Science Unit 2 Chemistry 2014-2015/KS4 Medium term overview
Unit 2: Chemistry and Our Earth / Syllabus References:
Module Length: / 30 guided learning hours / Edexcel exam board
Overall aims of the scheme:
Learning aim A: Chemistry
Identifying chemical substances based on their physical and chemical properties
Learning aim B: Chemistry
Identifying uses of chemical substances related to their chemical and physical properties
Learning aim C: Chemistry
Investigating different factors affecting the rate of chemical reactions.
Learning aim D: Chemistry
Activities affecting the Earth and its environment / Core activities:
Learning Aim A
2A.P1
1. Learners research physical properties of group 1 elements.
2. Learners watch a teacher demonstration of group 1 elements with water and record observations.
3. Show Video/DVD: of caesium and rubidium reacting with water.
4. Learners give the number of protons, electrons and neutrons for group 1 elements.
5. Learners calculate the electron configuration of group 1 elements.
2A.M1/ 2A.D1
1.Learners research physical properties of group 7
2.Show Video: reactions of group 7 elements and answer questions about it
3. Learners give the number of protons, electrons and neutrons for group 7 elements.
4. Learners calculate the electron configuration of group 7 elements.
5. Teacher discusses that the group 7 elements exist in nature as diatomic molecules.
6. Learners draw a dot and cross diagram of simple covalent compounds.
Learning aim B
2B.P4
1. Learners listen to the ‘elements song’.
2. Teacher lead discussion on revision of the particle model for solids, liquids, gases, elements, mixtures and compounds.
3. Elements, mixtures and compounds – Design a classification key.
4. Teacher led discussion on physical properties.
5.Learners examine the materials with the best physical properties to make a coffee cup
2B.P4; 2B.M4; 2B.D3
1. Teacher gives input on uses of chemicals based on chemical properties and links back to work on groups 1 and 7.
2. Learners research chemicals in unit content and their uses and produce a poster to present the information.
Learning aim C
2C.P7
1, Teacher gives input on writing word equations.
2. Learners write simple word equations based on descriptions of chemical reactions. They label reactants and products.
3. Teacher gives input on writing balanced equations.
4. Learners write simple balanced equations based on word equations.
5. Learners research types of reactions and produce a poster to present the different types.
6. Teacher gives input on reversible and irreversible reactions.
7. Learners research some examples of reversible and irreversible reactions.
2C.P6
1. Learners watch a video clip of a fast reaction (the Hindenburg disaster) and then look at some slow reactions, e.g. rusting. Learners then answer questions on the differences between the reactions.
2. Teacher explains how to calculate reaction rate using graphs.
3. Teacher gives information on factors affecting rate.
4.Teacher explains how to calculate
2C.M5
Learners investigate effect of concentration on the reaction between magnesium ribbon and hydrochloric acid.
2C.M5
1. Learners investigate effect of temperature on the reaction between sodium thiosulphate and hydrochloric acid.
2. Learners investigate effect of catalyst on the decomposition of hydrogen peroxide.
3. Teacher explanation of collision theory.
4. Learners use collision theory to explain their practical observations.
2C.P7; 2C.M6; 2C.D4
1. Teacher leads discussion on concepts of yield and atom economy.
2. Learners research Haber process.
3. Learners use collision theory to explain how the reaction between chlorine and sodium bromide can be speeded up.
Learning aim D
2D.P9
1. Teacher leads discussion on tectonic plates using pictures of the effects of continental drift.
2. Learners watch videos of natural disasters as a lead into a teacher-led discussion.
3. Learners produce a newspaper article on earthquakes.
4. Learners produce a set of instructions for people to follow in the event of an earthquake or tsunami.
2D.P9
Teacher gives input on evolution of atmosphere.
Learners will draw a poster of the Earth’s atmospheric timeline.
2D.P8; 2D.M7
1.Learners collaborate on producing ideas about elements that can be extracted from the Earth, sea and air
2. Learners research the causes of acid rain and its effects on the environment.
2D.D5
1. Learners collaborate on producing ideas about the ways that humans affect the Earth.
2. Learners choose an environmentally damaging activity and prepare a leaflet explaining how individuals can reduce the impact of this activity.
3. Teacher gives explanation on what is ‘sustainable living’?
4. Learners produce a report containing suggestions on how the council and the local environment can be managed in a sustainable way.
5. Learners produce a concept map of the topics covered in Unit 2.
2D.D5
Responsible industry – Learners write an article about the likely environmental impact of a power station and how the impacts can be minimised. / ICT Links:
a) Developing skills in Independent research
b) Developing skills in specific research criteria
c) Understanding what plagiarism is
Developing skills in referencing research resources- web sites correctly
Research physical properties of group 1 elements.
Research physical properties of group 7
Research types of chemical reactions and factors affecting the rates
Research the causes of acid rain and its effects on the environment.
Inclusion: gifted and talented, SEN, EAL
§ SEN:
1. key word definitions;
2. Differentiated work sheets
3. Support through verbal interaction
4. Working towards level 2 but can evidence level 1 work
§ G&T:
1. Differentiated skill sheets
2. Work towards merit/distinction grades
3. Take the lead in practical activities
§ EAL:
1. Use of visual aids- PP slides, images, practical work
2. Emphasis on key words use and meanings
3. Availability of a dictionary
4. Use of Google translate
§ PP:
1. Regular assessment of student progress
2. Encouragement in class activities
§ LAC:
1. Use of Collins differentiated work tasks available
§ Boys underachievement:
1. Encourage full interaction in activities
2. Identify roles in group work
3. Peer supporting activities / Literacy and Learning:
Learning through talk:
Video: reactions of group 7 elements and answer questions; discuss
Discussion on group 7 elements existence in nature as diatomic molecules.
Discussion on revision of the particle model for solids, liquids, gases, elements, mixtures and compounds.
Discuss research findings on types of chemical reaction rates and their effects
Discussion on Video clip of a fast reaction (the Hindenburg disaster) and then look at some slow reactions, e.g. rusting comparing them
Discussion on the collision theory
Discussion on concepts of yield and atom economy
Discuss and collaborate on producing ideas about the ways that humans affect the Earth
Small/large group activities – practical investigations- developing team work
Use of roles within groups
Learning from text:
Use research and put information into own words
Use of text books for research- students to gather appropriate information they required
Use of library books
Use of Principles Of science text books
Learning through writing:
Presenting work as: reports, leaflets, newspaper articles, posters
Assessment for Learning Opportunities:
1. Students have targets which they know and understand
2. Students know regularly at what level they are working in relation to these targets
3. Students know how they can improve their working at level so as to achieve their targets
4. The students have access to level/grade descriptors, e.g. in their books or on classroom walls, and they understand them, and there is reference to them within lessons
5. There are exemplars of good work available of different types which we can show to students and which, in particular, illustrate level/grade requirements
6. Schemes of work/lesson plans all make specific reference to AFL
7. Learning objectives are differentiated and levelled/graded
8. Lesson observations show that each teacher is in “AFL mode”, i.e. always discussing their work with students and helping them see how they can improve in terms of level/grade descriptors and achieving targets.
9. There is evidence that teachers have the skill of asking the students the type of questions, both individually and to the whole class, that enables them to understand how they can progress, and where relevant lead them to see how they can move on to achieve higher levels/grades.
10. There is evidence that both peer and self assessment relating to the learning objectives are occurring in lessons as appropriate
11. There is the evidence of AFL comments in the marking of students’ work.
12. AFL is also being used to adjust schemes of work, lesson plans and overall teaching in the light of analysis of the ascertained responses of students / Numeracy Links:
· Calculating the number of protons, electrons and neutrons for group 1 and 7 elements
· writing word equations then symbol equations then balancing them
· Calculating averages from practical results from chemical reaction rates
· Construct graphs lined/ bar/ curves from above results
· Constant temperature
· Using the equation:
The amount of energy transferred in a certain time as power.
· Measured in watts (W) (1W = 1j /s)
· Concepts of yield and atom economy.
· Earth’s atmospheric timeline gas levels
Cross-Curricular Links:
Geography: looking at different areas within the country, then different countries on tectonic plates, volcanic eruptions/ earthquakes
Local environment can be managed in a sustainable way.
Art/Design
Making a model of the atom
Drama role play e.g. the particle model and the different properties of gases liquids and solids
History local environment –management in a sustainable way- past present and future
Student Leadership Opportunities:
.
Group work roles- manager/ leader during practical activities
Organising a small group for a presentation to the class on / WrL / Enterprise:
Extension/Enrichment Opportunities:
Working at the higher distinction grades, to evaluate, synthesise learning / SMSC
Natural disasters and effects on living species;
Newspaper article on earthquakes.
Acid rain and its effects on the environment. as man-made effects
Responsible industry –an article about the likely environmental impact of a power station and how the impacts can be minimised.
Week / Learning Objectives / Tasks / Differentiation
1 / 2A.P1
Describe trends in the physical and chemical properties of group 1 and 7 elements.
2A.M1, D1
explain and investigate the trends of group 1 and 7 elements
explain what the reactivity series and displacement reactions are related to observations from investigations / Annotate a periodic table group 1 and 7 elements
State the meanings of physical and chemical properties and what a trend is
Research the physical properties of group 1 and group 7 elements
Watch demonstration of group 1 elements reacting with water and record observations about their physical properties and how they react.
Investigate displacement reactions of group 7 and complete a full laboratory report
Use your observations of the reaction of group 1 elements with water to describe the chemical properties of the group.
Watch Video clip of caesium and rubidium reacting with water and describe and record observations.
Draw a table with the numbers of protons, electrons and neutrons for group 1 elements.
Calculate and draw the electron configuration of lithium, sodium and potassium, describe your method.
Watch a Video Showing the reactivity of group 7 elements and answer questions about it.
Draw a table with the number of protons, electrons and neutrons for group 7 elements.
Calculate and draw the electron configuration of fluorine and chlorine.
State how many electrons are found in the outer shell of group 1 and group 7 elements
Describe trends in the physical properties of group 1 and group 7 elements (including melting, boiling points and electrical conductivity)
Describe the trends in the chemical properties of group 1 and group 7 elements.
Imagine you are a Head of Science in a school. Write a safety leaflet for technicians explaining which group 1 and group 7 elements may be used in school and which may not. Explain why those banned may not be used.
Explain the trends in the chemical properties of group 1 and group 7 elements in terms of electronic structure and the forces of attraction between sub-atomic particles. / A1.1
describe and Classify group 1 and 7 elements based on their physical properties
Evidence of classification and categorising at least 2 elements from group 2
(based on their physical properties)
Boiling points, melting points electrical conductivity, thermal conductivity, solubility in water and non-polar viscosity (viscosity)
M1.D1
Students to discuss the group 1 & 7 elements according to their melting, boiling points conductivity etc trends. Draw a table and identify any trends related to the elements position on the periodic table. Students to write a paragraph to explain this
Research and interpret data and present information, developing an argument and drawing a conclusion using scientific technical and mathematical language conventions and symbols to apply the learning from the lesson. To do this, students need to research and complete a set of instructions to explain the electron configurations and how to complete them. Then research how group 7 elements exist as diatomic molecules
1A.2
1. describe four typical properties of ionic substances
2. Describe four typical properties of covalent substances
1A.3
1. provide data through practical investigations
2. Classify at least six different substances as being either ionic or covalent in nature
M2, M3, .D2
Students need to research and Use these diagrams to work out the formula for methane, water, chlorine, carbon dioxide, hydrogen and oxygen. Then evaluate the formation of ionic and covalent substances following the investigations
Applying learning to plan a scientific test that can be used in industry to separate immiscible liquids and miscible liquids
skills/literacy/comprehension and thinking skills
Students to interpret the properties to explain and relate the bonding to the uses in all bonding types. To do this they need to write an extended piece of work, added to activity 5 above
1B.4
1.Discuss different types of physical properties of some common chemical substances
(Can complete a discussion sheet to show this evidence)
2. Provide evidence of a brief description of the above substances
1B.5
1. Evidenced by practical work or secondary data provided or research, looking at chemical changes involving common substances
2. Must show evidence of classification of at least two changes that are chemical (e.g. interaction with water)