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AEO «Nazarbayev Intellectual Schools» Educational Program – NIS-Program
Chemistry
Course Plan
Grade 10
Contents
PageLong term plan 1
Introduction to language objectives 3
Medium term plans
Unit 10.1A Group 15 – Nitrogen and phosphorus 4
Unit 10.1B Oxidation and reduction 8
Unit 10.1C Important industrial chemicals 13
Unit 10.2A Electricity and chemicals 18
Unit 10.2B The transition elements 24
Unit 10.2C Limestone and carbonates 28
Unit 10.3A Introduction to organic chemistry 33
Unit 10.3B Hydrocarbons 37
Unit 10.3C Fuels 41
Unit 10.4A Alcohols and organic acids 45
Unit 10.4B Synthetic polymers (Plastics) 49
Unit 10.4C Biochemicals 54
Short term plan
Lesson plan 59
Issue:4 Date: 20/03/2015
1Long term planSubject: Chemistry Grade: 10
Units Theme/Contents Learning objectivesTerm 1
10.1A Group 15 – Nitrogen and phosphorus
Nitrogen molecule, unreactivity Oxides of nitrogen as pollutants Obtaining nitrogen from the air Preparation and properties of ammonia Nitrogen as a fertiliser/Nitrates in the environment Phosphorus: allotropes, combustion Phosphates as fertilisers/phosphates in the environment
10.2.1.1 appreciate the position of nitrogen in the Periodic Table;10.2.1.2 understand the structure of the nitrogen molecule;10.2.1.3 know and, where appropriate, understand, the preparation and reactions of ammonia gas and solution10.2.1.4 understand the effects of nitrogen compounds in the environment;10.2.1.5 be able to appreciate the position of nitrogen and phosphorus in the Periodic Table;10.2.1.6 understand the structure of phosphorus - the element and its allotropes;10.2.1.7 know the products of combustion of phosphorus;10.2.1.8 know that there are phosphorus compounds in the environment and understand their origins;10.4.1.1 test for phosphate ion10.2.1.9 know and understand the effects of phosphorus compounds on the environment10.2.1.10 be able to balance the benefits and problems with their compounds in the environment;
10.1BOxidation and reduction
In terms of gain/loss of oxygen In terms of electron transfer (“OILRIG”) In terms of change of oxidation number Potassium manganate (VII) and potassium dichromate (VI) as oxidising agents
10.2.2.1 recognise oxidation as addition of oxygen or removal of hydrogen; 10.2.2.2 recognise reduction as addition of hydrogen or removal of oxygen; 10.2.2.3 understand that the processes are interdependent and always take place together;10.2.2.4 understand that the processes can also be defined in terms of electron gain and loss;10.2.2.5 be able to use the concept to classify reactions;10.2.2.6 understand that oxidation and reduction occur in aqueous solution;10.2.2.7 be able to identify and write ion electron half equations for oxidations and reductions;10.2.2.8 understand the idea of oxidation number and its use in compound names;10.2.2.9 be able to balance equations using the oxidation number method;10.2.2.10 understand the use of potassium manganate (VII) and potassium dichromate (VI) as oxidising agents;
10.1CImportant industrial chemicals
The chemical industry in Kazakhstan Sulfuric acid: manufacture and uses Ammonia: manufacture and uses Understanding the processes as equilibria: predicting the effect on yield of changing conditions
10.4.2.1 know about the major extraction and manufacturing processes in Kazakhstan;10.2.3.1 make calculations on reaction product yield based on theoretical yield and calculate reaction product, if one of the reactants contains impurities10.4.2.2 know the process for the manufacture of sulfuric acid; 10.4.2.3 understand this process as an equilibrium and be able to predict the effect on yield of changing conditions;10.4.2.4 know the major industrial uses
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2 Iron and steel of sulfuric acid;
10.4.2.5 understand the environmental implications of manufacture and the ways in which sulfuric acid plants can minimise emissions; 10.4.2.6 know the process for the manufacture of ammonia; 10.4.2.7 understand this process as an equilibrium and be able to predict the effect on yield of changing conditions;10.4.2.8 know the major industrial usesof ammonia;10.4.2.9 understand the environmental implications of manufacture and the ways in which ammonia plants can minimise emissions; 10.4.2.10 understand that reducing iron ore with carbon produces iron;10.4.2.11 know how this is done on an industrial scale;10.4.2.12 understand that pure iron is not useful and that most uses of iron involve alloys;10.4.2.13 know steel making;10.4.2.14 steel as an alloy of iron and carbon;10.4.2.15 know stainless steels;
Term 2 10.2A Electricity and chemicals
Conductivity of ionic compounds in aqueous solution and in a melt Use of the reactivity (redox) series to predict electrode products Ionic reactions at electrodes Electrolysis of water: use to produce hydrogen as a fuel Electroplating Electrolysis in the production of useful chemicals: aluminium, copper, chlorine, sodium hydroxide
10.2.2.11 revise ionic compounds and their behaviour in solution10.2.2.12 revise ionic compounds and their behaviour in solution;10.2.2.13 understand the reactions at electrodes in terms of oxidation and reduction;10.2.2.14 examine what happens when an electric current is passed through a solution containing ions; 10.2.2.15 understand and predict electrode products in electrolysis;10.2.2.16 understand the electrolysis of ‘water’ and its potential importance as a source of hydrogen fuels;10.2.2.17 understand the use of electrolysis for electroplating;10.2.2.18 understand the role of electrolysis in the commercial production of copper; 10.2.2.19 be able to use electrolysis to copper or nickel plate an object;10.2.2.20 know and understand the chemistry of the manufacture of aluminium;10.2.2.21 know and understand the chemistry of the manufacture of chlorine and sodium hydroxide;10.2.2.22 understand general principles of industrial production of important chemicals and the chemical principles on which they are based;
10.2B The Transition elements
Typical properties Coloured compounds Catalytic activity
10.2.1.11 recognise the transition metals as ‘typical metals’;10.2.1.12 recognise that transition metals are good catalysts and know some examples;10.2.1.13 know that transition metals form coloured compounds and recognise compounds of the common transition elements by their colour;
10.2C Limestone and carbonates
Natural occurrence Hard and soft water Thermal decomposition
10.2.1.14 recognise and understand that calcium carbonate occurs extensively in nature in a variety of chemically identical forms and that other carbonates also occur naturally;
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3 Lime burning: use of quicklime (calcium oxide) and slaked lime (calcium hydroxide) as a soil improver and to neutralise industrial waste products Use in iron and cement making
10.2.1.15 understand how naturally occurring acid in rain dissolve calcium (and magnesium) compounds into the water supply;10.2.1.16 understand the effects of hard water and how to remove hardness;10.2.1.17 know and understand that limestone has been extracted for millennia10.2.1.18 know and understand its conversion into ‘quicklime’ and ‘slaked lime’10.2.1.19 will know and understand the chemistry of its major uses10.2.1.20 will know its use to make mortar and cement10.2.1.21 will recall its use in iron making
Term 3 10.3AIntroduction to organic chemistry
Bond formation in inorganic chemistry Carbon’s ability to form chains Formation of homologous series Isomerism Functional groups Nomenclature
10.4.3.1 understand the electronic structure of the carbon atom and its implications for compound formation;10.4.3.2 organic compounds in three dimensions;10.4.3.3 understand carbon’s ability to form chains and the implications of this for the diversity of organic compounds;10.4.3.4 understand the formation of homologous series;10.4.3.5 understand the potential to form isomers;10.4.3.6 be able to identify and draw the structure of isomers of simple compounds;10.4.3.7 understand the concept of functional groups and apply it to a range of simple classes of compounds;10.4.3.8 understand and be able to use the IUPAC system of nomenclature;
10.3BHydrocarbons
Alkanes: structure and bonding, combustion, chlorination to make solvents etc. Alkenes: structure and bonding, saturation (including test), manufacture by cracking Reaction with steam to make ethanol
10.4.3.9 understand the structure of alkanes and that they are hydrocarbons; 10.4.3.10 know that the alkanes are largely unreactive;10.4.3.11 know the combustion products of alkanes; 10.4.3.12 understand the chlorination of alkanes to make solvent and the dangers of these solvents;10.4.3.13 understand the bonding in alkenes and the structures and isomers of alkenes and that alkenes are unsaturated; 10.4.3.14 know how to test for an alkene (unsaturation);10.4.3.15 understand the importance of manufacture by cracking;10.4.3.16 know and understand the importance of addition reactions;
10.3C Fuels Hydrocarbon fuels (coal, petroleum, natural gas) Separation of petroleum by fractionation: uses of fractions Sources of hydrocarbon fuels in Kazakhstan Environmental pollution by burning hydrocarbons Alternative fuels
10.4.3.17 recognise that carbon-containing compounds can be used as fuels;10.4.3.18 know the occurrence of coal, oil and natural gas in Kazakhstan;10.4.3.19 know the extraction, and understand the separation, of crude oil;10.4.3.20 know the uses of the products of crude oil distillation;10.4.3.21 plan an investigation to compare the efficiency of fuels;10.4.3.22 understand that reserves of fossil fuels are limited;10.4.3.23 recognise the pollution and the effects on climate caused by burning hydrocarbon fuels;10.4.3.24 be aware of alternatives and understand their
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4disadvantages and advantages;
Term 4 10.4AAlcohols and organic acids
Ethanol Structure and
bonding Fermentation Combustion Use as a fuel Social implications of
drinking ethanol Ethanoic acid Structure and
bonding Synthesis by
oxidation with potassium manganate (VII)
Action as a weak acid Esterification: uses of
esters
10.4.3.25 know that the -OH function denotes an alcohol;10.4.3.26 understand the structure and bonding of ethanol;10.4.3.27 understand the synthesis by fermentation or addition of steam;10.4.3.28 know the combustion products and its use as a biofuel;10.4.3.29 understand the social and health implications of drinking alcohol;10.4.3.30 recognise a compound containing -CO2H as an acid;10.4.3.31 know and understand the simple reactions and properties of ethanoic acid;10.4.3.32 know the reaction with an alcohol to produce an ester;
10.4B Synthetic polymers (Plastics)
Addition polymerisation: poly(ethene) and poly(propene) Condensation polymerisation: Nylon, Terylene Structures as block diagrams
10.4.3.33 understand and investigate the wide range of ‘plastic’ materials in the modern world;10.4.3.34 understand the idea of polymers and polymerisation;10.4.3.35 be able to write polymer structures as block diagrams;10.4.3.36 understand the main differences between addition and condensation polymerisation; 10.4.3.37 recognise the long lifetime of plastics in the environment and the problems it is causing;10.4.3.38 understand that the problems can be reduced by recycling and by biodegradable plastics;
10.4CBiochemicals
Proteins, fats and carbohydrates: occurrence in foods Tests for proteins and carbohydrates Structure of protein and hydrolysis to amino acids Hydrolysis of carbohydrates to sugars and fermentation Fats as esters: hydrolysis to soap
10.5.1.1 know the occurrence of proteins, fats and carbohydrates in foods; 10.5.1.2 be able to test for proteins, carbohydrates (sugars and starch) and fats;10.5.1.3 recognise their importance for a healthy diet; 10.5.1.4 recognise amino acids and their importance10.5.1.5 understand how amino acids build into proteins;10.5.1.6 know how to hydrolyse a protein and be able separate its constituent amino acids;10.5.1.7 be able to hydrolyse a carbohydrate and identify the products;10.5.1.8 know that fats are esters and that they can be hydrolysed;10.5.1.9 be able to hydrolyse a fat to make soap;10.5.1.10 understand the reaction of soap with hard water;
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Introduction to language objectives By teaching subject content through an additional language, NIS aims to build a school environment that supports the learning of both subject content and language. Each subject has its own register of language that can be referred to as the ‘academic language’ of that subject. Academic language is a key tool used for learning subject content and for improving the capacity to think about and work with subject content concepts. Most learners learning through an additional language require support throughout their education to become proficient users (of second or third language) academic language, and to become proficient learners of subject content through an additional language. In a trilingual education context, the development of first language academic language also requires systematic attention to ensure that the reduced time allotted to learning through the first language is used effectively and efficiently.
Language objectives are an important tool used in planning for and managing the learning of academic language. Clear and concise language objectives explain to learners what is expected of them. In addition, language objectives help teachers and learners to build, to measure and to maintain the motivation to learn. Subject teachers who maintain a consistent, dual focus on subject content and academic language learning help learners to do the same and to better manage the learning of both.
In order to support the learning of academic language, it is suggested that teachers systematically incorporate the following teaching objectives into lesson plans:
making visible and drawing learners’ attention to academic language (e.g. vocabulary including terminology and sets of phrases required to achieve the subject learning objectives)
providing learners with the classroom language needed for working with subject content concepts (e.g. phrases required for doing group work, posing inquiry questions, analysing a situation and conducting discussions/debates)
pre-teaching and above all pre-using in a meaningful context vocabulary including terminology and sets of phrases required to master the use of content concepts
having learners use all four language skills in a variety of combinations (e.g. reading-listening, reading-writing, reading-speaking, listening-writing, etc.) for a variety of meaningful purposes
having learners engage in exploratory dialogue (e.g. avoiding answers to questions that simply demonstrate knowledge and instead using knowledge for sustained discussion, and providing rich language scaffolding so learners can sustain dialogue)
teaching learning skills specific to language (e.g. selective listening, asking for clarification, developing metalinguistic and metacognitive awareness, paraphrasing, dictionary skills)
encouraging critical thinking about language (e.g. comparing languages, prompting students to use language more precisely, assessing progress in learning language)
setting a language objective at the start of a lesson and discussing progress made in achieving it at the end of a lesson.
A sample language objective for a subject learning objective is provided in each course plan unit. The sample language objective also includes some of the academic language that learners need support in noticing, using and learning. This language is shown under the headings: (1) subject-specific vocabulary and terminology, (2) useful set(s) of phrases for dialogue/writing. Making this language clear to learners will help them to achieve both the subject content and language learning objectives.
Other language objectives can be created using, for example, the following words: analyse, categorise, choose, classify, compare, connect, contrast, copy, create, critique, define, describe, elaborate, evaluate, explain why, give examples, hypothesise, identify, justify, negotiate, predict, produce, propose alternative solutions, provide reasons why, redefine, reorganise, rephrase, retell, revise, rewrite, role-play, summarise, synthesise and write, use for different purposes, write in own words a definition of...and illustrate this.
Even though some of the language objectives could also be considered subject content objectives, the act of separating out content and language will help students to maintain a dual focus on both content and language. It will also help counterbalance the attention given to answers/solutions versus processes used to find answers/solutions. In particular, focusing on those processes will support the exact use of language and increased precision in thinking.
In a subject class the majority of learning objectives would be content focussed, yet at least one would be language focussed.
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Medium term plans
Chemistry Secondary Grade 1010.1A Group 15 - Nitrogen and phosphorus
Recommended prior knowledge Almost all prior units have some relevanceStructure of the atom 2 (7.1B)Patterns in chemical reactions (7.2B)Patterns in chemical reactions 2 (9.1C)Context
Learners continue to develop their knowledge of systematic inorganic chemistry within the framework of the Periodic Table. They understand the chemistry of these important elements in the context of their structure and the trends within the Periodic Table. They are approaching the end of systematic study of the elements and they will then have an overview of chemical behaviour underpinned by a sound understanding of its governing principles. The role of nitrogen compounds in living systems and the effects of its compounds in the environment offer links with the biology curriculum.
Language objectives of chemistry in this unitSubject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful sets of phrases for dialogue/writing
Learners will:
understand the effects of nitrogen compounds in the environment
Learners can:
use appropriate topic vocabulary correctly to ask and answer questions and to discuss the nitrogen cycle
nitrogen – cycle, compound, oxide
nitrate, fertiliser, living systems, plant growth, ammonia, nitrogen fixation, algal blooms, oxygen, excess, environment(al)
remove, fix, break down, take up
What happens when...?…there is an excess of nitrogen in rivers and streams?…organisms die/deposit waste?
When there is an excess of nitrogen, …When organisms die/deposit waste, …
How… -are nitrates taken up/used by...?- do farmers use nitrogen compounds?
Outline
Learners examine the structure of the nitrogen molecule and understand its lack of reactivity. They look at various nitrogen compounds as environmental pollutants and their positive benefits as fertilisers. A similar study of phosphorus follows together with a comparative study of the two elements and their place in the Periodic Table. (NB the chemistry of ammonia is covered in this unit, but manufacture of ammonia is dealt with in unit 10.1C)
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7Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- understand the structure of the nitrogen molecule
- appreciate the position of nitrogen in the Periodic Table
- know and, where appropriate, understand, the preparation and reactions of ammonia gas and solution
(I) (f) Learners should find the number of outer shell electrons and draw the dots and crosses picture of the nitrogen molecule.
(W) discuss the implications of the triple bond: great strength leading to low reactivity
(G) (f) Learners should look at the position of nitrogen and phosphorus in the Periodic Table and use their knowledge of trends within the table to predict the properties of nitrogen and phosphorus.
(D) Demonstrate the preparation of ammonia and fill a number of gas jars to demonstrate the properties.
(D) Demonstrate the ‘fountain experiment’
(G, I) Ask them to draw dots and crosses diagrams of ammonia and to model the molecule
Perhaps this accounts for the high proportion of nitrogen in the atmosphere?
Return to this at the end of the unit to discuss the accuracy of the predictions.
There are many: ensure that solubility and alkalinity, salt formation, reaction with hydrogen chloride, catalytic oxidation and burning in pure oxygen are covered at a minimum
Ammonia is toxic and very irritating to eyes and lungs. Ensure that the preparation is carried out in a fume cupboard and only covered jars are moved into the laboratory. Wear eye protection.
Ammonia solution is corrosive. Learners should use only dilute solutions and should wear eye protection.
- understand the effects of nitrogen compounds in the environment
(W) Remind learners of the importance of nitrogen in living systems and as a vital factor in plant growth. Discuss the nitrogen cycle.
(G) Give learners statistics on crop yields with and without nitrogenous fertilisers. Ask them to decide how important nitrogen compounds are to farmers.
Links with biology Illustrated resource about the nitrogen cycle:http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/chemicals/biocompoundsrev4.shtml
Nitrogen cycle diagram:
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(W) Discuss with learners what will happen to the excess of nitrogen compounds which are used on the land. Show video/ photos of eutrophication and algal blooms in lakes etc. and what happens when the algal blooms demand more oxygen than the water can supply.
(G) (f) Supply learners with various product labels and ask them to comment on the nitrogen compound/ nitrate content.
(G) Supply learners with data about nitrogen oxide (NOx) levels in the atmosphere and ask them where they think it comes from.
(W) Show them a video about NOx levels and exhaust pollution from cars etc.
Mineral water labels and other water analyses are particularly useful.
Particularly good if there is data about city and countryside levels.
Contribute to acid rain and respiratory problems.
http://learning.royallatin.bucks.sch.uk/mod/resource/view.php?id=1919
Eutrophication animation video:http://www.youtube.com/watch?v=UGqZsSuG7ao
A useful summary of NOx and the environment:http://www.belleville.k12.wi.us/bhs/health/environment/nitrogen_oxide.htm
- understand the structure of phosphorus - the element and its allotropes
- know the products of combustion of phosphorus
test for phosphate ion
- know that there are phosphorus compounds in the
(G) Learners should look at the number of outer electron which phosphorus has. Explain that phosphorus is one of the elements which has allotropes. Let learners make a model of the P4 molecule. This is present in white phosphorus: ask learners why they think it is so reactive
(D) Demonstrate the burning of white phosphorus (in a closed gas jar). Dissolve the oxide and test with indicator. Ask learners what the product will be and what will form when it is dissolved in water.
(W) Refer to the labels etc. from the previous lesson and ask learners to identify phosphates. They should research the uses of phosphorus compounds. Mention phosphorus in the human body and its role (refer back to unit 9.4B)
The dots and crosses diagram may be too complicated
Very strained structure: releases a lot of energy on combustion.
Mention the other allotropes: red, scarlet, violet, black - without detail.
Introduce briefly phosphoric acids and phosphates.
White phosphorus is very toxic and highly flammable. Eye protection must be work and the products of combustion must be confined to a closed vessel.
Useful background information at:http://www.ag.ndsu.edu/pubs/h2oqual/watnut/nm1298w.htm
Animated phosphorus cycle at:http://www.sumanasinc.com/webcontent/animations/content/phosphorouscycle.html
PowerPoint on the structure and chemistry of phosphorus:http://www.chemit.co.uk/resource/download/124
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9environment and understand their origins.
- know and understand the effects of phosphorus compounds on the environment
(W) Relate the effects of phosphorus on the environment to the effects of nitrogen in the previous lesson.
- be able to appreciate the position of nitrogen and phosphorus in the Periodic Table
- be able to balance the benefits and problems with their compounds in the environment
(G) (f) Learners should compare and contrast nitrogen and phosphorus. They should look at their position in the Periodic Table and use their knowledge of trends in the table to test the predictions they made in lesson 1.
(I or G) (f) Learners should draw up a chart or make a poster or a mind map which gives the advantages and disadvantages of using nitrogen on phosphorus compounds, and how they enter the environment. They should consider what damage they do and suggest ways of minimising environmental damage.
These should be large enough for display. Useful background information for a learner information sheet on nitrates and phosphates in water:http://www.freedrinkingwater.com/water_quality/quality1/1-what-nitrate-and-phosphate-do.htm
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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Chemistry Secondary Grade 1010.1B Oxidation and reduction
Recommended prior knowledge
Almost all prior units have some relevanceBurning in air - oxidation (7.4A)Competition between metals 1 (8.1A)Competition between metals 2 (8.1B)The behaviour of electrons in atoms (8.2A)Hydrogen and oxygen (8.2B)Patterns in chemical reactions 2 (9.1C)
ContextOxidation and reduction (redox) is one of the most important processes in chemistry and learners are introduced to the idea. They use it as a new lens through which to examine and understand chemistry with which they are already familiar. It will be used as a theoretical framework to underpin much of the chemistry they will study in coming units and in the high school.
Language objectives for chemistry in this unitSubject learning objectives Language learning objectives Subject-specific vocabulary and
terminologyUseful sets of phrases for dialogues or writing
Learners can:
recognise reduction as addition of hydrogen or removal of oxygen
Learners can:
ask and answer questions about reduction and oxidation and make oral/written comparisons between them
oxidise/oxidation, reduce/reduction, hydrogen
addition, removal, process, lose, gain, reverse, take place
What is the difference between...?
Oxidation is…whereas reduction is…
Oxidation / reduction takes place when…
In the process of oxidation / reduction…
X/Y is gained / lost when...Outline
This unit introduces redox reactions: a key concept in advanced chemistry. Learners are reminded of familiar oxidations and then helped to define oxidation and reduction in terms of oxygen and hydrogen. The concept is then widened to cover redox in terms of electron transfer and the idea of ion-electron half equations is introduced. Finally, oxidation numbers, a very useful general concept, is introduced and learners will continue to develop their understanding of writing substance formulae. In addition, they will learn to balance equations using the very widely applicable oxidation number approach.
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11Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- recognise oxidation as addition of oxygen or removal of hydrogen
- recognise reduction as addition of hydrogen or removal of oxygen
- understand that the processes are interdependent and always take place together.
(E and D) Repeat the burning of substances in oxygen first carried out in unit 7.4A.
(I) (f) Ask learners to write balanced equations for these reactions
(W) (f) Remind them of the term ‘oxidation’. Ask them whether they know how to reverse the process. Tell them that the opposite process is known as ‘reduction’. Help them to understand that oxidation is gain of oxygen, reduction is loss of oxygen.
(D) Demonstrate the reduction of copper oxide using hydrogen (see unit 8.4A). This ‘reverses oxidation’ - but what happens to the hydrogen?
(W) Ensure that learners understand that whenever oxidation takes place, there is reduction also - and the processes are inseparable.
(W) Discuss the idea of oxygen and hydrogen as “chemical opposites”. Define oxidation as gain of oxygen OR loss of hydrogen and reduction as gain of hydrogen OR loss of oxygen.
(G) (f) Give learners a range of reactions, starting with some with which they are familiar and ask them to explain to each other what is oxidised and what is reduced, explaining why in each case.
They will recognise that a chemical reaction needs to be carried out and in some cases may be able to suggest an appropriate one.Make clear that this is an initial working definition.
It is oxidised.
This is a crucial point and it is essential that learners understand it.
A useful supporting explanation:http://www.chemguide.co.uk/inorganic/redox/definitions.html
- understand that the processes can also be defined in terms of electron gain and loss
(G) Ask learners to draw dots and crosses diagrams of a few simple oxidations. What has been oxidised (why?) and what has been reduced (why?). What has happened to electron numbers during the reaction?
Some simple hydrogen reductions could be included.
Learners will see that the oxidised species has lost electrons and the reduced
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- be able to use the concept to classify reactions
(W) Explain that the definition of oxidation and reduction can be improved (expanded) by defining oxidation as a loss of electrons and reduction as a gain.
(E and D) (f) Repeat some of the reactions encountered in unit 8.1A. Ask learners to write balanced ionic equations for them. Ask them in terms of electron gain and loss what is being oxidised and what is being reduced.
species has gained them.
In English, the mnemonic “OILRIG” (Oxidation Is Loss, Reduction Is Gain”) is very useful.
Introduce the terms ‘oxidising agent’ and ‘reducing agent’. In your discussions, ensure that learners understand the meaning and can use the descriptions confidently.
- understand that oxidation and reduction occur in aqueous solution
- be able to identify and write ion electron half equations for oxidations and reductions
- understand the idea of oxidation number and its use in compound names
(E) (f) Allow learners to repeat some of the displacement reactions carried out in unit 8.1B. Ask them to write balanced ionic equations for the reactions.
(W) Introduce learners to the symbol for the electron) and ask them to show the electron losses and gains for the metals separately by equations. Explain that these are called ion-electron half equations.
(I) (f) Give as wide a range of examples for learners to write as time permits. Use mini- whiteboards.
(W) Remind learners about elements near the middle of the periodic table which form covalent bonds and do not fully lose or gain electrons.
(W) Explain the idea of oxidation number (and that some elements can display several). Give learners a table of oxidation numbers, starting with the fixed ones and including the most common oxidation number for elements which have a variable ON. Work through some examples to show that ONs balance in a compound.
(W) Show how known oxidation numbers can be
e- or as preferred
It would be possible to introduce equation balancing by the use of ion-electron halves - or this might be delayed until the high school where it will be used more often.
Ensure that learners recognise that some ONs can be greater than 4.
A good supporting explanation:http://www.chemguide.co.uk/inorganic/redox/equations.html
Balancing equations using the half equation method:http://library.kcc.hawaii.edu/external/chemistry/bal_equations_rules.html
A useful explanation:http://www.chemguide.co.uk/inorganic/redox/oxidnstates.html
A periodic table with oxidation numbers:http://www.thecatalyst.org/oxnotabl.html
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13used to calculate the ON of elements whose ON may be unknown (e.g. S in H2SO4).
(I) (f) Ask learners to assign oxidation numbers in a range of compounds, always ensuring that they add up to zero in a compound.
(W) Explain that oxidation numbers are used in compound names to make sure that the correct one is specified. (E.g. sulfuric (VI) acid and sulfuric (IV) acid, manganese (IV) oxide etc.)
(I) (f) Give learners examples to ‘code’ and ‘decode’ using mini-whiteboards.
Roman numerals - ensure that learners understand the convention.
Formula from name, name from formula.
A very good animation which explains the use of oxidation numbers in naming compounds:http://www.wisc-online.com/objects/ViewObject.aspx?ID=GCH3204
A detailed summary with some online test problems:http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch2/oxnumb.html
- be able to balance equations using the oxidation number method
- understand the use of potassium manganate (VII) and potassium dichromate (VI) as oxidising agents.
(W) Explain the oxidation number method of balancing equations.
(I) (f) Give learners many examples, familiar and unfamiliar.
(E) (f) Learners carry out oxidations using aqueous potassium manganate (VII) and potassium dichromate (VI). They should fully interpret their observations, noting colour changes, products and what is oxidised and what is reduced. They should write ionic equations for the reactions and then extract the ion-electron half equations for the processes.
When performing this task learners should:- identify potential risks to work with necessary chemical equipment and substances safely; - collect qualitative and quantitative data and present the results obtained in the form of table, demonstrating only visible changes;- write a simple conclusion, using scientific language;
Define oxidation as an increase in oxidation number and reduction as a decrease in oxidation number.
Potassium manganate (VII) is harmful and eye protection should be worn.
Potassium dichromate (VI) is very toxic. Eye protection and nitrile gloves should be worn. Ensure that spills are cleaned up and that they are not allowed to dry out and form dust.
A good animation of the rules for assigning oxidation numbers:http://www.wisc-online.com/objects/ViewObject.aspx?ID=GCH7704
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.Issue: 4Date: 27/05/2016
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G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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Chemistry Secondary Grade 1010.1C Important industrial chemicals
Recommended prior knowledge
Almost all prior units have some relevanceSimple chemical reactions (7.2A)Chemicals from the earth (7.3B)Competition between metals 2 (8.1B)Reversible reactions (8.3B)Non-metals and their compounds: Groups 16 and 17 (9.3B)
ContextThis unit is the first of three which introduce the industrial extraction processes for a range of substances which are of great importance to a modern manufacturing economy. Learners will understand the chemistry of these processes and examine them in the light of chemical principles previously studied. There are possible links to geography in terms of the occurrence of iron ore etc. There are many possible opportunities to visit industrial sites.
Language objectives of chemistry in this unitA sample language objective with related academic language for learners is provided below.
Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners can:
know the major industrial usesof sulfuric acid
Learners can:
describe orally and in writing how sulfuric acid is used
sulfuric acid, manufacture
phosphorus, fertilisers, chemical industry, paint, enamel, ink, paper, explosives, batteries
Most / some / a small amount of / sulfuric acid is used for…
x% of world production is used to manufacture/make…
The fertiliser/chemical industry uses x% of world production.
To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above.
OutlineThe background to this unit is information on chemical extraction and manufacture in Kazakhstan. In this unit, three key processes are introduced: the manufacture of sulfuric acid, ammonia and iron and steel. There are three key points: (1) Emphasis on understanding the chemistry of these processes, especially in applying learners’ knowledge and understanding of equilibrium processes(2) These are industrial processes and so it is appropriate to keep in mind the economics of production(3) The processes studied should be presented as an integrated whole rather than three separate and unrelated units (though in principle they could be taught in any order).Environmental considerations of major chemical manufacturing processes are studied.
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Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- know about the major extraction and manufacturing processes in Kazakhstan
(W) on the basis of previously learned material to acquaint students with the main deposits of zinc compounds, iron, chromium, steel on the territory of the Republic of Kazakhstan;Show the practical application of knowledge in life; ask the students to carry out projects, through which develops logical thinking, worked through the ability to apply the methods of comparison, he explains, draws conclusions, observes, raises interest in science.
Oil and natural gas should not be included: these are covered in unit 10.3C
- know the process for the manufacture of sulfuric acid
- understand this process as an equilibrium and be able to predict the effect on yield of changing conditions
(W) Show a video of a sulfuric acid plant. Discuss the raw materials and their preparation/ purification and the production of SO3.
(G) Show the SO2 - SO3 reaction as an equilibrium and ask learners to predict what conditions will favour a good yield of SO3.
(G) Remind learners that this is an industrial process which must be profitable: give them data sheets on the catalysts available, their cost and efficiency, the cost of building chemical plants etc. to operate at various pressures and other relevant information (such as the costs of feedstock). Groups (of three or four) discuss and balance the various costs to see who can produce sulfuric acid cheapest.
When performing this task learners should:- Identify correct number of figures and corresponding units of SI If necessary, convert corresponding units of measure correctly
The contact process should be taught rather than the obsolete lead chamber process.
Ask learners where the oxygen supply will come from.
They form chemical companies (they can choose a name, logo etc.) and discuss the most economical ways of producing sulfuric acid. They present their findings to the rest of the class and the ‘winner’ is the group which comes nearest to the actual conditions in use in the industry.
The chemistry is usefully summarised at:http://www.chemguide.co.uk/physical/equilibria/contact.html
A good explanatory video:http://www.chemguide.co.uk/physical/equilibria/contact.html
A very detailed video from the British RSC (17:40 min):http://www.youtube.com/watch?v=r7XdRMNXVgM&feature=related
An interactive simulation of the process can be purchased from:http://www.newbyte.com/software/chemistry/SulfuricAcidProduction/?site=au(A free 7-day teacher trial is available)
- know the major industrial uses
(W) Learners should know the major uses of sulfuric acid (with percentages).
They can make a pie chart of the uses. Some data (for the EC):http://www.greener-
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- understand the environmental implications of manufacture and the ways in which sulfuric acid plants can minimise emissions.
(G) (f) Learners should consider the environmental effects of this process. They might produce a poster or leaflet protesting against the building of a new plant on environmental grounds.
industry.org.uk/pages/sulphuric_acid/1SulphuricAcidAP.htm
- know the process for the manufacture of ammonia
- understand this process as an equilibrium and be able to predict the effect on yield of changing conditions
(W,G) (f) Remind learners of the reaction of nitrogen and hydrogen. Give them information about energy changes and ask them to predict good conditions to manufacture high yields of ammonia.
(D) Show learners the formation of ammonia using three interconnected gas syringes.
(W) Show learners the video (or otherwise) discuss the formation of ammonia, the reaction conditions, the source of the raw materials etc. Mention that the process is known as the Haber process.
Teach the effects of equilibrium using fundamental particle theory principles rather than Le Chatelier’s principle.
Data sheets, flow diagrams etc. may be alternatives.
Useful basic information:http://www.chemguide.co.uk/physical/equilibria/haber.html A quite useful video:http://www.youtube.com/watch?v=-7X-gFao1Ag A comprehensive BBC video:http://www.youtube.com/watch?v=c4BmmcuXMu8&feature=results_video&playnext=1&list=PL47DE8FAE50CAB1B1
A complete learner work book for this topic:http://www.namedorganicreactions.co.uk/Haber.pdf
- know the major industrial usesof ammonia
- understand the environmental implications of manufacture and the ways in which ammonia plants
(W) show learners the video of the uses of ammonia, refer back to the uses of fertilisers in unit 10.1A
(G) (f) Learners might prepare and role play the manager of an ammonia plant talking to environmentalists about the environmental safety of the plant.
Video on the uses of ammonia:http://www.youtube.com/watch?v=pxqgRUFg8RQ
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- understand that reducing iron ore with carbon produces iron
- know how this is done on an industrial scale
- understand that pure iron is not useful and that most uses of iron involve alloys
(W, E) (f) Remind learners of the reactivity series established in units 8.1A and B. Allow learners to heat a range of metal oxides with carbon and establish the place of carbon in the series. In the case of iron (III) oxide, ask learners how they can be sure that iron is produced.
(G) Ask learners to ‘brainstorm’ the uses of iron in the modern world.
(W) Discuss with learners how this might be done on an industrial scale to produce the iron we need. Ask what the likely source of the carbon needed is.
(W) Using a video and other supporting material, explain the extraction of iron in the blast furnace.
(D) Demonstrate the brittleness of cast iron: show the learners the crystalline structure of the fracture.
(I) (f) Learners summarise the process using a worksheet such as the one opposite.
Use of a magnet. Ensure that learners recognise this as reduction.
They might present this as a ‘spider diagram’. There is no need to distinguish between iron and steel at this stage.
It is important that learners understand the chemistry and do not lose sight of the fact that this is essentially a simple reduction of iron (III) oxide by carbon
A microscope (perhaps linked to a computer and a projector) will be useful here.
Very good background information:http://www.topforge.co.uk/Processes.htm
A very good video explaining the whole process (a corporate video for an American steel company):http://www.youtube.com/watch?v=9l7JqonyoKA
Learner assessment worksheet:http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6035282
- steel making
-steel as an alloy of iron and carbon
- stainless steels
(W) Refer to the poor strength of cast iron from the previous lesson. This is due to a high proportion of dissolved carbon. Using a video, show how this can be reduced.
(W) Refer back to previous work on alloys (unit 9.3C) and remind learners that the properties of metals can be changed by alloying them. Ask
Emphasise the chemistry - another oxidation.
The relevant portion of the above video:http://www.youtube.com/watch?v=9l7JqonyoKA
Basic Oxygen steelmaking:http://www.youtube.com/watch?v=qo50KxLU_34
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- make calculations on reaction product yield based on theoretical yield and calculate reaction product, if one of the reactants contains impurities
learners to suggest potential drawbacks of steel and explain that they can be changed by adding small amounts of other metals. One example is ‘stainless steel’. Use a video to show the manufacture and uses of stainless steel.
(I) (f) Use a plenary ‘game’ (e.g. the stainless steel card sort opposite) or an iron-making sequencing exercise or diagram labelling exercise to revise and assess learners’ understanding.
Background information on stainless steel plus a useful video:http://www.bssa.org.uk/about_stainless_steel.php
A more detailed video (but it has Romanian subtitles):http://www.youtube.com/watch?v=cvXtUKYs3tw&feature=results_video&playnext=1&list=PL8C5EB30B194C10F2
Stainless steel card-sort exercise:http://www.tes.co.uk/teaching-resource/Types-of-steel-cardsort-6046423/(registration necessary)
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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Chemistry Secondary Grade 1010.2A Electricity and chemicals
Recommended prior knowledge Almost all prior units have some relevanceWater as a solvent (6.2B)Structure of the atom (7.1B)Solutions and solubility (7.3C)Competition between metals 2 (8.1B) Dissolving and solutions (9.2A)Oxidation and reduction (10.1B)Context
Learners have knowledge and understanding of the behaviour of ionic compounds in solution and oxidation and reduction in terms of electron gain and loss. In this unit, the effects of electric current on ions in solution and in a melt are studied, along with some important industrial processes which use electrolysis.
Language objectives of chemistry in this unit
A sample language objective with related academic language for learners is provided below.
Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners can:
examine what happens when an electric current is passed through a solution containing ions
Learners can:
draw conclusions from evidence, orally or in writing
anode, cathode, (electro)plate, electrolysis, current, cells, product, samples, ignition, ions
predict, pass through
When an ionic compound is dissolved in water it…
When a current is passed through the solution, X happens.
X happened so Y must be / can’t be Z.
We predicted X, but Y happened.
This result means that when…To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. OutlineThis unit begins with a treatment of the conductivity of molten ionic compounds and then extends it to the more complex case of ionic compounds in solution, concentrating on the theoretical principles which govern the observed behaviours. A number of important specific electrolysis processes are then considered.
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Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- revise ionic compounds and their behaviour in solution
- understand the behaviour of ions in a melt
- understand the reactions at electrodes in terms of oxidation and reduction
(I) (f) Quick-fire revision of ionic compounds and ionisation in solutions.
(W) Remind learners that metals conduct electricity: what about other substances?
(D) Demonstrate the electrolysis of molten zinc chloride. Ask the learners to explain what they see and suggest what the products might be. Test for chlorine.
(W, G) Ask learners to write equations for the electrode processes. Their explanations should include oxidation and reduction at the electrodes and the mobility of ions in the melt.
(E) (f) Learners observe the migration of ions in aqueous solution. They should note and carefully explain their observations, writing electrode equations where possible.
(I) (f) Ask learners to predict observations, with reasons, for substances not tested.
Not when solid. What about when melted or dissolved?
This is a safer alternative than the commonly-used lead bromide.
Chlorine is evolved at the anode: this must be carried out in a fume cupboard.
Cover a microscope slide with wet filter paper. Connect it using crocodile clips and place various crystals of water soluble coloured compounds on the paper.
Choose compounds carefully and observe the relevant safety precautions.
Resource materials for the electrolysis of melts:http://www.chemguide.co.uk/igcse/chapters/chapter13.html
Useful video on the electrolysis of melts:http://asciencevideo.blogspot.com/2010/11/electrolysis-of-melt.html
Instructions for an interesting demonstration of ionic migration:http://www.rsc.org/Education/EiC/issues/2007July/ExhibitionChemistry.asp
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- examine what happens when an electric current is passed through a solution containing ions
- understand and predict electrode products in electrolysis
(E) Learners carry out electrolysis of simple solutions. - (W) Revise tests for gases - (E) Learners identify products and draw up a chart of results.
When performing this task learners should:- identify potential risks of this work to work safely with chemical substances, glass ware, electrical equipment when heating and processing materials; - select and use equipment safely and accurately;- make a hypothesis on the results of this experiment;- collect qualitative data accuratelly;- write a simple conclusion, using scientific language and highlighting how the data support or dispose the hypothesis stated;
(G) (f) Ask learners why they think the electrode products for compounds in solution are more complicated than for melts. Ask learners to generalise their results and synthesise a ‘rule’ for the products at the cathode and at the anode.
Cells are made from short lengths of wide glass tubing with a 2-hole stopper and carbon rods. Gas samples can be collected in ignition tubes. A piece of insulating material is recommended between the crocodile clips.
The presence of H+ and OH- ions gives a ‘choice’ of ions to discharge.
This should be in terms of the position of the dissolved positive ion being above or below hydrogen in the reactivity series.
Use simple solution electrolysis cells:
- understand the electrolysis of ‘water’ and its potential importance as a source of hydrogen fuels
(D) Ask learners what they think will happen if a current is passed through water. Show them that water does not conduct and explain that adding a little dilute sulfuric acid will help the water conduct without changing the products.
(D) Demonstrate the electrolysis of water and collect samples of the gases evolved. Show that they are in the ratio 2:1 and test them to show that they are hydrogen and oxygen.
(W, G) Point out that this process could be used to produce large amounts of hydrogen as a fuel. Ask learners to discuss the benefits of hydrogen
If time permits, learners can identify the products by using the apparatus above to collect small samples of the gases discharged themselves.
How will the required electricity be
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- understand the use of electrolysis for electroplating
-understand the role of electrolysis in the commercial production of copper
as a fuel and any possible drawbacks.
(W) Ask learners what they saw when they electrolysed copper sulfate solution using carbon electrodes. Could they use this process to coat an object with copper? What would happen when all the copper in the copper sulfate solution was used up?
(E) Learners electrolyse copper sulfate solution with copper electrodes. Weigh the electrodes before and after and show that the anode loses the same mass as the cathode gains.
(W) Tell learners that copper is another important mineral where electrolysis plays a vital part. There are three main steps: mining, crushing and concentrating the ore, reducing it to copper using carbon, and purifying the copper using a version of the process they tried in the previous lesson. Videos will show this well.
generated?
Careful washing and drying is needed so as not to remove/lose any of the deposited copper.
Copper sulfate is harmful. Eye protection must be worn and hands must be washed after the experiment.
Background material at:http://www.copper.org/education/production.html
An interactive resource on copper production:http://www.metsoc.org/virtualtour/processes/cu.asp
- be able to use electrolysis to copper or nickel plate an object
- know and understand the chemistry of the manufacture of aluminium
(E) Learners copper and/ or nickel plate a metal object
(W) (f) Ask learners to remind you how common aluminium compounds are in the earth’s crust - and how high aluminium is in the reactivity series. Would chemical reduction be a good way to produce aluminium? What about electrolysis?
(W) Use one of the videos opposite to show the
Copper sulfate is harmful. Eye protection must be worn and hands must be washed after the experiment.
Nickel plating solution can be made by mixing equal volumes of 0.2 mol dm-3 nickel sulfate solution and 0.4 mol dm-3 ammonium sulfate solution.
Nickel sulfate is harmful. Eye protection should be worn.
Not in solution - perhaps in a melt?
A large resource of all kinds of education materials concerning aluminium production, recycling and uses at:http://thinkcans.net/resources
A good learners workbook on the manufacture of aluminium:http://www.namedorganicreactions.co.uk/Metalore.pdf(Also includes equally useful sections on iron and copper)
Video of aluminium production in Kazakhstanhttp://www.youtube.com/watch?v=VQ8yr5FL6jY
Video animation of aluminium
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http://www.youtube.com/watch?v=G0czuF4gEDE
- know and understand the chemistry of the manufacture of chlorine and sodium hydroxide
- understand general principles of industrial production of important chemicals and the chemical principles on which they are based.
(D) Show learners the simple electrolysis of sodium chloride solution and ask them how to identify the products. What will be left over when all the chlorine has been discharged? (Ask learners to write the half equations).
(W) All the products of this electrolysis are commercially important chemicals and the process can be used industrially.
(W) Ask learners how large quantities of sodium chloride can be obtained: tell them about brine pumping if they are not familiar with it. Discuss the principles of the electrolysis with the learners, concentrating on electrode reactions and their explanation, and on equations for the process.
(W, G, I) Various engaging activities for assessment purposes.
(1) Electrolysis loop game opposite.
(2) Extracting metals flash cards opposite
(3) Copper extraction sort cards
(4) Electrolysis loop game
A single electrolysis process produces hydrogen, chlorine and sodium hydroxide.
Chlorine is toxic. Eye protection should be worn and the experiment should take place in a fume cupboard.
The modern diaphragm cell is used: the mercury cell released very toxic mercury into the environment and is no longer used.
An interesting and unusual version of the demonstration:http://www.nuffieldfoundation.org/practical-chemistry/colourful-electrolysis
BBC resource on brine electrolysis (”chlor-alkali”):http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/ions/electrolysisrev4.shtml
Very useful revision/assessment materials from the BBC:http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/rocks/metalsrev1.shtml
(1) http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6091810
(2) http://www.tes.co.uk/teaching-resource/Extracting-Metals-Flash-Cards-6108491/
(3)http://www.tes.co.uk/teaching-resource/Copper-Extraction-Card-Sort-Starter-Plenary-6068183/
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Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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Chemistry Secondary Grade 1010.2B The transition elements
Recommended prior knowledge Almost all prior units have some relevanceThe structure of the atom 2 (7.1B)Patterns in chemical reactions (7.2B)Competition between metals 1 (8.1A)Competition between metals 2 (8.1B)Patterns in chemical reactions 2 (9.1C)Metals and alloys (9.2C)Oxidation and reduction (10.1B)Electricity and chemicals (10.2A)ContextThis unit completes the systematic study of the Periodic Table, underpinned by understandings of structure and bonding. Whilst it is not developed further at this level, it lays the foundations for further study in the high school.Language objectives of chemistry in this unit
A sample language objective with related academic language for learners is provided below.
Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners can:
recognise the transition metals as ‘typical metals’
Learners can:
compare properties of transition metals, and compare transition metals with other groups
transition metal
lustre / lustrous, ductility / ductile, flexibility / flexible, conductivity / conductive, magnetic / magnetism
wires, foils, response, properties
X is more / less ductile / lustrous / flexible than Y.
X is not as … as Y.
The transition metals are more / less… than other groups.
A typical metal will…To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. OutlineIn this unit learners are introduced to the transition metals, a block of very similar elements. They recognise them as ‘typical’ metals and learn their two main characteristics: the formation of coloured compounds and their catalytic activity.
Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
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- recognise the transition metals as ‘typical metals’
(W) (f) Ask learners to locate the transition elements on their periodic table. Using a ‘spider diagram’ on the board, gather all their knowledge ideas which they have acquired to date.
(E) Give learners samples of as many transition element foils or wires as possible. Ask them to draw up a table and note their properties: lustre, flexibility/ductility, conductivity of heat and electricity, response to magnetism, effects of hot and cold water and dilute acid. Ask them to draw comparisons between the other groups in the periodic table which they have studied. How are they similar? How are they different?
(I or G) Allow learners to explore other transition metals via the interactive online periodic tables used previously.
(W) What is different about the transition metals from other groups studied?
It will help to ‘capture’ this so that it can be discussed further at the end of the topic.
Nickel, copper and iron at a minimum
Learners see how much they will flex and bend without breaking
Teach the words ‘malleable’ and ‘ductile’
They have little or no changes of properties down the group, very little difference between adjacent members in each period - they are all very similar.
A very good animated activity from the BBC:http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/patterns/transitionmetalsact.shtml
A transition metals jigsaw (registration required):http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6067740
- recognise that transition metals are good catalysts and know some examples
(D) Catalysis demonstrations:(1) Platinised kaowool igniting hydrogen at room temperature(2) Platinum wire catalysing the decomposition of ammonia gas(3) Various transition metal compounds (particularly manganese (IV) oxide) catalysing the decomposition of hydrogen peroxide(4) The traffic light reaction (oxidation of potassium sodium 2,3-dihydroxybutanedioate by hydrogen peroxide, catalysed by cobalt chloride)
(5) The decomposition of potassium chlorate (V) using various transition metal oxides (comparison of activity)
Ammonia is toxic. Eye protection should be worn
Hydrogen is extremely flammable. Eye protection should be worn
Hydrogen peroxide is harmful. Eye protection should be worn
Cobalt chloride is toxic. Eye protection should be worn
Copper (II) oxide, manganese (IV) oxide, iron (III) oxide
Instructions for the traffic light reaction:http://www.rsc.org/Education/EiC/issues/2005July/Exhibitionchemistry.asp
A transition metals learners game sheet with a cryptic code to solve and a word search (registration required):http://www.tes.co.uk/teaching-resource/Transition-metal-wordsearch-6027403/
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When performing this task learners should:- write a conclusion, based on evidences and show how experimental data obtained prove it
(W) Discuss catalysed reactions with the class, noting the wide range of catalytic activity shown by the transition metals and the fact that catalysts tend to be specific to particular reactions.
Transition metal oxides are variously harmful or toxic. Take appropriate precautions and wear eye protection.
- know that transition metals form coloured compounds and recognise compounds of the common transition elements by their colour.
(E) Provide learners with as many transition metal carbonates as possible. They should add dilute hydrochloric acid to a very small sample and record their results. They should then add dilute ammonia solution carefully until it is in excess and record all further changes. They should try heating small samples of the solids strongly in an ignition tube and record their results.
When performing this research learners should:- identify potential risks to work safely with chemical equipment and substances; - perform a multistage experiment following written and oral instructions;- select an appropriate method to represent the results;- write a simple report on the experiment, including the method used, equipment, results and conclusion;
(D, I or G) Show learners closed samples of as many transition metal compounds as possible. They should record the colours and compare them with their list from the previous experiment and should them make a table of the colours of the common compounds of the transition elements.
(G) (f) Ask learners to prepare posters or brochures about the properties of the transition
Sodium carbonate should be provided for comparison. They should write balanced (ionic) equations wherever possible. Help learners to see that formation of coloured compounds is virtually unique to transition metals.
A useful transition metals learner revision worksheet (registration required):http://www.tes.co.uk/teaching-resource/Transition-Metals-Worksheet-6074304/
A webquest which revises all metals: (registration required):http://www.tes.co.uk/teaching-resource/Metals-Webquest-6009911/
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Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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Chemistry Secondary Grade 1010.2C Limestone and carbonates
Recommended prior knowledge
Almost all prior units have some relevance.Carbon compounds (6.2C)Rocks and the rock cycle (7.3A)Chemicals from the earth (7.3B Introduction to carbon and its inorganic compounds (7.4C))Carbon and its compounds (8.4B)
Context
This unit completes the ‘inorganic carbon’ thread of the course by looking at the many uses of limestone etc. and hardness in water. There are possible links with geography and ‘limestone scenery’ and the possibility of visits if limestone occurs relatively close at hand.
Language objectives of chemistry in this unit
A sample language objective with related academic language for learners is provided below.
Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners can:
understand the effects of hard water and how to remove hardness
Learners can:
draw conclusions about the effects of hard water on homes and industry, and explain orally how to remove hardness
calcium/magnesium/ ions, soap solution, sodium carbonate, soft/hard water, minerals
temporary, permanent, properties, response, remove, chemical process, build up, deposit, dissolve, add/addition
Hard water causes a build-up of…
When temporary hard water is boiled, calcium/magnesium carbonate is deposited/builds up on…
Hardness is removed by…-ing
X can be removed by the addition of Y.To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above.
Outline
This unit looks in detail at limestone and other naturally occurring carbonates. Causes, effects and removal of hardness in water are considered before moving to the limestone cycle and the study of a series of inter-related compounds. Uses of limestone and its derivatives are examined and the whole unit is assessed by means of a number of active learning ‘games’.
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Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- recognise and understand that calcium carbonate occurs extensively in nature in a variety of chemically identical forms and that other carbonates also occur naturally
- understand how naturally occurring acid in rain dissolve calcium (and magnesium) compounds into the water supply
(W) (f) Ask learners to describe the rock cycle and the formation of sedimentary rocks. Tell them that if limestone undergoes a metamorphic phase, it will crystallise to form marble.
(D, I) Allow learners to handle unpackaged samples of limestone, several types of marble and a single crystal of calcite. Demonstrate the birefringence of calcite. Ask learners to draw up a comparison chart. Ask them if they can account for the colours of marble. Mention that magnesium carbonate also occurs naturally, as does copper carbonate - the mineral malachite.
(E) Allow learners to react calcium carbonate with a dilute acid and ask them to explain what happens.
When performing this task learners should:- identify potential risks to work safely with chemical equipment and substances; - make observations using all sensory organs and necessary equipment;- write a simple report on the experiment, including the method used, equipment, results and conclusion;
(W) Ask learners how natural rainfall becomes acidic. Ask them what will happen when this rain falls on parts of the country where there is limestone.
Calcium (and/or magnesium) compounds will dissolve into the water, leaving an eroded landscape. Learners should write a balanced equation for the production of the Ca+ and HCO3
-
ions in water. Mention that some areas have
Make it clear that, chemically, all these are calcium carbonate.
Transition metal compounds as impurities - refer to the previous unitIn the range of mountains called ‘The Dolomites’ - and hence, is called ‘dolomite’
Dilute acids are corrosive. Eye protection should be worn.
They will talk about sulfur compounds in the atmosphere: remind them that carbon dioxide dissolved in rain will make it acidic.
Show pictures of (or visit) an area of ‘limestone scenery’.
Water hardness video:http://www.youtube.com/watch?v=sUo4iCAXvT0
Testing for water hardness:http://www.youtube.com/watch?v=sUo4iCAXvT0
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32calcium sulfate which will also dissolve slightly in water.
- understand the effects of hard water and how to remove hardness
(E) Ask learners whether they know what effect the dissolved calcium ions have on water. Allow them to drip soap solution into temporary and permanent hard and soft water samples. Allow them to boil hard and soft water and observe the results. (Testing with soap solution to see whether the hardness has been removed).
(W) Tell learners that hardness can be removed by any chemical process which removes the dissolved calcium, magnesium or iron ions.Temporary hardness is removed by boiling. Both types are removed by the addition of sodium carbonate. Ask learners to write the equation and explain how this works. Mention ion exchange resins and phosphate-based methods without detail.
(G) (f) Ask learners to summarise the direct effects of hardness on water and the implications in the home and in industry.
When learners have seen that there are two types of hard water, explain permanent and temporary hardness.
A very long and detailed video on water hardness with many learner test questions (1h:09m:43s):http://www.youtube.com/watch?v=KEKvcuBPZ20
A shorter version of the above (9m:00s):http://www.youtube.com/watch?v=ZNgFmCOM4E0
- know and understand that limestone has been extracted for millennia
- know and understand its conversion into ‘quicklime’ and ‘slaked lime’
(W) Limestone has been used as building stone, to make mortars and on the land since early times.
(E) Learners should heat a piece of limestone very strongly for some minutes. They show that it loses mass. Add drops of water and note the reaction. Add a piece of the heated limestone to water in a test tube, leave for a while and filter. When they blow into the filtrate, it turns cloudy.
(E) Learners should be allowed to blow (or otherwise pass carbon dioxide) into limewater
The common names suggest that they have been known since before chemistry was formalised.
The limestone can be held in a loop of nichrome wire.
Calcium oxide is corrosive. Eye protection should be worn
Ask learners to remind you about the test for carbon dioxide.
Useful PowerPoint to support this session with additional learner activities (registration needed):http://www.tes.co.uk/teaching-resource/what-happens-to-limestone-6152433/
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33for a prolonged period to see that the cloudy precipitate will re-dissolve.
(I) (f) learners should construct a web diagram of the interactions between limestone, lime (quicklime), slaked lime and carbon dioxide showing the chemistry and the routes for inter-conversion.
Eye protection should be worn
Learners should be introduced to the common names for these substances
- will know and understand the chemistry of its major uses
- will know its use to make mortar and cement
- will recall its use in iron making
(E) Learners add calcium carbonate powder to a dilute acid to show that it will neutralise it. Extend this idea to the use of ‘lime’ to neutralise acid soils.
(E) Learners make a sample of lime mortar (1 part calcium hydroxide to 4 parts sand) and allow it to set over a period of days. Explain the chemistry (absorption of carbon dioxide from the atmosphere).
(W) Explain the manufacture of cement
(E) Learners make a cement mortar (1 part cement to 5 parts sand) and allow it to set over a period of hours.
(W) Remind learners of the use of limestone in iron making, glass making and to neutralise excess acids in many industrial processes.
(I or G) (f) Learners use a limestone cycle card sort (example opposite) or play “Limestone bingo” or Limestone “Who wants to be a millionaire?” (based on a popular UK television game show).
When performing this research learners should:- plan the research;- evaluate validity and actuality of scientific information from scientific articles, advertisement, or stories from Mass Media;
Hydrochloric acid is corrosive. Eye protection should be worn.
Calcium hydroxide and cement are corrosive; the powders irritate the respiratory system and skin. Eye protection must be worn, nitrile gloves should be worn and care should be taken not to cause unnecessary dust.
Lime mortar has been used since the times of the Roman Empire. Cement mortars have been used since the 19th century.
BBC Video on limestone and its uses:http://www.youtube.com/watch?v=KEKvcuBPZ20
PowerPoint with revision material and a number of learner activities (registration needed):http://www.tes.co.uk/teaching-resource/Uses-of-Limestone-lesson-powerpoint-with-quiz-6040528/
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34-identify questions, arisen during the research, which needs further consideration;- prepare a report, which logically, in an orderly way, accurately and to necessary extent reveals the point of the research so it is clear even for the person who does not have any relation to the work;
“Limestone bingo” (registration required):http://www.tes.co.uk/teaching-resource/Limestone-Bingo-6131729/
“Who wants to be a millionaire” (registration required):http://www.tes.co.uk/teaching-resource/Limestone-Millionaire-PowerPoint-6046274/
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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35
Chemistry Secondary Grade 1010.3A : Introduction to organic chemistry
Recommended prior knowledge
Carbon compounds 1 (6.3C)The behaviour of electrons in atoms (8.2A)Carbon and its compounds (8.4B)Structure of compounds (9.1B)
Context
The secondary school course ends with a block of units introducing organic chemistry and some elementary systematic organic chemistry. The basis is laid for a much more detailed understanding of the chemistry of carbon compounds in the high school. There is strong national relevance as Kazakhstan has a large petrochemicals industry.
Language objectives of chemistry in this unit
A sample language objective with related academic language for learners is provided below.
Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners can:
understand the electronic structure of the carbon atom and its implications for compound formation
Learners can:
explain to others, and answer questions about, the electronic structure of the carbon atom
electronic structure, carbon, covalent bonds, organic compounds, electrons, outer shell, nucleus
form, structure, made up of, consists of
The carbon atom consists of / is made up of…
There are X/Y electrons in a carbon atom / the outer shell.
It can form X bonds / covalent bonds.To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above.
Outline
This unit provides an introduction to the language of organic chemistry. The tetrahedral configuration of carbon atoms leads to chain formation, homologous series, structure diagrams and basic IUPAC nomenclature. It provides the framework of understanding requires for the next group of organic chemistry units.
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Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- understand the electronic structure of the carbon atom and its implications for compound formation
- organic compounds in three dimensions
(I) (f) Using mini-whiteboards, learners revise the electronic structure of carbon, the number of bonds which it is able to form and the covalent nature of those bonds.
(W) Introduce the idea that many compounds are essential to living organisms - hence the general description of “organic’ compound.
(W, E, I) Discuss with learners that the bonds consist of negative electrons and so the bonds will tend to repel each other. Ask learners what configuration they will adopt. Allow them to model it using any convenient system. It is important that they model it themselves rather than simply see a model.
(W) Discuss the problems of representing this on paper and show them various ways of doing it. Discuss the advantages and shortcomings of each.
It is NOT intended that orbital hybridisation should be taught at this level: this is for the high school.
You may mention the ‘vital force’ theory and the things which distinguish organic compounds from the inorganic compounds learners have met previously.
Use molecular model kits if available otherwise polystyrene spheres (or plasticene) and toothpicks.
At this stage, do not go beyond the configuration at a single carbon atom.
Sets of molecular models (one per group) are virtually essential for these units: simply showing learners ready-made models will not promote a good understanding.
A wide range of introductory PowerPoint resources at:http://www.teachable.net/chemistry/ks4/organic-chemistry(also useful for later units)
A very useful resource on this topic:http://www.chemguide.co.uk/basicorg/conventions/draw.html
- understand carbon’s ability to form chains and the implications of this for the diversity of organic compounds
(W) Introduce the unique property of carbon - its ability to form stable bonds with itself.
(W, G) Allow learners to explore the implications of chain formation using models. Explain that in the simplest compounds, other bonds are to hydrogen. They should discuss with other learners whether the compounds meet the ‘rules’. They should also represent those which do on paper.
Allow branches and cyclic compounds, but do not introduce these at this stage if learners do not build or draw them.
A very useful PowerPoint introduction:http://www.knockhardy.org.uk/gcse_htm_files/gorgpps.pps
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37- understand the formation of homologous series
(I or G) Ask learners to draw the first four compounds in a series where the only other element is hydrogen (methane - butane). They should also write the formulae. Ask them whether they think the compounds will be very different in chemistry.
(W) Explain that such series of related compounds are known as ‘homologous series’. Ask learners how each member of the series differs from the previous one. Ask learners if they can see a general formula which represents all possible members of the series. Ask them to write formulae for much lager compounds using the general formula. Given the huge number of possible compounds, is organic chemistry very complicated? - No, because all the members of one homologous series have very much the same properties, which allows the chemistry to be very systematic.
e.g. “what would the formula be for the eighth member of the series? The fifteenth? The twenty-seventh? etc.”
A useful video on homologous series:http://www.youtube.com/watch?v=g1lDvqfgmsI A short, simple video (uses American pronunciation):http://www.youtube.com/watch?v=_9-FKLzy348
- understand the potential to form isomers
- be able to identify and draw the structure of isomers of simple compounds
(W, I or G) Return to butane. Using models, can learners see any alternative arrangements of carbon atoms? Learners count the hydrogen atoms and see that the formula is the same. Ask them to do the same for pentane (and perhaps, hexane).
(W) Explain that such compounds with the same name and different structures are known as ‘isomers’. Raise, but do not yet answer the issue of how to deal with possible confusion in the compound names.
Conformational (geometrical and optical) and functional isomerism should be left for the high school.
They may care to know that C20H42 has 366,319 isomers!
-understand the concept of functional groups and apply it to a range of simple
(W, I or G) Introduce the possibility of elements other than hydrogen in the compounds. Ask learners to draw structures. Remind them (in carefully chosen examples) to draw the isomers.
Possibly confine this to chlorine, alcohols, alkenes, acids?
Help learners to see that as more elements are present, the number of
Thorough introduction to IUPAC names for alkanes (14m:38s):http://www.youtube.com/watch?v=BulW2otK854
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38classes of compounds
- understand and be able to use the IUPAC system of nomenclature
(W) Return to the matter of unique names for isomers with the same formula. Allowing learners to work with many examples, teach enough of the IUPAC system to allow learners to name the compounds they will encounter at this level.
(G) (f) Learners work in pairs taking it in turn to name a compound which the other has drawn, or draw a compound which the other has named.
(f) Assessment and reinforcement can be continued using many ‘games’ e.g. “organic dominoes” etc.
possible isomers increases. Next in the above series, covers branching and substituents (14m:31s)http://www.youtube.com/watch?v=OcUzxmCYFEE
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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39
Chemistry Secondary Grade 1010.3B Hydrocarbons
Recommended prior knowledge
Carbon compounds 1 (6.3C)The behaviour of electrons in atoms (8.2A)Carbon and its compounds (8.4B)Structure of compounds (9.1B)Introduction to organic chemistry (10.3A)
ContextThis unit builds on the general chemistry studied earlier in the course and specifically, it develops the ideas met in unit 10.3A. Learners look at alkanes and alkenes, forming the foundation for the study of the remaining four units in the course. They also study a number of reactions which are of importance in the petrochemical industry, suggesting cross-curricular links to geography and the possibility of visits to chemical plants.
Language objectives of chemistry in this unit
A sample language objective with related academic language for learners is provided below.
Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners can:
understand the structure of alkanes and that they are hydrocarbons
Learners can:
define and state the properties of alkanes
alkanes, hydrocarbon, saturated, unsaturated, (thermal) cracking, addition, viscosity, flammability, isomers, boiling point, carbon, hydrogen
plot, data table, rises, falls, contain
Alkanes are/contain X only.
Properties vary with the number of…
Boiling point / viscosity / flammability rises / falls with the number of…
The more carbon atoms there are, the more / higher the…
To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above.
Outline
This unit begins with a look at the alkanes as the ‘base’ series for a study of organic chemistry. The properties are explored by learners and there is a useful determination of enthalpy of combustion which will be developed in the next unit. The alkenes are presented next and learners have an opportunity to examine their properties practically. Cracking and addition reactions, which are industrially important, conclude the unit.
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40Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- understand the structure of alkanes and that they are hydrocarbons
- know that the alkanes are largely unreactive
- know the combustion products of alkanes
(W) (f) Revise alkane structures and isomerism from the previous unit. Ensure that learners understand these they are hydrocarbons.
(I or G) Give learners a data table for the alkanes and ask them to plot properties vs. number of carbon atoms. What conclusions can they draw?
(W) Discuss reactions in terms of reactants being able to attack the molecule. Explain that the C-H bond is strong and not easily attacked, so the hydrocarbons have few reactions.
(E) Discuss the combustion products of the alkanes. Learners use spirit lamps filled with hexane to heat a boiling tube containing a known amount of water. They calculate a value for the enthalpy of combustion. They can compare it to the one in their data table. It will be much less. They should discuss carefully the possible reasons for this and produce a list of errors to which this simple method is prone.
(G) (f) Learners play “Alkanes - Who am I?” (information opposite)
The definition of a hydrocarbon is important: contains carbon and hydrogen ONLY.
Densities, boiling point, enthalpy of combustion etc.Learners should become familiar with the names.
Hexane is highly flammable and harmful. Quantities in the spirit lamps must be small and eye protection should be worn.
Some parts of this PowerPoint are good and relevant:http://www.knockhardy.org.uk/gcse_htm_files/gorgpps.pps
A useful learner resource from the BBC:http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/rocks/fuelsrev1.shtml
A short but very useful revision PowerPoint (registration necessary):http://www.tes.co.uk/teaching-resource/The-Alkanes-powerpoint-6065029/
Alkanes Who am I? (registration necessary):http://www.tes.co.uk/teaching-resource/who-am-I-alkanes-6091831/
- understand the chlorination of alkanes to make solvent and the dangers of these solvents
(W) Tell learners that alkanes will react with chlorine to form chloroalkanes. The reaction is faster (sometimes explosive) if ultra-violet light is shone on the reactants. Ask them to write equations for the successive chlorination of methane to eventually form tetrachloromethane.
Be careful not to say that the reaction is catalysed by light: the light acts as an energy source.
Useful background data on toxicity:http://en.wikipedia.org/wiki/Organochloride
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(I or G) Learners research chloroalkanes (chlorinated solvents), their former uses and their environmental effects. They produce a poster, brochure or presentation to warn of the dangers of these chemicals in the environment.
- understand the bonding in alkenes and the structures and isomers of alkenes and that alkenes are unsaturated
- know how to test for an alkene (unsaturation)
(W, G) Explain to learners that some compounds contain double carbon-carbon bonds. Learners make a model of ethene. They will see that the double bond is strained and that the molecule is likely to be much more reactive than the corresponding alkane. Explain that these compounds are also hydrocarbons, that the homologous series is known as the alkenes. Ask learners to draw the structures of some more alkenes and to deduce the general formula of the group.
(E) Learners should explore the properties of the alkenes: flammability, pH, reactions with potassium manganate (VII) and potassium dichromate (VI) solutions, bromine water. Hexane could be included for comparison. Learners should write equations for the reactions where possible and name the (organic) products. They should recognise the reaction with bromine water as a test for unsaturation in an organic compound.
Learners might draw structures up to pentene to allow them to see the possibilities for isomerism in the alkenes.
Use previously prepared test tubes of ethene, or cyclohexene or hex-1-ene
Alkenes are highly flammable and some are irritant or harmful. They should be used in a well-ventilated room, eye protection should be worn and care must be taken to keep bulk supplies away from ignition sources.
Bromine water is toxic and irritant. Eye protection should be worn.
Some parts of this PowerPoint are good and relevant:http://www.knockhardy.org.uk/gcse_htm_files/gorgpps.pps
A useful learner resource on alkenes (and alkanes):http://www.science-resources.co.uk/KS3/Chemistry/Chemical_Reactions/Hydrocarbons/Alkanes_and_alkenes.htm
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- understand the importance of manufacture by cracking
- know and understand the importance of addition reactions.
(D) Demonstrate the process of cracking an alkane by passing liquid paraffin vapour over strongly heated unglazed pottery and collecting the products over water. Use the bromine water test to demonstrate that the product is unsaturated. Explain that a similar process is used industrially to crack alkanes into more chemically versatile alkenes.
(W) Explain that addition reactions are used industrially to obtain useful products from alkenes. Explain the general principle to learners and then ask them to write equations for, and name the products of addition of hydrogen, steam and bromine.
Liquid paraffin is a mixture of alkanes of around C16 - C20
A useful BBC resource on cracking:http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/polymersrev1.shtml Learner resources on addition reactions:http://www.chemistryrules.me.uk/junior/organic.htm#Jun%20org%20-%20alkene%20react
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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43
Chemistry Secondary Grade 1010.3C Fuels
Recommended prior knowledge
Carbon compounds 1 (6.3C)The behaviour of electrons in atoms (8.2A)Carbon and its compounds (8.4B)Structure of compounds (9.1B)Introduction to organic chemistry (10.3A)Hydrocarbons (10.3B)
Context
Learners extend their chemistry knowledge of hydrocarbons to the production and uses of hydrocarbon fuels. They recognise that there are limited supplies of such fuels and they note the changes which carbon dioxide pollution is causing to the world’s climate. They examine and evaluate some alternatives. There are cross-curricular links to biology and geography and opportunities for visits to an oil refinery.
Language objectives of chemistry in this unit
A sample language objective with related academic language for learners is provided below.
Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners will:
know the uses of the products of crude oil distillation
Learners can:
listen to and note key points from a presentation/video about the products and uses of crude oil distillation
crude oil, viscosity, luminosity, petrol, diesel, kerosene, gasoline, bitumen, tar, petroleum gas, aviation fuel, liquefied petroleum gas (LPG)
distil, use in / by / to do
Kerosene, which is used in X…
X, which is used in cars…
LPG, such as X or Y, is used in / by / to do Y.
X boils at a higher/lower temperature than Y.To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above.
Outline
Learners look at the occurrence of fossil fuels in Kazakhstan. They examine fractional distillation of crude oil in the laboratory and in the oil refinery and survey the uses of the products. They recognise that fossil fuels are a limited resource and look at the effects of fossil fuel pollution on climate. They list alternative energy sources and consider their viability, advantages and disadvantages.
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Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- recognise that carbon-containing compounds can be used as fuels
- know the occurrence of coal, oil and natural gas in Kazakhstan
- know the extraction, and understand the separation, of crude oil
- know the uses of the products of crude oil distillation
(W) (f) Ask learners to remind you about the measurement of the energy produced by burning hexane from the previous unit. Discuss with them that compounds with a high percentage of carbon can be used as fuels. Ask them about the occurrence of such compounds in Kazakhstan.
(W) Show a video of the production of crude oil.
(D) Demonstrate the fractional distillation of crude oil, collecting at least four liquid fractions.
(E) Allow learners to observe the fractions closely (allow them to sniff - cautiously!, observe the colour, observe the viscosity, and by dipping a splint in each, test how well they burn and observe the flame). Observations should be recorded in a table.
(G) Learners should use their results to draw general conclusions (e.g. about the carbon content and the flame luminosity, viscosity vs. molecule size etc.) They should give structural and energetic reasons to justify their conclusions.
(W) Use the PowerPoint (opposite) to show learners what the products of distillation are. Use a video to show the uses of the products
(W) (f) Loop game on crude oil and its products
Genuine crude oil is too high in benzene to be permitted in schools. Use one of the safe substitutes which can be bought, or make your own.
Some fractions of this mixture are very highly flammable: an electric heater must be used and the room must be well-ventilated.
Eye protection must be worn.
Use the internationally recognised names for the fractions of crude oil.
Instructions for the fractional distillation of crude oil as a class experiment:http://www.nuffieldfoundation.org/practical-chemistry/fractional-distillation-crude-oil
Instructions for making ‘safe crude oil’ are on the CLEAPSS recipe card no 20 and here:http://www.lists.esa.edu.au/lists/lists/viewmessages;jsessionid=8E94D4E159A9EA52713536B3B791331B?list=filter&mid=1018790 An excellent PowerPoint to support this teaching:http://www.knockhardy.org.uk/gcse_htm_files/goilpps.pps
Video of drilling and production:http://www.youtube.com/watch?v=Q9gGqNUxQ5Q&feature=related
A video of the laboratory fractionation:http://www.youtube.com/watch?v=9eYOKkcOm4o
http://www.knockhardy.org.uk/gcse_htm_files/goilpps.pps
Video of refining and the products:http://www.youtube.com/watch?
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45v=c2XV0Qk7PEU&feature=related
- plan an investigation to compare the efficiency of fuels
(W, G) In this lesson, learners plan and carry out an investigation to compare various fuels. The fuels are in spirit lamp and learners use them to heat water. They should give careful thought to the experimental design, fair testing, minimising heat loss etc.
The fuels can include hexane, cyclohexane and a range of alcohols.
The liquid fuels are very flammable. Only small quantities should be used in the spirit lamps and eye protection should be worn.
- understand that reserves of fossil fuels are limited
- recognise the pollution and the effects on climate caused by burning hydrocarbon fuels
(G) Provide learners with data on fossil fuel consumption over the last 100 years and on consumption by country. Ask them to make a poster about the future of energy from fossil fuels.
(G) Diminishing resources simulation. Hide 200 1 tenge coins around the classroom. Ensure that some are very well hidden. Learners have four paper cups per pair. Give four 30 second opportunities to collect coins. Count the coins in each cup and plot a bar chart. Share results and draw conclusions.
(W) Explain the idea of greenhouse gases and that the carbon dioxide from fossil fuel burning is one of the most important
(I) (f) Give learners a ‘screen shot’ of a bulletin board on which a learner is asking for help with homework on the greenhouse effect. With the aid of an information sheet (or by learners’ own research), compose an answer.
(G) (f) Use an adapted version of the worksheet from BMW (opposite). Learners prepare for a press conference on climate change.
Ensure that learners are not confused between the greenhouse effect and the effects of holes in the ozone layer caused by gaseous pollutants.
An example of this is the activity “JJ Needs your help” is the SATIS pack opposite
A very good resource on climate change:http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm
A very complete resource pack on teaching the greenhouse effect from SATIS:http://www.satisrevisited.co.uk/downloads/carbonfootprints/CF&GE.zip
BMW worksheet:http://
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46www.bmweducation.co.uk/cleanenergy/pdfs/Activites_A1.pdf
- be aware of alternatives and understand their disadvantages and advantages
(G) Ask learners to ‘brainstorm’ possible alternatives to fossil fuels. After a discussion, divide the various energy sources up between groups. Ask each group to research one of them, finding out its advantages and disadvantages.
(G) (f) “Envoy activity” One person from each group remains as an information provider at a ‘stall’ . The other group members move round the other stalls and gather information. They then return to their group and pass on the information they have gathered.
Use five groups of six or four groups of five etc. If there are more alternative energy sources than groups, some or all groups will need to research two.
A very good animated PowerPoint comparing renewable energy sources:http://www.scienceresources.wikispaces.com/file/view/KS4_Renewable_energy.ppt
A useful resource pack of activities on renewable energy:http://www.actionrenewables.org/wp-content/uploads/2010/11/KS4-Science.pdf
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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47
Chemistry Secondary Grade 1010.4A Alcohols and organic acids
Recommended prior knowledge
Carbon compounds 1 (6.3C)The behaviour of electrons in atoms (8.2A)Carbon and its compounds (8.4B)Structure of compounds (9.1B)Introduction to organic chemistry (10.3A)Hydrocarbons (10.3B)
ContextThis unit extends learners’ knowledge and understanding of organic chemistry by looking at alcohols, acids and esters. The use of ethanol as a biofuel is explored and the consumption of ethanol and its wider social and health implications are examined. In this unit, learners encounter a range of substances which they will have met in real life (vinegar, alcoholic drinks, food flavours, nail varnish remover etc.) and they will begin to see the relevance of organic chemistry to their everyday lives. There are cross-curricular links with biology and with the health and social education programme. There are possibilities for visits to breweries and distilleries etc.
Language objectives of chemistry in this unitA sample language objective with related academic language for learners is provided below. Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners can:
understand the social and health implications of drinking alcohol
Learners can:
express orally cause-effect relationships when describing the social and health problems associated with alcohol consumption
alcohol, methylated spirit, health, social, poison
large amounts, excess(ive), moderate, causes, is caused by, leads to, consume, consumption
The least poisonous alcohol in the list is…
Excessive consumption of alcohol causes health problems such as…
Excessive / Moderate drinking of alcohol does / does not lead to social / health problems.
A lot of health /social problems are caused by X.
To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above.
OutlineThis unit begins with an academic study of alcohols (concentrating on ethanol) and moves to the wider uses and abuses of alcohol in society, including biofuels and alcoholic drinks. Organic acids and their compounds are introduced. Together with many compounds which learners will already have encountered in their everyday lives. The simple chemistry of ethanol and ethanoic acid is explored.
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Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- know that the -OH function denotes an alcohol
- understand the structure and bonding of ethanol
- understand the synthesis by fermentation or addition of steam
(W, I) Explain that if a compound contains an -OH group attached to a carbon atom, it is an alcohol. The -OH is described as a ‘functional group’ and there is a homologous series of alcohols. Ask learners to draw and name the first four members of the group, including isomers.
(E) Learners make ethanol by fermenting sugar with yeast.
When performing this experiment learners should:- make a decision on a glass ware and equipment, which would be used to measure volume and mass in order to obtain as precious results as possible;- be careful when working with measuring equipment to obtain the most precious results;- evaluate advantages/disadvantages of methods used, obtained data and suggest ways to improve them
(D) Demonstrate fractional distillation to produce ethanol.
(W) Remind learners of the reaction of ethene and steam which they met in unit 10.3B.
(E) Learners explore the reactions of ethanol: flammability, miscibility with water, pH, reaction with potassium manganate (VII) and potassium dichromate (VI) solutions. They should know the products and write equations wherever possible. Reaction with potassium dichromate is
Learners will see that the inclusion of a functional group greatly increases the number of possible isomers.
You may wish to prepare a sample in advance rather than wait for a week.
The knowledge gained here will be developed as the unit progresses
Potassium manganate (VII) is oxidising and harmful. Eye protection should be worn.
Potassium dichromate (VI) is toxic. Eye protection should be worn and learners should wear nitrile gloves.
The equations for oxidation are complex and might be better left for the high school.
There is a very wide range of teaching resources, activities and games related to alcohols at:http://www.tes.co.uk/teaching-resources/secondary-46651/chemistry-47001/ks4-carbon-chemistry-47033/alcohols-and-halogenoalkanes-47034/(registration required)
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49the basis of the ‘breathalyser’ alcohol tester.
- know the combustion products and its use as a biofuel
- understand the social and health implications of drinking alcohol
(W) (f) Ask learners about the flammability of ethanol and its possibilities as a fuel. Consider the two methods of production: which would be “greener”?
(G) Ask learners to ‘brainstorm’ all of the alcoholic drinks that they know. Make a list and include in the list the percentage alcohol.
(W) Explain that, although labels usually refer to ‘alcohol’, it is ethanol. Remind them that all alcohols are poisonous, but ethanol is the least poisonous. Explain also that ethanol for non-drinking purposes is “poisoned” by the addition of some methanol and (usually) a purple dye to warn people not to drink it.
Already problems are being encountered with food prices and availability as grain is being used for conversion to bioethanol fuel.
It would be a good idea to set the investigation part of this task as homework for the previous lesson so that learners can find out alcohol content.
Useful background information resource:http://www.esru.strath.ac.uk/EandE/Web_sites/02-03/biofuels/what_bioethanol.htm
A very interesting and useful video on bioethanol versus gasoline:http://www.youtube.com/watch?v=LMKfURob6nY
A good video on the making and distilling of vodka (7m:16s):http://www.youtube.com/watch?v=kuFQ3HgTCss
- recognise a compound containing -CO2H as an acid
- know and understand the simple reactions and properties of ethanoic acid
(W) Introduce the -CO2H group as the “acid” functional group. Learners should draw the structures (and isomers of) the first four members and name them.
(E) Learners should carry out the following reactions and note their observations: smell (cautiously!), flammability, pH, reaction with sodium carbonate, reaction with magnesium ribbon and (f) should compare these observations with those for ethanol.
When performing this task learners should:- identify potential risks to work safely with chemical equipment and substances;
The detail of the structure of the -CO2H group should be left for the high school. For the moment it is best represented as -C(=O)-OH
They will recognise the characteristic smell of vinegar.
Ethanoic acid is corrosive and a respiratory irritant. Eye protection should be worn and it should be used in a well-ventilated room.
A very good resource on esters etc. from the BBC:http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/carbon_chem/3_smells1.shtml
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- know the reaction with an alcohol to produce an ester
- make decisions on the equipment to be used in the research;- make observations using all sensory organs and necessary equipment;- select an appropriate method to represent the results;- write a simple report on the experiment, including the method used, equipment, results and conclusion;
(D) Show the learners ‘glacial’ (concentrated) ethanoic acid and demonstrate its freezing point (17oC)
(E) Ethanoic acid will react with ethanol to give an ester plus water (this might be thought of as the organic equivalent of acid plus alkali gives salt plus water). Allow learners to make an ester with ethanol.
(W) Remind learners that ethanoic acid is only one of a large number of acids and ethanol is one of a large number of alcohols. The number of possible esters is very high. Most of them are low hazard, pleasant smelling liquids which are used as food flavourings. If samples are available, learners may be allowed to smell them.
(G)(f) Learners in groups make up test questions on the unit and other groups answer them.
Advice: Mix 5-10 drops of an ethanoic acid with 5-10 drops of ethanol and add 1-2 drops of concentrated sulfuric acid. After warming in a bath of hot water, cool under the tap before adding the mixture to sodium carbonate solution in a beaker. Learners should be shown how to smell the ester carefully. Learners could be provided with test tubes containing 1 drop of concentrated sulfuric acid.
Concentrated sulfuric acid is corrosive. Eye protection must be worn. There are only limited hazards if the advice above is followed.
e.g. Ethyl methanoate - rum flavouring, propyl pentanoate - pineapple, ethyl butanoate - apple, pentyl ethanoate - ‘pear drops’, octyl ethanoate - orange
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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Chemistry Secondary Grade 1010.4B : Synthetic polymers (Plastics)
Recommended prior knowledge
Carbon compounds 1 (6.3C)The behaviour of electrons in atoms (8.2A)Carbon and its compounds (8.4B)Structure of compounds (9.1B)Introduction to organic chemistry (10.3A)Hydrocarbons (10.3B)
Context
“Plastics” (polymers) have dramatically changed the way that we live. In this unit learners are introduced to the wide variety of plastic materials and their uses. They learn about different kinds of polymers and the objects which can be made from them. They compare and contrast advantages and disadvantages of these materials (including newly developed ‘smart’ materials such as Polymorph). The increased understanding and appreciation of a range of everyday objects, together with the engaging experiments and demonstrations make this an exciting and very relevant unit. There are some links with biology (biodegradability and the environment).
Language objectives of chemistry in this unit
A sample language objective with related academic language for learners is provided below.
Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners can:
understand that the problems can be reduced by recycling and by biodegradable plastics
Learners can:
suggest how to reduce plastic rubbish in the environment (using If…, then…)
plastic, rubbish, environment, biodegradable, disposable
recycle, re-use, reduce, pollute
If people re-use / recycle the number of plastic bags / cups / wrappers they use, then…
If more biodegradable plastic is used, then…
The amount of plastic rubbish polluting the environment can be reduced if…
To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above.
OutlineThis unit introduces learners to plastics by involving them with some engaging activities. It explains polymerisation and looks at the controllability of polymer properties to ‘tailor’ them for different uses. It moves to the increasing environmental pollution caused by waste plastics and asks them to consider some ways of reducing it. In conclusion, learners produce a substantial piece of work which sums up the benefits and problems of a society which is dependent on plastic materials.
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Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
-understand and investigate the wide range of ‘plastic’ materials in the modern world
(E) Allow learners to ‘play’ and make objects from Polymorph. It can be coloured using fine coloured chalk dust or glitter can be added.
(D or E) Demonstrate the nylon ‘rope trick’ (instructions opposite). If cost and availability permit, this is safe for learners to carry out. Ready prepared solutions of reactants may be available: these are easier to use and may give better results. Hexanedioyl chloride solution may be substituted: the same safety instructions apply.
(W) Introduce learners to the theme of this unit - plastics.
(G) Ask learners to ‘brainstorm’ and produce a ‘spider diagram’ of all the uses of plastics that they know.
(E or D) Carry out activities A2 and A3 from the SEP pack referenced above - heating and reformability of plastics.
Silicone ice cube moulds are useful to make shapes - key rings can be made by embedding rings and anchors (available from jewellery suppliers).
Instructions for the nylon ‘rope trick’:http://www.chem.umn.edu/services/lecturedemo/info/Nylon_Rope_Trick.html
Hexane-1, 6-diamine is corrosive, harmful and irritant to the respiratory tract. Used as recommended in these instructions it is safe to handle whilst wearing eye protection.
Decanedioyl chloride is flammable, corrosive and irritant. Eye protection should be worn. It should be used in hexane solution.
Hexane is highly flammable. Eye protection should be worn and great care taken to avoid naked flames
Nitrile gloves should be worn
Draw their attention to the many places where plastic materials have replaced wood, metals, wool, cotton etc.
This will show the existence of thermosets and thermoplastics, a wide range of softening points and appearance.
A very good and complete resource pack of materials from the Science Enhancement Project (SEP) including experiments and learner activities from the UK National STEM Centre (registration required):http://www.nationalstemcentre.org.uk/elibrary/resource/2374/fantastic-plastic
A typical supplier of Polymorph:http://www.maplin.co.uk/polymorph-35511
- understand the (W) (G) (f) Ask learners to build a model of
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53idea of polymers and polymerisation
- be able to write polymer structures as block diagrams
- understand the main differences between addition and condensation polymerisation
ethene (unit 10.4B). Remind them about strained bonds and reactivity. Ask them to make at least three ethene molecules. They should ‘open out’ the double bonds and see how one molecule can join to the next. Explain this as ‘addition polymerisation’. It requires only one ‘monomer’.
(W) (G) (f) Ask learners to remind you about esters (unit 10.4A). Ask what might happen if the acid and the alcohol are difunctional. Discuss this in general terms using HO-R-OH and HO2C-R-CO2H. Ask learners how these might react to form a polymer. They will note that, in addition to the chain, molecules of water are formed. Explain that this type of polymerisation is known as ‘condensation polymerisation’ because a small (and relatively unimportant) molecule is formed at every link. Mention that the Nylon made in the previous lesson is a type of condensation polymerisation.
(G) (f) Give learners a small (say 6) supply of large jigsaw pieces with ‘expanded’ monomers on them (a single monomer for ethene, two monomers for a polyester - using ‘R” for the alkyl component). Provide two chain terminators in each set. They can make longer chains by sharing with other groups. Ask them to think about how the chain length can be controlled. Ask them what they think might be the advantages and practical results of this.
(E and D) Carry out activity X2 from the SEP pack which introduces learners to high and low density polyethene.
(I) Set homework: learners list as many examples of waste plastics in their environment as possible.
All the molecules are the same and there are no ‘minor’ products.
They will need their understanding of polymerisation and of the esterification reaction.
Be very careful to explain that this is another, special usage of the word “polymerisation”, meaning, in this case, that a simple molecule (but not necessarily water) is also produced at each link.
A more sophisticated model for condensation polymerisation would have different configurations so that it is not possible to link two of the same monomers together.
Able groups will realise that it can be done by controlling the number of chain terminators and by changing the size of the alkyl component.
This sheet needs modification so that it does not refer to ‘polyethylene”.
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54- recognise the long lifetime of plastics in the environment and the problems it is causing
- understand that the problems can be reduced by recycling and by biodegradable plastics.
(W) This is best tackled by the use of videos of waste plastics in the environment.
(G) (f) Learner activity about plastic waste - a presentation, a debate, a brochure making a video etc. etc.
(W, G) Ask learners to think of ways in which plastic rubbish in the environment can be reduced. Ask them how many of these ways they are currently using.
(E) Learners make a starch film - a biodegradable polymer. Instructions in the RSC publication referenced.
(G) (f) Learners should write a letter (or write - and perhaps make - short television documentary) explaining to people in 1900 what benefits and problems plastics will bring to their world.
This is a very common topic and there is the danger of learner ‘fatigue’ with the subject. Let the videos speak for themselves.
Background information on biodegradable plastics:http://www.science.org.au/nova/061/061key.htm
A Royal Society of Chemistry publication giving detailed information and learner activities:http://www.rsc.org/Education/Teachers/Resources/green/docs/plastics.pdf
BBC video of the life of a plastic bag: http://www.youtube.com/watch?v=dNsDxRytmXQ A slideshow of waste plastic in the environment:http://www.youtube.com/watch?v=ktLG5Iw_kC8&feature=relatedA learner video project on recycling plastics:http://www.youtube.com/watch?v=KmJzUOjxtYc&feature=relatedA detailed video on recycling of domestic rubbish:http://www.youtube.com/watch?v=TOpYa5OKGgY&feature=relatedA useful video on how plastic bags are recycled:http://www.youtube.com/watch?v=Q6hzhKmw4EY&feature=related
ote: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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Chemistry Secondary Grade 1010.4C Biochemicals
Recommended prior knowledge Carbon compounds 1 (6.3C)The behaviour of electrons in atoms (8.2A)Carbon and its compounds (8.4B)Structure of compounds (9.1B)Introduction to organic chemistry (10.3A)Alcohols and organic acids (10.3A)Synthetic polymers (10.4B)ContextThis unit, which has strong links with biology examines in detail some of the chemistry of biological processes. It covers the building and breaking down of a number of physiologically important compounds. It builds on the knowledge and understanding of organic chemistry acquired so far and lays a foundation for work in chemistry and biology in the high school.Language objectives of chemistry in this unitA sample language objective with related academic language for learners is provided below. Subject learning objective
Language learning objective Subject-specific vocabulary & terminology
Useful set(s) of phrases for dialogue/writing
Learners will:
know the occurrence of proteins, fats and carbohydrates in foods
Learners can:
list the names of common foods, the groups they belong to, and estimate the proportion of their diet belonging to each group
diet, proportion, protein, fat, carbohydrate, organic compound, food groups, per cent, estimate
X belongs to food group Y.
All / Most / some of my favourite food belongs to the X group.
I think / estimate that n% of my diet (yesterday) belongs to the fats / carbohydrate / protein group.
I don’t like anything in the X group.To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. OutlineThe unit is organised around the concept of hydrolysis, developing some of the ideas about esterification from unit 10.3A. The effects of hydrolysing proteins, carbohydrates, fats and oils are covered. Learners learn to separate and identify the products by extending their understanding of chromatography obtained from Grade 6.
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Subject Programme ref
Learning objectives Suggested teaching activities Teaching notes Learning resources
- know the occurrence of proteins, fats and carbohydrates in foods
- be able to test for proteins, carbohydrates (sugars and starch) and fats
- recognise their importance for a healthy diet
(G) Learners should be asked to list their favourite foods (or everything that they ate the previous day etc.) Give them a list of the food types which common foods belong to and ask them to estimate the proportion of their diet (etc.) which is protein, fat or carbohydrate.
(W) Explain to them that a carbohydrate is an organic compound containing carbon, hydrogen and oxygen only and that the hydrogen and oxygen should be in the ratio 2:1. Give them the formula of some common carbohydrates (e.g. sucrose C12H22O11) and ask them to verify this.
(D) Demonstrate testing for sugars with Benedict’s reagent, starch with iodine, protein with the Biuret test and fat by rubbing on paper or by using Sudan III.
(E) Give learners small food samples (or allow them to bring them in to school) to test for these foods groups.
(W) (f) Discuss the idea of a healthy diet and give learners a copy of the food pyramid. Ask learners whether the foods identified at the start of the lesson amount to a healthy diet - and if not, what might be done about it.
Whatever question is necessary to obtain a list with a range of food groups.
They are not expected to learn these formulae: they are purely for illustration.
Copper sulfate (in Benedict’s reagent and the Biuret test) is harmful: eye protection should be worn
Iodine solution is harmful: eye protection should be worn
An animated interactive simulation of food tests from the BBC:http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/food_detective/activity.shtml
- recognise amino acids and their importance
- understand how amino acids build into proteins
(W) show learners the structure of a few amino acids and point out their relationship to the organic acids they have already met.
(W) explain that amino acids are the ‘building blocks’ of proteins and that 20 of them are essential for human life - and that nine cannot be synthesised by the body and must come from food. Ask learners to remind you how organic
Explain the significance of ‘amino’
Be cautious about describing a protein as a polymer - it lacks the repetitive structure and small number of monomers that a true polymer needs: it is actually a macromolecule which forms by a
Useful support material for learners:http://www.chem4kids.com/files/bio_aminoacid.html
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- know how to hydrolyse a protein and be able separate its constituent amino acids
acids underwent condensation polymerisation to make polyesters and explain that amino acids join to make proteins in the same way.
(W) Show learners some simplified protein structures which make the amide (peptide) link clear.
(E) Explain to learners that hydrolysis is a means of boiling organic compounds with acids or alkalis to break links and produce simpler substances. It is effectively the reversal of condensation: it adds the elements of water to broken bonds. Proteins can be hydrolysed to their constituent amino acids by boiling with acid or alkali. Supply learners with a solution of hydrolysed protein and some known amino acids. They use paper chromatography to separate the amino acids and ‘develop’ the chromatogram with Ninhydrin spray.
When performing this task learners should:- suggest ideas on planning safe and effective experiment -identify potential risks to work safely with chemical equipment and substances; - make decisions on the equipment to be used in the research;- make observations using all sensory organs and necessary equipment;- select an appropriate method to represent the results;- write a simple report on the experiment, including the method used, equipment, results and conclusion;
condensation mechanism.
Point out that the remainder of the units is concerned with hydrolysis of a number of biologically important compounds. The supplied amino acid solutions should also be present in the hydrolysed protein (or a simulated hydrolysis mixture can be made up from the individual amino acid solutions).
The chromatography solvent contains propanol. This is highly flammable and irritant. Learners should not make up their own chromatography solvent and should wear eye protection.
Ninhydrin is harmful and is often supplied in butanol which is highly flammable. Ninhydrin sprays should be used in a fume cupboard well away from sources of ignition. Learners should wear eye protection and nitrile gloves to protect them from skin staining.
A possible set of learner instructions which could be adapted:http://www.biotopics.co.uk/as/amino_acid_chromatography.html
- know that carbohydrates can be hydrolysed to sugars
(E) Explain to learners that carbohydrates can also be hydrolysed. They should take some starch solution and test for the presence of starch and sugars. They should add hydrochloric acid to the starch and boil it for 5-10 minutes and repeat the tests. What can they
Starch disappears and sugars appear.
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- be able to hydrolyse a carbohydrate and identify the products
conclude?
(E) (f) They can hydrolyse starch solution and use chromatography to identify the products using skills learned in the previous lesson.
They should be given minimal guidance as they are adapting knowledge and understanding from the previous lesson. They should be encouraged to plan their own experiment in detail before they begin.
They will need comparison solutions of possible sugars.
- know that fats are esters and that they can be hydrolysed
- be able to hydrolyse a fat to make soap
- understand the reaction of soap with hard water
(G) (f) Ask learners to make a model of ethanol and ethanoic acid and then to proceed to ‘react’ their models to form an ester plus water. Tell them that they too can be hydrolysed and ask them to predict the products.
(E) Learners make soap by boiling a fat or oil with sodium hydroxide solution. The soap is “salted out” at the end, giving a mixture of the sodium salt of the fatty acid and a polyhydric alcohol. Learners can show that their soap will make water foam.
(W) Soap is the (soluble) sodium salt of a fatty acid. In hard water, it reacts with dissolved calcium ions to produce the insoluble calcium salt of the acid - the scum which is seen.
(G) (f) Learners draw a mind map showing the links between the substances and the chemical processes learned in this unit.
Explain that fats are esters, but that the acids involved have around 17 carbon atoms.
Lard tends to work better than olive oil. If desired, learners can model the ancient practice of boiling wood ash to extract the alkali (potassium hydroxide = “lye”) filtering it and heating the fat with that. This makes soft (liquid) soap.
This experiment uses quite concentrated sodium hydroxide solution (at least 2 mol dm-3). Sodium hydroxide is corrosive and causes severe burns. Eye protection and nitrile gloves should be worn. The soap produced must NOT be used on skin.
Extensive resource on soap making:http://www.teachsoap.com/
A detailed learner instruction sheet:http://www.creative-chemistry.org.uk/alevel/module4/documents/N-ch4-02.pdf
A learner work sheet covering making soap from olive or castor oil:http://www.nuffieldfoundation.org/practical-chemistry/making-soaps-and-detergents
A video about home soap making:http://www.youtube.com/watch?v=aoB88WggvbI
Background information about soap:http://cavemanchemistry.com/oldcave/projects/soap/
The history of soap:http://www.soaphistory.net/
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Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group workI = individual workE = learner experimentD = teacher demonstrationf = supports formative assessment = safety advice
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Lesson plan
Before planning the lesson refer to your medium-term plan. Your lesson plans can be developed on the basis of the suggested
template.
Long-term plan unit: School:
Date: Teacher name:
Grade: Number present: absent:
Theme of the lesson
Learning objectives that are achieved at this lesson (Subject Programme reference)Lesson objectives Define your objectives for the lesson, which either may be identical to
Learning objectives (LO) or may be adapted for this lesson in case the LO has a long-term character (i.e. if the achievement of the LO requires several lessons)
Success criteria Сopy the success criteria from the Assessment Guidance Document for teachers on Formative Assessment (FA) for the selected LO.Create your own success criteria for the LO not selected for FA.
Language objectives Are defined for non-language subjects.Define language objectives, including examples of vocabulary and phrases.
Subject-specific vocabulary & terminology:
Useful sets of phrases for dialogue and writing:
Values instilled at the lesson Specify the values of the Integrated Educational programme as well as national, universal values, which are aimed to be instilled at this lesson.Values are instilled by/through ... (description of activities and / or content).
Cross-curricular links Discuss possible cross-curricular link with a colleague or refer to primary sources of other subjectsIndicate how the cross-curricular integration is implemented in the classroom (through activities and/or content)
ICT skills Describe what kind of ICT skills the students will be able to develop at the lesson
Previous learning What have students already learned or what do they need to know before this lesson? (main concepts, facts, formula,theories) How will you activate their previous learning?
Course of the lesson
Planned stages of the lesson
Planned activities at the lesson Resources
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Beginning At the beginning of the lesson it is important to focus on:Grabbing learners’ attentionDetermining the lesson objectives/LO together with studentsDetermining the "zone of proximal development" of students, expectations by the end of the lesson
Middle
The activity should be aimed to form knowledge and develop skills, related to lesson objectivesDuring the activity students should form and develop their knowledge and skills through the analysis and processing of information, research, practical work, problem solving.
End At the end of the lesson, learners reflect on their learning:- What has been learned- What remained unclear- What is necessary to work on
Where possible the learners could evaluate their own work as well as the work of their classmates using certain criteria.
Differentiation – how do you plan to give more support? How
do you plan to challenge the more able learners?
Assessment – how are you planning to check students’
learning?
Health and safety regulations
Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).Differentiation can be used at any stage of the lesson keeping time management in mind.
Use this section to record the methods you will use to assess what students have learned during the lesson.
Health promoting techniquesBreaks and physical activities used.Points from Safety rules used at this lesson.
Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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Summary evaluation
What two things went really well (consider both teaching and learning)?1:
2:
What two things would have improved the lesson (consider both teaching and learning)?1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?
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