Atomic Structure And The Periodic Table

Published Date: 02 Nov 2017

1.1 Explain how Mendeleev:

a) arranged the elements, known at that time, in a periodic table by using properties of these elements and their compounds

b) used his table to predict the existence and properties of some elements not then discovered

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

HSW 1 The collection and analysis of scientific data

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 14 How uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes

To follow

1.2 Classify elements as metals or non-metals according to their position in the periodic table

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

Lesson C2.2

Discovering the atom

1.3 Describe the structure of an atom as a nucleus containing protons and neutrons, surrounded by electrons in shells (energy levels)

N/A

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

HSW 14 How uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes

1.4 Demonstrate an understanding that the nucleus of an atom is very small compared to the overall size of the atom

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

1.5 Describe atoms of a given element as having the same number of protons in the nucleus and that this number is unique to that element

Year 8 Describe elements as consisting of only one type of atom

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

1.6 Recall the relative charge and relative mass of:

a) a proton

b) a neutron

c) an electron

N/A

N/A

1.7 Demonstrate an understanding that atoms contain equal numbers of protons and electrons

N/A

N/A

Lesson C2.3

The modern periodic table

1.8 Explain the meaning of the terms

a) atomic number

b) mass number

c) relative atomic mass

N/A

HSW 10 Using both qualitative and quantitative approaches

1.9 Describe the arrangement of elements in the periodic table such that:

a) elements are arranged in order of increasing atomic number, in rows called periods

b) elements with similar properties are placed in the same vertical column, called groups

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

H 1.10 Demonstrate an understanding that the existence of isotopes results in some relative atomic masses not being whole numbers

Year 8 Describe elements as consisting of only one type of atom

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

HSW 10 Using both qualitative and quantitative approaches

HSW 14 How uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes

H 1.11 Calculate the relative atomic mass of an element from the relative masses and abundances of its isotopes

N/A

N/A

Lesson C2.4

Electron shells

1.12 Apply rules about the filling of electron shells (energy levels) to predict the electronic configurations of the first 20 elements in the periodic table as diagrams and in the form 2.8.1

N/A

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

1.13 Describe the connection between the number of outer electrons and the position of an element in the periodic table

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

Topic 2: Ionic compounds and analysis

Lesson

Specification learning outcomes

Prior learning from KS3

HSW statements

BTEC links

Lesson C2.5

Ionic bonds

2.1 Demonstrate an understanding that atoms of different elements can combine to form compounds by the formation of new chemical bonds

Year 8 Describe elements as consisting of only one type of atom

Year 8 Use a simple model or analogy to show similarities and differences between elements, compounds and mixtures

Year 8 Describe how elements combine to form the building blocks of all substance

Year 9 Use a simple modelling kit to interpret the rearrangement of atoms during a chemical reaction

N/A

To follow

2.2 Describe how that ionic bonds are formed by the transfer of electrons to produce cations and anions

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

2.3 Describe an ion as an atom or group of atoms with a positive or negative charge

N/A

N/A

2.4 Describe the formation of sodium ions, Na+, and chloride ions, Cl-, and hence the formation of ions in other ionic compounds from their atoms, limited to compounds of elements in groups 1, 2, 6 and 7

N/A

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.6

Ionic compounds

2.5 Demonstrate an understanding of the use of the endings –ide and –ate in the names of compounds

N/A

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

HSW 14 How uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes

2.6 Deduce the formulae of ionic compounds (including oxides, hydroxides, halides, nitrates, carbonates and sulfates) given the formulae of the constituent ions

Year 9 Use a simple modelling kit to interpret the rearrangement of atoms during a chemical reaction

HSW 10 Using both qualitative and quantitative approaches

H 2.7 Describe the structure of ionic compounds as a lattice structure:

a) consisting of a regular arrangement of ions

b) held together by strong electrostatic forces (ionic bonds) between oppositely-charged ions

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

Lesson C2.7

Properties of ionic compounds

2.8 Describe

H and explain

the properties of ionic substances including sodium chloride and magnesium oxide, limited to:

a) melting points and boiling points

b) whether they conduct electricity as solids, when molten and in aqueous solution

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.8

Solubility

2.9 Recall the general rules which describe the solubility of common types of substances in water:

a) all common sodium, potassium and ammonium salts are soluble

b) all nitrates are soluble

c) common chlorides are soluble except those of silver and lead

d) common sulfates are soluble except those of lead, barium and calcium

e) common carbonates and hydroxides are insoluble except those of sodium, potassium and ammonium

N/A

HSW 10 Using both qualitative and quantitative approaches

2.10 Demonstrate an understanding that insoluble salts can be formed as precipitates by the reaction of suitable reagents in solution

Year 7 Use experimental evidence to explain that a chemical reaction has taken place

N/A

Lesson C2.9

Precipitation practical

2.11 Demonstrate an understanding of the method needed to prepare a pure, dry sample of an insoluble salt

N/A

HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data

2.12 Prepare an insoluble salt by precipitation

N/A

HSW 1 The collection and analysis of scientific data

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 5 Planning to test a scientific idea, answer a scientific question, or solve a scientific problem

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data

HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

0.2 Represent chemical reactions by word equations and simple balanced equations

N/A

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

0.3 Write balanced chemical equations including the use of state symbols (s), (l), (g) and (aq) for a wide range of reactions in this unit

N/A

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

0.4 Assess practical work for risks and suggest suitable precautions for a range of practical scenarios for reactions in this unit

N/A

HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data

Lesson C2.10

Precipitates

2.13 Use solubility rules to predict whether a precipitate is formed when named solutions are mixed together and to name the precipitate

Year 7 Use qualitative observations when describing patterns in a range of reactions

Year 8 Represent simple reactions by word equations and use these to identify patterns in reactions

HSW 1 The collection and analysis of scientific data

HSW 5 Planning to test a scientific idea, answer a scientific question, or solve a scientific problem

2.14 Recall that the insoluble salt, barium sulfate, is given as a ‘barium meal’ to X-ray patients because

a) it is opaque to X-rays

b) it is safe to use as, although barium salts are toxic, its insolubility prevents it entering the blood

N/A

HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks

0.2 Represent chemical reactions by word equations and simple balanced equations

N/A

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

0.3 Write balanced equations including the use of state symbols (s), (l), (g) and (aq) for a wide range of reactions in this unit

N/A

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.11

Ion tests

2.15 Describe tests to show the following ions are present in solids or solutions:

a) Na+, K+, Ca2+, Cu2+ using flame tests

b) CO32- using dilute acid and identifying the carbon dioxide evolved

c) SO42- using dilute hydrochloric acid and barium chloride solution

d) Cl- using dilute nitric acid and silver nitrate solution

N/A

HSW 1 The collection and analysis of scientific data

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 14 How uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes

2.16 Recall that chemists use spectroscopy (a type of flame test) to detect the presence of very small amounts of elements and that this led to the discovery of new elements, including rubidium and caesium

N/A

HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks

Topic 3: Covalent compounds and separation techniques

Lesson

Specification learning outcomes

Prior learning from KS3

HSW statements

BTEC Links

Lesson C2.12

Covalent bonds

3.1 Describe a covalent bond as a pair of electrons shared between two atoms

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

To follow

3.2 Recall that covalent bonding results in the formation of molecules

Year 8 Describe elements as consisting of only one type of atom

Year 8 Use a simple model or analogy to show similarities and differences between elements, compounds and mixtures

Year 8 Describe how elements combine to form the building blocks of all substances

Year 9 Use a simple modelling kit to interpret the rearrangement of atoms during a chemical reaction

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

3.3 Explain the formation of simple molecular, covalent substances using dot and cross diagrams, including:

a) hydrogen

b) hydrogen chloride

c) water

d) methane

H e) oxygen

H f) carbon dioxide

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.13

Comparing chemicals practical

3.4 Classify different types of elements and compounds by investigating their melting points and boiling points, solubility in water and electrical conductivity (as solids and in solution) including sodium chloride, magnesium sulphate, hexane, liquid paraffin, silicon(IV) oxide, copper sulphate, and sucrose (sugar)

N/A

HSW 1 The collection and analysis of scientific data

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 5 Planning to test a scientific idea, answer a scientific question, or solve a scientific problem

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data

HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

0.5 Demonstrate an understanding that hazard symbols used on containers:

a) indicate the dangers associated with the contents

b) inform people about safe-working procedures with these substances in the laboratory

N/A

HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.14

Properties of covalent substances

3.5 Describe the properties of typical simple molecular, covalent compounds, limited to:

a) low melting points and boiling points, in terms of weak forces between molecules

b) poor conduction of electricity

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

3.6 Demonstrate an understanding of the differences between the properties of simple molecular, covalent substances and those of giant molecular, covalent substances, including diamond and graphite

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

H 3.7 Explain why, although they are both forms of carbon and giant molecular substances, graphite is used to make electrodes and as a lubricant, whereas diamond is used in cutting tools

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

Lesson C2.15

Immiscible and miscible liquids

3.8 Describe the separation of two immiscible liquids using a separating funnel

Year 8 Describe and carry out a range of separation techniques, such as filtration or distillation, in familiar contexts

N/A

3.9 Describe the separation of mixtures of miscible liquids by fractional distillation, by referring to the fractional distillation of liquid air to produce nitrogen and oxygen

Year 8 Describe and carry out a range of separation techniques, such as filtration or distillation, in familiar contexts

Year 9 Apply their knowledge of separation techniques, such as filtering and distillation, to explain unfamiliar situations, e.g. lumps in gravy, drying paint

N/A

Lesson C2.16

Chromatography

3.10 Describe how paper chromatography can be used to separate and identify components of mixtures, including colouring agents in foodstuffs

Year 8 Describe and carry out a range of separation techniques, such as filtration or distillation, in familiar contexts

Year 9 Provide an explanation of a variety of separation techniques using a particle model

HSW 1 The collection and analysis of scientific data

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 10 Using both qualitative and quantitative approaches

3.11 Evaluate the information provided by paper chromatograms, including the calculation of Rf values, in a variety of contexts, such as the food industry and forensic science

N/A

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks

Topic 4: Groups in the periodic table

Lesson

Specification learning outcomes

Prior learning from KS3

HSW statements

BTEC Links

Lesson C2.17

Chemical classification

4.5 Demonstrate an understanding that elements and compounds can be classified as

a) ionic

b) simple molecular covalent

c) giant molecular covalent

d) metallic

and that each type of substance has different physical properties, including relative melting point and boiling point, relative solubility in water and ability to conduct electricity (as solids and in solution)

N/A

HSW 10 Using both qualitative and quantitative approaches

To follow

Lesson C2.18

Transition metals

4.1 (PART) Classify elements as transition metals based on their position in the periodic table

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

N/A

4.2 Describe the structure of metals as a regular arrangement of positive ions surrounded by a sea of delocalised electrons

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

4.3 Describe and explain the properties of metals, limited to malleability and the ability to conduct electricity

Year 9 Distinguish between metals and other materials using their properties

N/A

4.4 Recall that most metals are transition metals and that their typical properties include:

a) high melting point

b) the formation of coloured compounds

N/A

HSW 10 Using both qualitative and quantitative approaches

Lesson C2.19

Alkali metals

4.1 (PART) Classify elements as alkali metals (group 1) based on their position in the periodic table

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

N/A

4.6 Describe alkali metals as:

a) soft metals

b) metals with comparatively low melting points

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

N/A

4.7 Describe the reactions of lithium, sodium and potassium with water to form hydroxides which are alkaline, and hydrogen gas

Year 7 Use qualitative observations when describing patterns in a range of reactions

Year 8 Represent simple reactions by word equations and use these to identify patterns in reactions

N/A

4.8 Describe the pattern in reactivity of the alkali metals lithium, sodium, and potassium with water and use this pattern to predict the reactivity of other alkali metals

H and explain the pattern

Year 7 Use qualitative observations when describing patterns in a range of reactions

Year 8 Represent simple reactions by word equations and use these to identify patterns in reactions

Year 9 Represent simple reactions by symbol equations and use these to identify patterns in reactions

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

Lesson C2.20

Halogens

4.1 (PART) Classify elements as halogens (group 7) based on their position in the periodic table

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

N/A

4.9 Recall the colours and physical states of the halogens at room temperature

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

N/A

4.10 Describe the reaction of halogens with metals to form metal halides

Year 8 Represent simple reactions by word equations and use these to identify patterns in reactions

Year 9 Represent simple reactions by symbol equations and use these to identify patterns in reactions

N/A

4.11 Recall that halogens react with hydrogen to produce hydrogen halides which dissolve in water to form acidic solutions

Year 8 Represent simple reactions by word equations and use these to identify patterns in reactions

Year 9 Represent simple reactions by symbol equations and use these to identify patterns in reactions

N/A

Lesson C2.21

Displacement reactions practical

4.12 Investigate displacement reactions of halogens reacting with halide ions in solution

Year 9 Explain the importance of controlling factors affecting a reaction if patterns are to be accurately identified

HSW 1 The collection and analysis of scientific data

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 5 Planning to test a scientific idea, answer a scientific question, or solve a scientific problem

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data

HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.22

Displacement reactions

4.13 Describe the relative reactivity of the halogens as shown by their displacement reactions with halide ions in aqueous solution

Year 8 Represent simple reactions by word equations and use these to identify patterns in reactions

Year 9 Represent simple reactions by symbol equations and use these to identify patterns in reactions

Year 9 Use a simple modelling kit to interpret the rearrangement of atoms during a chemical reaction

N/A

Lesson C2.23

Noble gases

4.1 (PART) Classify elements as noble gases (group 0) based on their position in the periodic table

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

N/A

4.14 Describe the noble gases as chemically inert, compared with the other elements and demonstrate an understanding that this lack of reactivity can be explained by the electronic arrangements in their atoms

Year 9 Describe some simple generalisations about the characteristics of groups of elements based on their position in the periodic table

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

4.15 Demonstrate an understanding that the discovery of the noble gases was due to chemists:

a) noticing that the density of nitrogen made in a reaction differed from that of nitrogen obtained from air

b) developing a hypothesis about the composition of the air

c) performing experiments to test this hypothesis and show the presence of the noble gases

N/A

HSW 1 The collection and analysis of scientific data

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

HSW 5 Planning to test a scientific idea, answer a scientific question, or solve a scientific problem

HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks

HSW 14 How uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes

4.16 Relate the uses of the noble gases to their properties, including:

a) inertness (including providing an inert atmosphere for welding and in filament lamps)

b) low density (including filling balloons)

c) non-flammability

N/A

HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks

4.17 Use the pattern in a physical property of the noble gases, such as boiling point or density, to estimate an unknown value for another member of the group

N/A

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Topic 5: Chemical reactions

Lesson

Specification learning outcomes

Prior learning from KS3

HSW statements

BTEC Links

Lesson C2.24

Temperature changes practical

5.1 Measure temperature changes accompanying some of the following types of change:

a) salts dissolving in water

b) neutralisation reactions

c) displacement reactions

d) precipitation reactions

Year 8 Use quantitative observations when describing patterns in a range of reactions

Year 9 Explain the importance of controlling factors affecting a reaction if patterns are to be accurately identified

HSW 1 The collection and analysis of scientific data

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 5 Planning to test a scientific idea, answer a scientific question, or solve a scientific problem

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data

HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

To follow

Lesson C2.25

Temperature changes

5.2 Define an exothermic change or reaction as one in which heat energy is given out, including combustion reactions or explosions

Year 8 Represent simple reactions by word equations and use these to identify patterns in reactions

N/A

5.3 Define an endothermic change or reaction as one in which heat energy is taken in, including photosynthesis or dissolving ammonium nitrate in water

N/A

N/A

5.4 Describe the breaking of bonds as endothermic and the making of bonds as exothermic

N/A

N/A

5.5 Demonstrate an understanding that the overall heat energy change for a reaction is

a) exothermic if more heat energy is released making bonds in the products than is required to break bonds in the reactants

b) endothermic if less heat energy is released making bonds in the products than is required to break bonds in the reactants

Year 9 Account for the difference between heat and temperature by linking the energy stored in an object to the energy of the moving particles

N/A

H 5.6 Draw and interpret simple graphical representations of energy changes occurring in chemical reactions (no knowledge of activation energy is required)

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

Lesson C2.26

Rates of reaction practical

5.7 Investigate the effect of temperature, concentration and surface area of a solid on the rate of a reaction such as hydrochloric acid and marble chips

Year 8 Use quantitative observations when describing patterns in a range of reactions

Year 9 Explain the importance of controlling factors affecting a reaction if patterns are to be accurately identified

HSW 1 The collection and analysis of scientific data

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 5 Planning to test a scientific idea, answer a scientific question, or solve a scientific problem

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data

HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.27

Rates of reactions

5.8 Recall that the rates of chemical reactions vary from very fast, explosive reactions to very slow reactions

Year 8 Use quantitative observations when describing patterns in a range of reactions

N/A

5.9 Describe the effect of changes in temperature, concentration and surface area of a solid on the rate of reaction

N/A

N/A

Lesson C2.28

Kinetic theory

5.10 Describe how reactions can occur when particles collide and

H explain how rates of reaction are increased by increasing the frequency and/or energy of collisions

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

H 5.11 Demonstrate an understanding that not all collisions lead to a reaction, especially if particles collide with low energy

N/A

HSW 3 Many phenomena can be explained by developing and using scientific theories, models and ideas

Lesson C2.29

Catalysts

5.12 Recall the effect of a catalyst on the rate of reaction

N/A

N/A

5.13 Demonstrate an understanding that catalytic converters in cars:

a) have a high surface area, to increase the rate of reaction of carbon monoxide and unburnt fuel from exhaust gases with oxygen from the air to produce carbon dioxide and water

b) work best at high temperatures

N/A

HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks

HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions

Topic 6: Quantitative chemistry

Lesson

Specification learning outcomes

Prior learning from KS3

HSW statements

BTEC Links

Lesson C2.30

Relative masses

6.1 Calculate relative formula mass given relative atomic masses

N/A

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

To follow

6.2 Calculate the formulae of simple compounds from reacting masses and understand that these are empirical formulae

Year 9 Represent simple reactions by symbol equations and use these to identify patterns in reactions

Year 9 Use a simple modelling kit to interpret the rearrangement of atoms during a chemical reaction

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.31

Empirical formula practical

6.3 Determine the empirical formula of a simple compound, such as magnesium oxide

N/A

HSW 1 The collection and analysis of scientific data

HSW 2 The interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

HSW 5 Planning to test a scientific idea, answer a scientific question, or solve a scientific problem

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 7 Working accurately and safely, individually and with others, when collecting first-hand data

HSW 8 Evaluating methods of data collection and considering their validity and reliability as evidence

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.32

Percentage composition

6.4 Calculate the percentage composition by mass of a compound from its formula and the relative atomic masses of its constituent elements

N/A

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

H 6.5 Use balanced equations to calculate masses of reactants and products

Year 9 Represent simple reactions by symbol equations and use these to identify patterns in reactions

Year 9 Use a simple modelling kit to interpret the rearrangement of atoms during a chemical reaction

HSW 6 Collecting data from primary or secondary sources, including the use of ICT sources and tools

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.33

Yields

6.6 Recall that the yield of a reaction is the mass of product obtained in the reaction

N/A

N/A

6.7 Demonstrate an understanding that the actual yield of a reaction is usually less than the yield calculated using the chemical equation (theoretical yield)

N/A

N/A

6.8 Calculate the percentage yield of a reaction from the actual yield and the theoretical yield

N/A

HSW 10 Using both qualitative and quantitative approaches

HSW 11 Presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

Lesson C2.34

Industrial yields

6.9 Demonstrate an understanding of the reasons why reactions do not give the theoretical yield due to factors, including:

a) incomplete reactions

b) practical losses due to the preparation

c) competing, unwanted reactions

N/A

HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks

HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions

6.10 Demonstrate an understanding that many reactions produce waste products which:

a) are not commercially useful

b) can present economic, environmental and social problems for disposal

N/A

HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks

HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions

H 6.11 Demonstrate an understanding that chemists in industry work to find the economically most favourable reactions where

a) the percentage yield is high

b) all the products of the reaction are commercially useful

c) the reaction occurs at a suitable speed

N/A

HSW 12 The use of contemporary science and technological developments and their benefits, drawbacks and risks

HSW 13 How and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions