Scheme of Work: Unit 1 –Chemistry and our Earth
AT = ActiveTeach
SB = Student Book
AS = Activity sheet
LP = Lesson plan / NS = Non-supervised individual study time
R = Research
TT = Tutor/technician sheet
SK = Skill sheet / Academic year:
Number of weeks: 10
Tutor subject area(s): Chemistry / Duration of session: 3 hour blocks
Guided learning time: 30 hours
Approx. total learning time: 50 hours
Credits: 5
Week / Outcome / Content / Learner activity / Resources / Grading criteria & PLTS / Stretch and support
1 / LO1 Be able to investigate different types of chemical substances related to their physical properties /
  • Different types of chemical substances
  • Representing chemicals
  • Physical properties
/
  • Learners listen tothe ‘elements song’
  • Tutor-led discussion –revision of the particle model for solids, liquids, gases, elements, mixtures and compounds
  • AS1: Elements, mixtures and compounds –Design a classification key
  • AS2:Determining a melting point – Determining melting point and relating it to purity
  • SB:Assessment activity 1.1 page 5 & 1.2 page 7
/
  • LP1.1, AS1 & TT1
  • LP1.2, AS2 & TT2
  • SK12 & 13
  • Eye protection
  • AT 1.1: Identifying elements, compounds and mixtures
  • AT 1.2:Understanding melting and boiling points
  • The ‘elements song’ (hotlink)
/ P1, P2, M1, M2,
PLTS:
IE, TW, CT / Use proper melting point apparatus to determine a melting point
2 / LO1 Be able to investigate different types of chemical substances related to their physical properties /
  • Uses of chemicals based on their physical properties
/
  • Class discussion, with tutor input – collaborate on producing ideas about the properties of metals
  • Watch video as basis for discussion on composite materials
  • AS3:Composite materials– Make and compare a composite and a non-composite material
  • SB: Assessment activity 1.3 page 9
  • Assignments 1 & 2
/
  • LP1.3, AS3 & TT3
  • Eye protection
  • AT 1.3: Identifying uses of substances based on their properties
  • AT 1.3 (video): A designer material
/ M2, D1
PLTS:
IE, TW / R:Learners research the uses of composite materials in the construction industry
3 / LO2 Be able to investigate the properties of elements relating to their atomic structure /
  • Atomic structure
/
  • Tutor-led discussion – atomic structure
  • AS4:Atomic structure– Give the number of protons, electrons and neutrons for different elements
  • AS5: Electron configurations– Calculate the electron configuration of elements
  • SB:Assessment activity 1.4 page 11 & 1.5 page 13
  • Wipe board quiz on atomic structure
/
  • LP1.4, AS4 & TT4
  • LP1.5, AS5 & TT5
  • SK29 & 30
  • AT 1.4: Understanding the structure of an atom
  • AT 1.4 (video): Bog body
  • AT 1.5:Understanding electron configuration
/ P3, M3
PLTS:
IE, SM / R:Learners research the uses of isotopes
4 / LO2 Be able to investigate the properties of elements relating to their atomic structure /
  • Chemical properties
  • Uses of chemicals based on their chemical properties
  • (Equations)
/
  • Tutor demonstration of the thermite reaction using an approved and rehearsed method
  • AS6:Reactions of group 1 elements–Watch a demonstration of group 1 elements with water and record observations
  • Learners watch a video showing the reactions of group 7 elementsand answer questions about it
  • AS7:Uses of group1 and 7 elements– Research
  • SB: Assessment activity 1.6 page 15 1.7 page 17
  • Group work on group 7 elements
/
  • LP1.6, AS6 & TT6
  • LP1.7, AS7 & TT7
  • SK4, 19, 29, 30, 31, 33 & 34
  • Eye protection, safety screens
  • AT 1.6: Writing word and symbol equations
  • AT 1.7:Identifying uses of lithium
  • Video showing the reactions of group 7 elements
/ P4, M4
PLTS:
IE, SM, TW / R:Learners research wheneach of the halogensand group 1 elements were discovered and why they were given the names that they were
5 / LO2 Be able to investigate the properties of elements relating to their atomic structure /
  • Chemical properties
/
  • AS8:Halogen displacement reactions– Practical activity to determine order of reactivity
  • Learners prepare a table showing the atomic structure, ofthe first 20 elements. They relate this to the location of the alkali metals and halogens in the periodic table, and the reactivity ofthese elements
  • SB: Assessment activity 1.8 page 19
  • Assignment 3
/
  • LP1.8, AS8 & TT8
  • SK9, 15, 29, 30, 31, 33 & 34
  • AT 1.8: Understanding halogen displacement reactions
/ P4, D2
PLTS:
IE, TW / NS: Learners give presentation to class explaining how position within periodic table affects reactivity
6 / LO3 Be able to investigate the factors involved in the rate of chemical reactions /
  • Reaction rates
/
  • 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
  • AS9: What affects the rate of a reaction? –Practical investigation using the reaction between magnesium and hydrochloric acid
  • Tutor explanation of collision theory
  • NS:Learners use collision theory to explain their practical observations
  • SB: Assessment activity 1.9 page 21
/
  • LP1.9, AS9 & TT9
  • SK11, 13 & 34
  • AT 1.9: Understanding surface area
  • Video of Hindenburg disaster(hotlink)
/ P5, M5
PLTS:
IE, TW / R:Learners research how industrialreactions are speeded up or slowed down
7 / LO3 Be able to investigate the factors involved in the rate of chemical reactions /
  • Reaction rates
  • Industrial processes
/
  • Tutor explanation – using graphs to calculate reaction rate
  • AS10: Catalysts – Practical investigation based on catalysis of the decomposition of hydrogen peroxide
  • Tutor explanation – calculating percentage yield, atom economy
  • AS11:Collision theory and chemical reactions – Presentation based on the reaction between chlorine and sodium bromide
  • SB: Assessment activity 1.10 page 23 & 1.11 page 25
  • Assignment 4
/
  • LP1.10, AS10 & TT10
  • LP1.11, AS11 & TT11
  • SK11, 13, 34 & 40
  • AT 1.10: Calculating rates
  • AT 1.11:Understanding the Haber process
/ P5, M5, D3
PLTS:
IE, TW / Learners plot a graph showingprogress of their hydrogen peroxide reactions and use these to calculate rates
8 / LO4 Know the factors that are affecting the Earth and its environment /
  • Natural activity factors
/
  • Learners watch videos of natural disasters as a lead into a tutor-led discussion
  • AS12:Earthquake –Produce a newspaper article
  • Learners produce a set of instructions for people to follow in the event of an earthquake or tsunami.
  • Tutor-led discussion – tectonic plates using pictures of the effects of continental drift
  • SB: Assessment activity 1.12 page 27
/
  • LP1.12, AS12 & TT12
  • SK4 & 19
  • AT 1.12 (video): In the shadow of a volcano
  • AT 1.12b (video): Volcano up-close
  • Videos of Mount St Helens volcano (hotlink);an earthquake (hotlink);the effects of continental drift(hotlink)
/ P7, M7
PLTS:
IE, CT / R:Learners produce a world map showing the tectonic plate boundaries
9 / LO4 Know the factors that are affecting the Earth and its environment /
  • Human activity factors
/
  • Learners collaborate on producing ideas about elements that can be extracted from the Earth, sea and air
  • AS13:Mining for minerals– Separate a model mineral from a model ore and answer questions about the impact of mining on the environment
  • R: Learners research the causes of acid rain and its effectson environment
  • AS14:Responsible industry – Write an article about the likely environmentalimpact of a power stationand how the impacts can be minimised
  • SB: Assessment activity 1.13 page 29 1.14 page 31
/
  • LP1.13, AS13 & TT13
  • LP1.14, AS14 & TT14
  • SK4 & 19
  • AT 1.13: Matching human activities with their effects on the environment
  • AT 1.14:Reducing carbon dioxide emissions – in-depth role-play activity
/ P6, M6, D4
PLTS:
IE, CT / R:Learners research the causes and effects of global warming
10 / LO4 Know the factors that are affecting the Earth and its environment /
  • Sustainable development issues
/
  • Learners collaborate on producing ideas about the ways that humans affect the Earth
  • Tutor explanation – what is ‘sustainable living’?
  • Learners watch the ‘drive 5 miles less’ advert as a basis for discussion
  • AS15:Change your life; save the planet– Choose an environmentally damaging activity and prepare a leaflet explaining how individuals can reduce the impact of this activity
  • SB: Assessment activity 1.15 page 32
  • NS:Learners produce a concept map of the topics covered in Unit 1
  • Assignment 5
/
  • LP1.15, AS15 & TT15
  • SK4 & 19
  • AT 1.15: Understanding the costs of sustainable business
  • ‘Drive 5 miles less’ advertising material (hotlink)
/ D4
PLTS:
IE, CT / Learners present their work for AS15 in another media such as audio, video or web-page

The timings in this scheme of work reflect the time the learner is engaged in learning for the unit both with the tutor (Guided Learning Hours, GLH) and in their own private study. GLH: all the times when a tutor, trainer or facilitator is present to give guidance. This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes time spent by staff assessing learners’ achievements.