Unit 1 - Kinetic Theory and Atomic Structure.pdf

7/28/2019 Unit 1 - Kinetic Theory and Atomic Structure.pdf

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UNIT 1 Kinetic Theory and Atomic Structure

Recommended Prior Knowledge Students should have followed an introductory/foundation level course in chemistry. This unit would make a suitablestarter unit for the Olevel chemistry course.

Context This unit should be studied very early in the course. The concepts of kinetic theory and atomic structure are necessary prior learning for most of theother units.Outline Students study the kinetic theory of solids, liquids, gases and solutions and are introduced to ideas about atomic structure. This unit contains corelearning for all other units, therefore pupils of all abilities need to study all of the concepts.

Summary of learning Outcomes(see syllabus for full detail)

Suggested Teaching Activi ties Further teacher guidance Online resources

2.1

a

Kinetic particle theory

Describe solids, liquids and gases andtheir interconversion in terms of thekinetic theory:

- movement of particles,

- energy changes involved.

Pupils should be familiar with diagrams orcomputer animations of particles in boxesto represent solids, liquids and gases.Students should be able to describe eachstate change using ideas about thearrangement and movement particles ineach state.

Discuss by showing experiments orpictures of substances undergoingchanges of state e.g. ice melting, waterevaporating, steam condensing, flow chartof the water cycle.

Suggested experiments:Observing state changes.Plotting a heating curve for water.

There is an opportunity topractise the use ofthermometers and stopclocks, Syllabus learningobjective 1.1(a)

Pupils use a thermometer tomeasure the temperaturechange every 30s as water isheated and boils. Ifavailable, a temperatureprobe can be used to showgraphs on a computer.

www.schoolscience.co.ukclick on chemistry then 11-14 then Materials

www.cornwallis.kent.sch.uk/intranet/elearngo to Year 7 ScienceMatter

www.chemsoc.org/networks/learnnet/classic_exp.htmdownload & look atexperiments 20, 23, 26, 36,37

www.presentingscience.com/corus/states/index.htmuse virtual lab to look at them.pts. and b.pts. of differentsubstances

www.wpbschoolhouse.btinternet.co.uk/page10/page10.ht

m
http://www.schoolscience.co.uk/http://www.cornwallis.kent.sch.uk/intranet/elearnhttp://www.cornwallis.kent.sch.uk/intranet/elearnhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.presentingscience.com/corus/states/index.htmhttp://www.presentingscience.com/corus/states/index.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.presentingscience.com/corus/states/index.htmhttp://www.presentingscience.com/corus/states/index.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.cornwallis.kent.sch.uk/intranet/elearnhttp://www.cornwallis.kent.sch.uk/intranet/elearnhttp://www.schoolscience.co.uk/


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Click on States of Matterfrom list

www.harcourtschool.com/activity/states_of_matter/a simulation

bc

d

Discuss everyday examples of diffusion. Students should practice describingdiffusion using ideas about thearrangement and movement of particles atdifferent temperatures.

Suggested experiments:Use a dropping pipette to run coloured fruitjuice under cold water in a beaker. Repeatusing hot water.Spraying air freshener onto a watch glassand asking pupils to raise their hands asthey smell it travelling through the room.

Make coffee or tea using hot and cold

water and observe the differences.

http://www.ncsec.org/team16/diffusion.htmlsimple introductoryexperiments

www.chemsoc.org/networks/learnnet/classic_exp.htmdownload & look atexperiment 27

www.brainpop.com/science/matter/introductory material

d State qualitatively the effect of molecularmass and temperature on the rate ofdiffusion.

Suggested experiment:Set up a long horizontal tube with rubberbungs at each end. Insert cotton woolsoaked in conc. ammonia at one end, andcotton wool soaked in conc. hydrochloricacid at the other.

A white ring of ammoniumchloride forms nearest thehydrochloric acid end,because HCl gas is heavier,and so diffuses more slowly.

This is an early opportunity to

introduce the idea of relativemolecular mass.

2.3a

Structure and properties of materials.Describe the difference betweenelements, compounds and mixtures.

Suggested experiment:Investigate the properties of iron andsulphur (appearance, magnetic properties,density compared to water, effect of diluteacid) and then a mixture of the two. Theelements can then be heated to form a

compound and the properties of the

Students need learndefinitions for elements,compounds and mixturesand to be able to identifythem from formulae andparticles in boxes diagrams.

Downloadable elementflashcards, games andworksheets (care re non-systematic names):http://sphs.spusd.net/groves/apchem.html
http://www.harcourtschool.com/activity/states_of_matter/http://www.harcourtschool.com/activity/states_of_matter/http://www.ncsec.org/team16/diffusion.htmlhttp://www.ncsec.org/team16/diffusion.htmlhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.brainpop.com/science/matter/http://www.brainpop.com/science/matter/http://sphs.spusd.net/groves/apchem.htmlhttp://sphs.spusd.net/groves/apchem.htmlhttp://sphs.spusd.net/groves/apchem.htmlhttp://sphs.spusd.net/groves/apchem.htmlhttp://www.brainpop.com/science/matter/http://www.brainpop.com/science/matter/http://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.ncsec.org/team16/diffusion.htmlhttp://www.ncsec.org/team16/diffusion.htmlhttp://www.harcourtschool.com/activity/states_of_matter/http://www.harcourtschool.com/activity/states_of_matter/


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compound compared.

Demonstrations: Heated Na into Cl2 gas;the explosion between H2 and O2

Emphasis placed on the fact

that compounds can differgreatly in properties from theelements they are madefrom.

Alloys as examples of usefulmixtures.

http://education.jlab.org/index

pages/elementgames.html

www.chemsoc.org/networks/learnnet/classic_exp.htmdownload & look atexperiment 14

www.wpbschoolhouse.btinter

net.co.uk/page10/page10.htmClick on ElementsCompounds and Mixtures

1.2

e

f

Methods o f purif ication and analysisuse melting point and boiling point datato identify substances and their purity

explain that the measurement of purity ineveryday substances (e.g. drugs,foodstuffs) is important

Suggested activity:An experiment to plot a cooling curve forstearic acid or phenyl salicylate (salol)(pure substances), and for wax (a mixture).Data loggers can be used if available. Melt

each in a boiling tube in a water bath ofboiling water. Plot temperature against timeas the solid cools and solidifies.

Students can practise using data books oran online database by looking up themelting points of elements and compounds(e.g. all elements in group I or VII)

Students should recognisethat pure substances havesharp melting points butimpure substances andmixtures melt over a range of

temperature.Again emphasise the energychanges involved in thecooling pattern.This activity forms a basis forwork on Group trends in Unit2

www.webelements.comwww.chemsoc.org/viselements

www.miamisci.org/af/sln/phases/

ab

describe methods of purification by theuse of a solvent, filtration andcrystallisation, distillation and fractionaldistillation.Explain the difference between simpledistillation and fractional distillation.

Suggested experiments:Separating mixtures e.g. salt from rock salt,pure water from sandy sea water.Demonstration: propanone from apropanone/water mixture using a heatingmantle

This links to waterpurification (Syllabus learningobjectives 10.2 (c) and (d)

Stress the usefulness offractional distillation as itappears later for industriallyseparating fractions fromcrude oil or the gases from

air.

For background informationon Salt extraction:www.british-salt.co.ukwww.lionsaltworkstrust.co.ukwww.chemsoc.org/networks/learnnet/classic_exp.htmLook at experiment 1 and 99http://www.boc.com/educatio

n/index.html
http://education.jlab.org/indexpages/elementgames.htmlhttp://education.jlab.org/indexpages/elementgames.htmlhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.webelements.com/http://www.chemsoc.org/viselementshttp://www.chemsoc.org/viselementshttp://www.miamisci.org/af/sln/phases/http://www.miamisci.org/af/sln/phases/http://www.british-salt.co.uk/http://www.lionsaltworkstrust.co.uk/http://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.boc.com/education/index.htmlhttp://www.boc.com/education/index.htmlhttp://www.boc.com/education/index.htmlhttp://www.boc.com/education/index.htmlhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.lionsaltworkstrust.co.uk/http://www.british-salt.co.uk/http://www.miamisci.org/af/sln/phases/http://www.miamisci.org/af/sln/phases/http://www.chemsoc.org/viselementshttp://www.chemsoc.org/viselementshttp://www.webelements.com/http://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://education.jlab.org/indexpages/elementgames.htmlhttp://education.jlab.org/indexpages/elementgames.html


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http://www.schoolscience.co.uk/http://www.crocodile-clips.com/absorb/AC4/m3.htmhttp://www.crocodile-clips.com/absorb/AC4/m3.htmhttp://www.crocodile-clips.com/absorb/AC4/m3.htmhttp://www.schoolscience.co.uk/content/index.asphttp://www.schoolscience.co.uk/content/index.asphttp://www.science.howstuffworks.com/atomhttp://www.science.howstuffworks.com/atomhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htm


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Click on: Physics 14-16A world of atoms

www.s-cool.co.uk/contents.aspclick on GCSE revision thenChemistry then choosetopic: Atomic Structure.Use the Quick learn section.

www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmClick on Atomic Structureand Atomic Structure andRadioactivity
http://www.s-cool.co.uk/contents.asphttp://www.s-cool.co.uk/contents.asphttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.s-cool.co.uk/contents.asphttp://www.s-cool.co.uk/contents.asp

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Unit 1 - Kinetic Theory and Atomic Structure.pdf