a soluble salt.Explain why reactants are often used in excess.

Recap identifying and naming products, using copper oxide + sulphuric acid as the final one to lead into the lesson.Learners should identify this reaction as a neutralization reaction and identify the products formed. Learners should be familiar with separation techniques, have class give ideas how to obtain the salt formed from the solution.Having recalled naming products and separation techniques, learner then prepare the copper sulphate solution.Learners must be able to explain why an excess of copper oxide is used and how to then remove the excess solid.HT ONLY: Produce balanced symbol equations for a number of the reactions. Identify oxidation/reduction and produce half and full ionic equations.

Week 38Key idea Specification content Learning activity and resourcesAs above As above Carrying on from the previous lesson, learners now

have to collect the soluble salt from solution. The

solution is crystallized gently over a water bath for best results or left on the radiator. Upon collecting the crystals, learners complete the write up including diagram, method etc. in their required practical books. Using this knowledge, learners should now be able to predict the products of any given reaction whilst providing a method on how to obtain the salt and the word equation.HT ONLY: Produce balanced symbol equations for a number of the reactions. Identify oxidation/reduction and produce half and full ionic equations.

As above As above Describe how to make a pure, dry sample of any soluble salt.Explain why reactants are often used in excess.These need to be addressed and understood as questions often use a different metal oxide or carbonate. Learners can devise a general method for the preparation and explain each step e.g. excess, filtration, crystallisation.

Summer half term week 39Week 40

Key idea Specification content Learning activity and resourcesThe pH scale Describe the use of universal Learners recall the terms:

indicator or a wide range indicator to measure the approximate pH of a solution.Use the pH scale to identify acidic or alkaline solutions.

acid base alkali neutral.

Recall the pH numbers for the following solutions: acidic alkaline neutral.

Students should test a number of acids, alkalis and neutral solutions using universal indicator/pH paper and estimate the pH.All learners need to know the symbol equation for the neutralisation of an acid and alkali i.e. H+

(aq) + OH-(aq) H2O(l)

Have class attempt to neutralise an acid with an alkali using a teat pipette and test tube. Highlight the difficulty of achieving pH7.

Titrations Describe how to carry out titrations using strong acids and strong alkalis only (sulphuric, hydrochloric and nitric acids only) to find the reacting volumes accurately.

Recall the method of titration.Have learners recall the difficulty of neutralizing the acid using a teat pipette and explain why it was difficult.Explain and demonstrate the method of titration to

HT ONLY: Calculate the chemical quantities in titrations involving concentrations in mol/dm3

and in g/dm3.

accurately and precisely neutralize an acid and alkali. All learners should be able to describe the method of titration.HT ONLY: Use the concentration and volumes of the reacting solutions to solve for an unknown quantity using previous moles knowledge.

Week 41Key idea Specification content Learning activity and resourcesAs above(HT ONLY)

As above Learners complete the titration to achieve concordant results.From these results learners can complete calculations involving the unknown chemical using previous knowledge of quantitative chemistry.

Strong and weak acids(HT ONLY)

Explain the terms dilute and concentrated (in terms of amount of substance), and weak and strong (in terms of the degree of ionisation) in relation to acids. Describe neutrality and relative acidity in terms of the effect on hydrogen ion concentration and the numerical value of pH (whole numbers only).

Recall what makes an acid acidic and an alkali alkaline along with the ionic half equation.Explain the terms:

dilute concentrated weak strong

Describe and explain using diagrams and analogies the meaning of strong and weak acids.

Provide class with 4 solutions: a concentrated strong acid, concentrated weak acid, dilute strong acid and dilute weak along with the names of each acid. Have students test with a pH meter and describe what is going on in each scenario.Recall examples of strong and weak acids.Practice calculating the pH of a solution given the appropriate information.As the pH decreases by one unit, the hydrogen ion concentration of the solution increases by a factor of 10.

Week 42 Assessment weekKey idea Specification content Learning activity and resourcesEnd of topic test Reactions of acids and

titrationsEnd of topic test

Intervention lesson Reactions of acids and titrations

Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified


Allow one week for intervention


Allow one week for end of year catch up and enrichment activities






Scheme of work: KS4 Year 10

Year 10

Year 10 Term 1 Week 1

Key idea Specification content Learning activity and resources

Electrolysis of ionic compounds

Identify the products formed at each electrode.Produce a fully labelled electrolysis diagram.Explain why ionic compounds must be molten or in solution in order to conduct electricity.

Recall when and how ionic compounds conduct electricity and hence why the electrolysis of solid ionic compound doesn’t work.Learners produce a fully labelled diagram identifying electrodes (anode and cathode), electrolyte and D.C. power source.Learners should be able to identify the ions in the electrolyte given the formula of the salt and its state symbol.Demonstrate the electrolysis of molten lead bromide or zinc chloride. Have class describe and explain their observations and identify the products formed.

Oxidation and reduction at electrodes(HT ONLY)

Explain thoroughly what happens at the following electrodes using suitable examples and half equations:

cathode Anode.

Learners to practice identifying products from the electrolysis of various molten and aqueous ionic compounds given the appropriate information.Identify oxidation/reduction at the correct electrode and provide balanced half equations for each.

Week 2


Electrolysis to extract metals

Students should be able to explain in terms of the reactivity series why some metals are extracted with carbon and others by electrolysis. Explain why a mixture is used as the electrolyte for aluminium oxide.Explain why the positive electrode must be continually replaced in the electrolysis of aluminium oxide.

Recall the reactivity series.Have learners recall how we extract low reactivity metals from ores e.g. lead.Have learners explain why we cannot do this for aluminum or magnesium etc.Class to produce a fully labelled diagram for the electrolysis of aluminium oxide.Watch video on the industrial process where learners identify the half equations at each electrode and the reasons behind aluminium extraction being so expensive. Answer exam style questions linked to the extraction of metals with electrolysis.

As above As above Learners to use knowledge from aluminium oxide electrolysis to predict the processes and products for the ores of other reactive metals.

Learners need to link the idea of reactivity series to the process i.e. molten or aqueous solutions.

HT ONLY Use this opportunity to further develop skills on ionic and half equations.

Week 3


Electrolysis of aqueous solutions

Define the term aqueous. Recap the reactivity series and displacement reactions.

Required practical 2 Be able to predict the products of the electrolysis of aqueous solutions containing a single ionic compound.Explain why the following atoms could be produced:

Hydrogen Oxygen.

The ions discharged when an aqueous solution is electrolysed using inert electrodes depend on the relative reactivity of the elements involved.At the negative electrode (cathode), hydrogen is produced if the metal is more reactive than hydrogen.At the positive electrode (anode), oxygen is produced unless the solution contains halide ions when the halogen is produced. Learners to use this information to predict the products of aqueous sodium chloride solution and aqueous copper sulphate solution.Class to carry out the electrolysis of these solutions over two lessons. This should be written up and completed in their required practical books.Testing common gases can be introduced here to identify the products at each electrode along with visual observations.Learners need to identify the equations and explain the products for each of these solutions.HT ONLY: Need to provide balanced half equations and ionic equations for each electrode.

As above As above As above

Week 4


Electrolysis of Copper (II) Sulphate solution

Define the term aqueous.Be able to predict the products of the electrolysis of aqueous solutions containing a single ionic compound.Explain why the following atoms could be produced:

Hydrogen Oxygen.

Recap the electrolysis of aqueous sodium chloride solution and the products formed.Have learners predict the products of copper (II) sulphate solution and any observations they may see.Carry out the practical investigation into the products of the electrolysis.Explain the products formed at each electrode.HT ONLY: Need to provide balanced half equations and ionic equations for each electrode.

As above As above As above

Week 5


End of topic test Electrolysis End of topic testIntervention lesson Electrolysis Look at areas of weakness and students can re-do or

complete a new question/activity based on their area of weakness identified

Week 6


Endothermic and exothermic reactions

Distinguish between exothermic and endothermic reactions on the basis of the temperature change of the surroundings.

Define the terms endothermic and exothermic.

Evaluate uses and applications of exothermic and endothermic reactions given appropriate information.

Give examples of both types of reactions.

Learners complete a mini-practical to help identify and distinguish between the two.

Identify practical applications and examples of each type of reaction.

Finish with clear conclusion and understanding of exothermic and endothermic reactions.

Endothermic and exothermic reactions

Required practical 3

Write-up practical investigations ensuring the following are included:

hypothesis

plan including identification of the independent, dependent and control variables

Learners are to investigate how changing the mass of one of the reactants will affect the temperature rise.

Prior to carrying out the experiment learners need to be able to plan the experiment and hypothesise the results.

Learners need to be able to identify the independent, dependent and control variables


As above data collection

Carry out the practical investigation for this less, allowing pupils to repeat measurements, to gather accurate data.

As above Learners to write up the practical and analyse data.

analysis of results

evaluation

By changing mass of reactant enables two continuous variables to be plotted on the line graph.

Clear conclusion and evaluation should be completed.

HALF TERM WK 8

Week 9 Assessment weekKey idea Specification content Learning activity and resources

Allow one week for assessment


Reaction/enthalpy profile diagrams

Draw simple reaction profiles (energy level diagrams) for exothermic and endothermic reactions showing the relative energies of reactants and products, the activation energy and the overall energy change, with a curved arrow to show the energy as the reaction proceeds.

Use reaction profiles to identify reactions as exothermic or endothermic.

Explain that the activation energy is the energy needed for a reaction to occur.

Discuss the term activation energy and have learners suggest ideas as to how reactions start.

Produce fully labelled profile diagrams for both endothermic and exothermic reactions.

Identify the activation energy and overall energy change in each.

Use the diagrams to identify the type of reaction.

Practice interpreting and answering exam style questions.

Calculating energy changes

(HT ONLY)

Be able to calculate the energy transferred in chemical reactions using bond energies supplied.

Recap the idea of activation energy and what that actually means. Demonstrate this using model kits.

Learners must understand that bond breaking i.e. activation energy is endothermic, requiring energy to be put in and bond making is exothermic, releasing energy.

Work through a common reaction e.g. combustion of methane, to show how the energy change is calculated in terms of bonds broken and made when given the appropriate information.

Learners to practice examples and exam style questions.

Learners should also be able to produce an energy profile diagram from these calculations.


As above As above Learners to practice examples and exam style questions.

Learners should also be able to produce an energy profile diagram from these calculations.

Energy changes on profile diagrams

Draw simple reaction profiles (energy level diagrams) for exothermic and endothermic reactions showing the relative energies of reactants and products, the activation energy and the overall energy change,

Using the knowledge from the previous two lessons, learners should now be able to quantify the energy changes on an enthalpy profile.

Learners will practice calculating energy changes for reactions given the appropriate information which willthen be used to construct an accurate enthalpy profile diagram.

with a curved arrow to show the energy as the reaction proceeds.

Use reaction profiles to identify reactions as exothermic or endothermic.

Explain that the activation energy is the energy needed for a reaction to occur.

Be able to calculate the energy transferred in chemical reactions using bond energies supplied.


End of topic test Energy changes End of topic test

Intervention lesson Energy changes Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified


Bonding revision

Bonding revision


Quantitative revision

Quantitative revision


Chemical changes revision

Chemical changes revision


Paper 1 assessment

Paper 1 intervention

CHRISTMAS BREAK WK 17 & 18

Year 10 Term 2


Rates of reaction Calculate the mean rate of a reaction from given information about the quantity of a reactant used or the quantity of a product formed and the time taken.

Be able to recall how changing factors affects the rate of chemical reactions.

Demonstrate a reaction to the class. Ask how could we measure the rate or how fast the reaction was?

Lead learners to give the 5 factors affecting rate of reaction: Temperature, pressure, concentration, surface area and catalysts.

Breifly explain how each factor affects the rate i.e. increasing temperature, increases rate of reaction. More detail will be added in collision theory during the practical investigation of each factor.

Catalysts can be fully explained as the collision theory isn’t relevant it is merely the alternate reaction pathway with lower activation energy.

Learners can link back to energy changes and suggest why this will increase the rate of reaction and provide an energy profile diagram.

Measuring rate and interpreting graphs

Calculate the mean rate of a reaction from given information about the quantity of a reactant used or the quantity of a product formed and the time taken.

Draw and interpret graphs showing the quantity of product

Recap the 5 factors affecting rate.

Have learners interpret graphical representations of rates of reaction.

Learners need to be able to apply different conditions to a scenario and predict the outcome with regards to the rate of reaction and represent this graphically.

formed or quantity of reactant used up against time.

Draw tangents to the curves on these graphs and use the slope of the tangent as a measure of the rate of reaction.

HT only: Calculate the gradient of a tangent to the curve on these graphs as a measure of rate of reaction at a specific time.

Learners need to understand that the steeper the graph the faster the rate and the higher the end point the more product formed.

Ask why the graph is curved and not a straight line. Learners to understand that as reactants are used up, rate decreases.

Using a provided graph, learners should be shown how to calculate the rate (with units) at any given point using a tangent from the line of best fit.


Investigating the rate of reaction: Temperature



Predict and explain using collision theory the effects of changing conditions of concentration, pressure and temperature on the rate of a reaction.

Provide learners with balanced symbol equation and state symbols for the reaction of acid with sodium thiosulphate and ask why we can measure using the disappearing cross.

Class to complete the required practical using varying temperatures of sodium thiosulphate solution with acid.

Take the opportunity to highlight variables.

Plot all the data and get students to use the tangent of the graph lines to work out rates at different times.

As above As above Plot all the data and get students to use the tangent of the graph lines to work out rates at different times.

Full write up and analysis to be completed and explained using collision theory.


Investigating the rate of reaction: Concentration




Learners should investigate changing the concentration of acid on the rate of reaction with Mg ribbon.


Use gas syringes to collect the gas and record the volume every 10 seconds up to a minute.





Investigating the rate of reaction: Surface area

Be able to recall how changing factors affects the rate of

Learners Investigate the effects of changing the surface area of a reactant using calcium carbonate chunks, chips and

Required practical 5chemical reactions.


powder.


Use gas syringes to collect the gas and record the volume every 10 seconds up to a minute.





Investigating the rate of reaction: Pressure


Usin provided data/graphs class are to analyse how chaning the pressure affects the rate of reaction.

Take the opportunity to practice describing and analyzing graphs, plotting gradients and calculating the rate and units.

Investigating the rate of reaction: Catalysts

Be able to identify catalysts in reactions from their effect on the rate of reaction and because they

Demonstrate manganese oxide speeding up the decomposition of hydrogen peroxide to water and oxygen. Re-visit the test for oxygen.

are not included in the chemical equation for the reaction.

Be able to explain catalytic action in terms of activation energy.

Practical investigation into using different catalysts and students must decide which is the best catalyst based on bubbling and temperature change.

Evaluate the experimental data for this experiment as it is difficult to get conclusive results.

Students should be shown the energy diagrams for catalysts and how they work. They should be taught: Catalysts increase the reaction rate by providing an alternative pathway that has a lower activation energy


End of topic test Rates of reactions End of topic test

Intervention lesson Rates of reaction Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified

HALF TERM WK 25


Reversible reactions Explain what is meant by a reversible reaction.

Explain the difference between:

Show learners a symbol equation of a chemical reaction which is reversible. Ask students to describe what it tells us. Then move onto the double arrow symbol. What does this mean?

reactions

and

reactions.

Recall definition of:

exothermic

endothermic.

Practical to hydrate or dehydrate copper sulfate. Write a balanced equation for the reaction and describe the full process.

Have class give ideas of other reversible processes to embed reversible reactions.

Identify the forward and reverse reactions and how temperature affects each.

Link this with endothermic and exothermic reaction knowledge.

Conclude how temperature affects exothermic and endothermic reactions.

Equilibrium

Le Chatelier’s principle

(HT ONLY)

Explain the term equilibrium and give examples of where it can occur.

HT ONLY: Be able to make qualitative predictions about the effect of changes on systems at equilibrium when given appropriate information.

Can use the reversible reaction arrow to build idea of forward and revers reactions, link similarity to = sign and introduce the term equilibrium and explain.

Learners need to understand the terms “closed system” and “dynamic equilibrium”.

Throughout the explanation of dynamic equilibrium and how we affect the equilibrium use the haber process, this is required on chemistry but not for combined however it is a simple example that also includes a catalyst.


The effect of changing conditions on equilibrium: Catalyst and temperature

(HT ONLY)

Describe how a catalyst affects the rate that equilibrium is reached.

Be able to interpret appropriate given data to predict the effect of a change in temperature of a system on given reactions at equilibrium.

Recap idea of reversible reactions and have class pose ideas as to why this could be a problem in industry i.e. not economical.

Recap how catalysts affect the rate of reaction from previous knowledge. Learners need to understand that a catalyst does not affect the equilibrium position but will simply achieve it faster.

Using previous understanding of hydration/dehydration of copper sulphate crystals have class give ideas on how to “push” a reaction to completion depending on adding or removing products and reactants.

Use idea of balancing a see-saw to explain equilibrium shift.

The effect of changing conditions on equilibrium: Concentration/amount

(HT ONLY)

Be able to interpret appropriate given data to predict the effect of a change in the concentration or amount of reactants or products on given reactions at equilibrium.

Using previous understanding of hydration/dehydration of copper sulphate crystals have class give ideas on how to “push” a reaction to completion depending on exothermic/endothermic reactions.

Use idea of balancing a see-saw to explain equilibrium shift.


The effect of changing conditions on equilibrium: Pressure

(HT ONLY)

Be able to interpret appropriate given data to predict the effect of pressure changes on given reactions at equilibrium.

Use balloon demonstration to explain how changing pressure affects the amount of products/reactants, have learners link previous understanding of equilibrium shift to identify which whay it has moved.

Practice questions using different moles of gas and examples where there are other states involved.

The effect of changing conditions on equilibrium: Ammonia production

(HT ONLY)

Describe how a catalyst affects the rate that equilibrium is reached.

Be able to interpret appropriate given data to predict the effect of a change in temperature of a system on given reactions at equilibrium.

Be able to interpret appropriate given data to predict the effect of a change in the concentration or amount of reactants or products on given reactions at equilibrium.

Be able to interpret appropriate given data to predict the effect of pressure changes on given reactions at equilibrium.

Using knowledge from previous lessons learners need to be able to understand the conditions used in industry for the production of ammonia.

Learners need to understand the “ideal” conditions and how this is a balance of chemistry and economy.

Learners also need to be able to interpret changes in the conditions and how this will affect the amount of ammonia that is produced.


End of topic test Equilibrium and Le Chatilier End of topic test

Intervention lesson Equilibrium and Le Chatilier Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified


Crude oil, hydrocarbons and alkanes

Be able to recognise substances as alkanes given their formulae in these forms.

Students do not need to know the names of specific alkanes other than methane, ethane, propane and butane.

Discuss the formation of crude oil. Make sure students understand that crude oil is a mixture

Define Hydrocarbon.

Then get students to make the first 4 alkanes using molymod kits.

Define the term saturated.

From model kits and formulae, have class attempt to give the general formula for alkanes.

Alkenes Be able to recognise substances as alkenes given their formulae in these forms.

Students do not need to know the names of specific alkenes other than ethane, propene, butane and pentene.

Learners again need to recognize alkenes as a hydrocarbon.

Define the term unsaturated.

Learners need to build and draw the alkenes to devise a general formula.

Learners need to describe the test for alkenes using bromine water.


Fractional distillation and uses

Explain how fractional distillation works in terms of evaporation and condensation.

Students must be able to describe the process of fractional distillation.

Demo laboratory fractional distillation and test the fractions.

Use this demo to help explain how the fractions are collected, link back to intermolecular forces.

Begin to introduce and link this data to the properties of the different hydrocarbons.

As above As above Have learners carry put their own mini fractional distillation using 2 or more liquids with different b.p.

Learners are to test the fractions for purity (could do chromatography depending on solution used).

Learners are to write a conclusion explaining the order that the fractions were collected in and how this is dependent on their size and intermolecular forces.

EASTER WK 32 & 33

Year 10 Term 3


Properties of hydrocarbons Recall how boiling point, viscosity and flammability change with increasing molecular size.

Write balanced equations for the complete combustion of hydrocarbons with a given formula.

Start with a prediction of trends for flammability, boiling points and viscosity linking back to fractional distillation.

Demonstrate using tin lids the properties of several alkanes:

Methane (Natural gas)

Pentane

Hexane

Knowledge of trends in properties of hydrocarbons is limited to:

boiling points

viscosity

flammability.

Octane

Decane

Paraffin oil

Wax

Students should produce a table for their observations as you show them each sample, look at viscosity and then look at flammability. (Do your risk assessment!)

As above As above Students should describe the trends and relate these to the size of the molecules, intermolecular forces and bonding.


Cracking hydrocarbons Describe in general terms the conditions used for catalytic cracking and steam cracking.

Recall the colour change when bromine water reacts with an alkene.

Balance chemical equations as examples of cracking given the formulae of the reactants and products.

Demonstrate cracking an alkane.

Explain the process including the 2 types and conditions.

Identify the products of cracking and the reason behind cracking the longer molecules.

Identify the test for unsaturated alkene molecules as a product of the cracking process,

Give examples to illustrate the usefulness of cracking.

Be able to explain how modern life depends on the uses of hydrocarbons.

As above As above Describe the usefulness of the products: shorter alkene makes it easier to burn for petrolchemical industry, alkene used in the production of polymers.


Combustion of hydrocarbons Write balanced equations for the complete combustion of hydrocarbons with a given formula.

Define the terms “complete combustion” and “incomplete combustion”.

Learners need to understand the difference between the two, this is covered again in chemistry of the atmosphere.

Learners can link the properties of short and long chain hydrocarbons to their ability to completely combust, hence why we crack longer chains.

Learners should practice balancing combustion equations given the appropriate information.

End of topic test Organic Chemistry End of topic test


Intervention lesson Organic Chemistry Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified

Purity Be able to use melting point data to distinguish pure from impure substances

Ask learners to list a number of pure substances and have them explain why they are pure. Learners need to be able to give the chemical and everyday definition of purity.

Provide both definitions to the learners and have them identify a number of pure and impure substances using diagrams and everyday scenarios.

Discuss the effect of impurities on melting point and boiling boint, in particular for water.

Identify a variety of pure and impure substances given the appropriate data.

Be able to explain these changes in terms of intermolecular forces.


Formulations Identify formulations given appropriate information.

Students do not need to know the names of components in proprietary products.

Recap the definition of a mixture and have learners give a number of examples.

From here introduce the term “formulations” and define it.

Give learners a number of examples of different formulation and have them explain the different components and their uses in the mixture e.g. paint or fuel

Chromatography


Explain how paper chromatography separates mixtures.

Suggest how chromatographic methods can be used for distinguishing pure substances from impure substances.

Interpret chromatograms and determine Rf values from chromatograms.

Provide answers to an appropriate number of significant figures.

Recap the separation technique of chromatography and the information it can tell us.

Explain using example chromatographs, how purity can be determined using chromatography.

Devise a method to use paper chromatography to determine the purity of a substance.

HALF TERM WK 39


As above As above Learners are to carry out a chromatograpy investigation into the purity of a substance.

This can be done using both water and ethanol as the mobile phase/solvent to demonstrate the different outcomes of each.

From these results, learners should be able to calculate an Rf value for any given spot. Learners should also be able to comment on the purity of the substance that was tested.

Learners should also be able to comment on the Mr and/or solubility of a given sopt when provided with the appropriate data.

As above As above Learners are to research different chromatography methods and how each works. This can be linked to the simple paper chromatography technique.

Learners should be able to identify and describe the roles of the mobile and stationary phases.


Testing for gases Describe the test for the common gases carbon dioxide and oxygen.

Learners can utilize knowledge of chemical reactions to name the producs of some reactions that will produce either oxygen or carbon dioxide.

The test for the gas is explained to learners as a method of analyzing the products of some reactions.

Learners can then carry out said reactions testing each for both gases making notes on their observation for both the positive and negative outcomes.

Testing for gases Describe the test for the common gases chlorine and hydrogen.

Learners can utilize knowledge of chemical reactions to name the producs of some reactions that will produce either chlorine or hydrogen.

The test for the gas is explained to learners as a method of analyzing the products of some reactions.

The test for chlorine gas is best demonstrated using a test tube of chlorine in the fume hood.

Learners can then carry out a number of reactions making notes on their observation for both the positive and negative identification of hydrogen.


End of topic test Chemical analysis End of topic test

Intervention lesson Chemical analysis Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified


Allow one week for college visits


Allow one week for college visits






Scheme of work: KS4 Year 11

Year 11Year 11 Term 1


Earth’s early atmosphere Given appropriate information, interpret evidence and evaluate different theories about the

Learners should be able to interpret different representation of data involving the atmosphere e.g. pie charts, bar charts.

Earth’s early atmosphere.

Describe the theory of the evolution of the Earth’s early atmosphere.

Describe the formation and composition of the early atmosphere and link to the atmosphere of mars/venus today.

Follow this up with an application GCSE question.

Changing Earth’s atmosphere

Describe the main changes in the atmosphere over time and some of the likely causes of these changes.

Describe and explain the formation of deposits of limestone, coal, crude oil and natural gas.

Learners need to recall photosynthesis and respiration as ways to release oxygen and carbon dioxide respectively.

Learners should also be able to provide equations for these processes.

Use pondweed to demonstrate the production of oxygen (can link to testing for gases.

Learners need to describe other ways the amount of carbon dioxide decreased e.g. forming carbonates, dissolving in ocean


As above As above Learners are to crush shells or limestone and react with HCl (aq) to show bubbling and discuss how CO2 became sored in the rocks in sedimentary rocks and fossil fuels.

The carbon dioxide can be tested using knowledge from previous topic.

Earth’s atmosphere today Describe the composition of the atmosphere.

Draw accurate pie charts for the

Learners need to be able to describe and represent the composition of the Earth’s atmosphere today in different ways e.g. pie and bar charts.

composition of the Earth’s atmosphere today.

Colate knowledge from previous lessons to produce a timeline or story board which sequences the evolution of the atmosphere.


Greenhouse gases Identify the 4 major greenhouse gases and their origins.

Identify and recall human activities that are contributing to the rising levels of CO2 and what we can do to combat this.

Learners need to understand thet a certain level of greenhouse gases are necessary for life to maintain the planets temperature.

PHET offer a good simulation of this.

Learners should be able to identify carbon dioxide as a bad product and some will identify it as a greenhouse gas responsible for climate change.

Learners are to be told the other 3 along with how they are formed.

Using this information, the class should be able to discuss and suggest ways to reduce the amount of greenhouse gas being produced.

Effects of greenhouse gases Describe the greenhouse effect in terms of the interaction of short and long wavelength radiation with matter.

Learners can build models of each greenhouse gas (good RSC resource available) to help explain how each contribute to increasing the average global temperature.


Global effects Describe briefly four potential effects of global climate change

Discuss the scale, risk and environmental implications of global climate change.

Using information on how greenhouse gases increase the average global temperature, link this to the some consequences.

Carbon footprint Describe actions to reduce emissions of carbon dioxide and methane.

Give reasons why actions may be limited.

Learners should be provided with the termand definition of “carbon footprint”.

Using this they are able to identify processes/materials/actions that have small and large footprints and suggest ways to minimize them.

Learners are able to calculate their own carbon footprints online or theorise if theirs would be large or small and again how they could improve.

Week 5 Assessment week Key idea Specification content Learning activity and resources

Allow one week for assessment


Combustion and pollutants Describe how carbon monoxide, soot (carbon particles), sulfur dioxide and oxides of nitrogen are

Students should be able to recall the main pollutants Sulphur dioxide, carbon dioxide, carbon monoxide and particulates.

produced by burning fuels.

Predict the products of combustion of a fuel given appropriate information about the composition of the fuel and the conditions in which it is used.

Link the pollutants to their effects on human health and the environment.

Look at the four main pollutants. Demo burning sulphur in oxygen and add water and test with UI.

As above As above Students to write word and symbol equations for each product.Learners should also be able to produce word and symbol equations for complete and incomplete combustion given the appropriate information.


Effects of pollutants Describe and explain the problems caused by increased amounts of these pollutants in the air.

Learners may already be able to link the effects to some of the pollutants e.g. carbon monoxide.

Describe the effect of the following products:

• Carbon monoxide on the human body.• Sulfur dioxide and oxides of nitrogen on acidity of

rain water. • Sulfur dioxide and oxides of nitrogen on respiratory

system.• Particulates on global dimming/smog

• Particulates on human health problems.

End of topic test Chemistry of the atmosphere End of topic test

HALF TERM WK 8


Intervention lesson Chemistry of the atmosphere Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified.

Sustainable resources State examples of natural products that are supplemented or replaced by agricultural and synthetic products.

Distinguish between finite and renewable resources given appropriate information.

Extract and interpret information about resources from charts, graphs and tables.

Use orders of magnitude to evaluate the significance of data.

Learners can begin by identifying areas in which synthetic resources have replaced natural resources e.g. plastics for wood.

Learners can the lead this into the idea of finite (non-renewable) and renewable resources and how chemistry.

These two ideas can be linked in with how we as humans use these resouces for shelter, transport and food etc.

Learners need to recognize that, and describe, how chemisty plays an important role in sustaining the supply of resources e.g. plastics relacing/working alongside wood and rubber.

Extraction of some of these resources needs to be understood. Learners should be able to link the advantages and disadvantages to obtaining these resources e.g. + provides jobs, - high energy demand.


Sustainability of copper Evaluate alternative biological Start by having learners identify a variety of uses of copper

methods of metal extraction, given appropriate information.

describe the processes of:• phytomining• bioleaching.

Evaluate the impacts and benefits of biological methods of extracting metal.

and lead to the idea that demand is high.

Learners need to understand the pros and cons of traditional mining, phytomining and bioleaching.

Learners should also understand that this knowledge can be applied to the extraction of other metals.

Students could devise a generalized scheme of each process, including pros and cons that can be applied to any scenario.

Life cycle assessments Evaluate ways of reducing the use of limited resources, given appropriate information.

Provide learners with the 4 stages of a life cycle assessment.

Explain each section of the life cycle assessment using lots of examples and highlighting crude oil as the raw material of most plastics.

Highlight and explain the need to reduce, reuse and recycle. Define each term and explain how this will reduce the environmental effects of resources and materials.


As above As above Learners are to carry out their own life cycle assessment comparing the environmental effects of paper bags vs plastic bags.

Throughout life cycle assessments, continue to refer to the energy used by transport and factories, learners may overlook this.

Preparation for mocks Paper 2: Rates of reaction Revision of paper 2 chemistry topics using a variety of activities and resources.


Preparation for mocks Paper 2: Reversible reactions and equilibrium

Revision of paper 2 chemistry topics using a variety of activities and resources.

Preparation for mocks Paper 2: Organic Chemistry Revision of paper 2 chemistry topics using a variety of activities and resources.


Preparation for mocks Paper 2: Chemical analysis Revision of paper 2 chemistry topics using a variety of activities and resources.

Preparation for mocks Paper 2: Chemistry of the atmosphere


Week 14 Mock exams Key idea Specification content Learning activity and resources

Allow one week for mock exams

Week 15 Mock examsKey idea Specification content Learning activity and resources

Allow one week for mocks

Week 16 Mock exam interventionKey idea Specification content Learning activity and resources

Allow one week for intervention

CHRISTMAS BREAK WK 17 & 18

Year 11 Term 2


Potable water Distinguish between potable water and pure water.

Describe the differences in treatment of ground water and salty water.

Give reasons for the steps used to produce potable water.

Learners need to be able to define the term potable water.

Identify sources of water that can be used to make potable water and the steps that are involved in this.

These sources and steps can be linked to specific countries e.g. Australia, to follow onto the required practical lessons

Identifying and testing Describe the differences in Using solutions made to replicate, rain, sea and fresh water,

potable water


treatment of ground water and salty water.

Give reasons for the steps used to produce potable water.

Comment on the relative ease of obtaining potable water from waste, ground and salt water.

learners should test each solution for pH, dissolved salts and microbes in various ways.

Learners need to be able to use this information to identify if the water is potable or not.

Once tested, the learners can thorise ways to purify the water in order to make it potable.

Ideas for the solutions can be found in the AQA required practical document.


Purification of water sources


As above Following on from the previous lesson, learners are to purify the water from different sources (distillation).

Learners can describe and explain the purification technique whilst the sample distills.

Once purified the learners are then able to re-test the water to determine if it has been successful.

The method and results should be written up in required practical booklets

Waste water treatment Comment on the relative ease of obtaining potable water from waste, ground and salt water.

Learners need to understand what happens to the once potable water in the UK and how it becomes usable again.

Learners are to research the different stages and processes that can be used to treat waste water and also create potable water including:

• screening and grit removal• sedimentation to produce sewage sludge and

effluent• anaerobic digestion of sewage sludge• aerobic biological treatment of effluent.• Chlorination• Treatment with ozone• Reverse osmosis


As above As above Using the research from previous lesson, learners are to create a flow chart for the process of sewage and waste water treatment in the UK.

Each stage of the process should be described and explained.

The recall questions can then be answered using the knowledge from the previous lessons.

End of topic test Using resources End of topic test


Intervention lesson Using resources Look at areas of weakness and students can re-do or complete a new question/activity based on their area of

weakness identified.

Revision timetable:

Atoms, elements and compounds



Separating mixtures Revision of paper 1 chemistry topics using a variety of activities and resources

Periodic table Revision of paper 1 chemistry topics using a variety of activities and resources


Ionic bonding and compounds

Revision of paper 1 chemistry topics using a variety of activities and resources

Covalent bonding and compounds


HALF TERM WK 25


Metallic bonding and alloys

Changing state


Formula mass, conservation of mass and percentage mass



Moles, concentration and balancing equations


Moles, concentration and limiting reagents



Oxidation and reduction Revision of paper 1 chemistry topics using a variety of activities and resources

Acid reactions Revision of paper 1 chemistry topics using a variety of activities and resources


Electrolysis Revision of paper 1 chemistry topics using a variety of activities and resources

Exothermic and endothermic Revision of paper 1 chemistry topics using a variety of activities and resources


Calculating energy changes Revision of paper 1 chemistry topics using a variety of activities and resources

Calculating energy changes Revision of paper 1 chemistry topics using a variety of activities and resources


Paper 1 mock Paper 1 mock

Intervention Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified.

EASTER WK 32 & 33

Year 11 Term 3






Summer half term week 39Week 40





Documents

Trilogy Chemistry KS4 Final - smartfuse.s3.amazonaws.com · Web viewUse this demonstration to revisit the naming rules of simple compounds and build into writing full word equations