Lesson 1

Unit Title:  Compounds and Mixtures
Caretaker: PMC 

Unit No   
 

Lesson Title:  Making compounds

NC Ref: 
 

Objectives:    

MK -  examples of elements and compounds, elements contain one type of atom. What an oxide is. The words, element compound, chemical formula, oxide
SK - what a compound is. A compound has different properties to the elements in it. how to write a word equation 
CK -  how to write chemical formulae

Lesson outline: Key idea is to know the difference between mixing elements and combining them to make a compound.

Starter activity: Could explode hydrogen as an example of making a compound. Or use the word card activity from atoms and elements where a metal is joined with a non-metal to help remember how to name compounds. i.e.  list of metals and list of non-metals. ask for products when these are combined. A compound is made when two or more different elements join/bond together.

Main course: Either demo (recommended) or do class practical making iron sulphide to show difference between mixing and combining. sheets Fa/1. A 2:1 mix of iron to sulphur gives a slight excess of iron.
Go through word equations and symbol with higher.

Use worksheet Fa/4 or Fa/5 to highlight the difference between the properties of an element and the properties of a compound.

Plenary:

Could answer questions from the book. page 70 71.

Throughout this topic, possible starters involve showing a molecule on the board and get pupils to identify it and write down the chemical symbols for it with formula, or give the formula and pupils draw it out.

Timings:

10

30

20

Homework Suggestion: 
worksheet Fa/3

Resources: spatulas, iron filings, sulphur powder, boiling tubes, balance, mineral wool, mortar and pestle, magnet,
 

Lesson 2 

Unit Title: 
Caretaker: 

Unit No   
 

Lesson Title:  Chemical reactions

NC Ref: 
 

Objectives:    

MK -  some reactions need energy to start them off, others happen straight away.
SK - how to decide if there has been a reaction, what a precipitate is, thermal decomposition, irreversible change. 
CK - some physical changes involve a gas being made and a change of colour, a chemical change is to do with the way bonding changes in a an atom. 

Lesson outline: Know  the type of reaction thermal decomposition.

Starter activity:
Add concentrated sulphuric acid to sugar and a dehydration reaction occurs from the heat.  An example of an irreversible change.

Main course:
Is heating a chemical or physical reaction. Is drying your hair with a hair dryer a chemical or physical change. Ideas are that the water vapour can be turned easily back to water again, no new substance formed.

What about heating toast. This is a chemical change because the substance breaks apart because of the heat.pupils note the equation starch --> water vapour + carbon. as an example of TD. Thermal decomposition is when compounds break down due to heat.

Can prove heating causes a break down by the thermal decomposition of copper carbonate and calcium carbonate. This shows that chemical reactions don't always show a change in colour. (Caution as quicklime is an irritant). Use side-arm to collect the gas and then pipette into lime water. (possible review of gas tests)

Pupils make notes on experiment

Plenary:

Is melting a chemical reaction? Boiling?  
Go through experiment equations using molecule pictures.

(Lesson 2 and 3 could be done in the same lesson if time)

Timings:

10

30

Homework Suggestion: 
Pupils write up the experiments conducted in class

Resources: 
boiling tubes and side arm, copper carbonate, lime water, spatula. conc sulphuric acid, sugar, calcium carbonate powder.

Lesson 3  

Unit Title: 
Caretaker: 

Unit No   
 

Lesson Title: 

NC Ref: 
 

Objectives:    

MK -  some reactions need energy to start them off, others happen straight away.
SK - how to decide if there has been a reaction, what a precipitate is, thermal decomposition, irreversible change. 
CK - some physical changes involve a gas being made and a change of colour, a chemical change is to do with the way bonding changes in a an atom. 

Lesson outline: 

Starter activity:
Add iron filings to copper sulphate. Pupils are to note down all the changes that are taking place to know the signs of a chemical reaction: heat, gas evolved or precipitate made, change of colour,  Pupils to write down word equations.

Main course:
Give the meaning of the word precipitate. Insoluble substance made in chemical reactions.

Pupils are to undertake a circus of experiments to see which are chemical and which are physical changes. This experiment reviews what they did last lesson as well. Use worksheets Fb/1 and table on worksheet Fb/2. Go through results

If time answer questions from the book.

Plenary:

For the chemical reactions, pupils could note down the word equations.
Worksheet Fb/4 is useful to confirm ideas about word equations. or could be completed for homework.

Timings:

10

30

20

Homework Suggestion: 
see above

Resources: 
thermometers, sugar, copper sulphate, dil. hydrochloric acid, dil, ammonia, magnesium carbonate, sodium carbonate annhydrous copper sulphate.

Lesson 4 

Unit Title: 
Caretaker: 

Unit No   
 

Lesson Title: Mixtures 

NC Ref: 
 

Objectives:    

MK -  meaning of the term evaporate, melt freeze, melting/freezing point and boiling point.
SK -  different substances have different melting points. melting and freezing point are the same thing! heat is required for something to melt.
CK - melting point of a mixture if different from that of the pure substance.

Lesson outline: 

Starter:

Have a lit candle on the front bench. Pupils are to write two lines on what they think is happening to the wax.

Main course

Build on the starter activity. Address the misconception that the wick is the fuel. Can show that it is the evaporating wax that is burning by inserting a glass tube into the inner part of the flame. This collects the wax vapour, which then condenses inside the tube. When the candle is blown out you see 'smoke' can show this is wax vapour by using a glowing splint to re-light the candle.

Can now discuss freezing. Pour some of the liquid wax into a beaker and ask what is happening to the liquid. Pupils may say solidifying, but this should be re-addressed as freezing.

From here can start an SC1 on how the addition of salt can affect the boiling point and/or melting point of water. level descriptors given in teachers guide. worksheet fe/1, fe/2.

Plenary

Go through plans so pupils are ready to carry out investigations next lesson.

Timings:

Homework Suggestion: 
worksheet fe/5

Resources: 
 thermometers, ice, salt, boiling tubes. balance, spatulas,

Lesson 5 

Unit Title: 
Caretaker:  PMC

Unit No   
 

Lesson Title:  Separating mixtures

NC Ref: 
 

Objectives:    

MK - meaning of the term evaporate, melt freeze, melting/freezing point and boiling point.
SK -  different substances have different melting points. melting and freezing point are the same thing! heat is required for something to melt.
CK - melting point of a mixture if different from that of the pure substance.

Lesson outline: Pupils will think about how to plan to separate a variety of mixtures.

Starter activity:
Pupils read through plans of another person in the class. Must make one correction to the plan.

Main course

Pupils carry out the practical. Should find that the boiling point increases and melting point decreases with addition of salt.

Plenary:

. Go through results that pupils have found out.

An extension activity involves the use of worksheet Fe/7. This is a graph plotting exercise showing how the mix of two liquid affects their boiling points.

Timings:

Homework Suggestion: 
Pupils could be asked to find the melting/boiling point of a variety of different substances.

Resources: 
thermometers, salt, balance, spatulas

Lesson 6

Unit Title: 
Caretaker: 

Unit No   
 

Lesson Title: 

NC Ref: 
 

Objectives:    

MK -   names of some mixtures. mineral and tap water contains dissolved chemicals. get a solid from heating a solution. how to evaporate
 SK - difference between elements and compounds. difference between mixtures and compounds, difference between atoms and molecules 
 CK -what ozone is. 

Lesson outline: Reminder of the different methods of separation

Starter: Show a variety of mixtures at the front. As scientists we want to obtain pure substances.

Timings:

Homework Suggestion: 
 

Resources: iron and sulphur mix, empty gas jar labelled air, muddy water, beaker of marbles and ball bearings. bee hive shelf, glass measuring cylinder, candle.
two glass syringes, glass tube, copper pieces setup to show

Lesson 7 

Unit Title: 
Caretaker: 

Unit No   
 

Lesson Title: 

NC Ref: 
 

Objectives:    

MK- meaning of the term evaporate, melt freeze, melting/freezing point and boiling point.
SK -  different substances have different melting points. melting and freezing point are the same thing! heat is required for something to melt.
CK - melting point of a mixture if different from that of the pure substance.

Lesson outline: Melting points.
Starter activity:
Put three metals on a metal lid. One lead, one tin, one mixture. When heated 2 will melt, but one won't, this is the pure lead. This is how soldering works, as the metal is heated and the freezes. The mix of the two metals gives the alloy properties of both metals.
Main course:
Pupils work through work sheet Fe/8. This is a graph plotting exercise.

Plenary:
Alloys exhibit properties of the element mix in them. Name some alloys eg. brass, steel, bronze.

or

use data loggers to show what happens as stearic acid cools from a solid to a liquid.

Should get a straight point on the graph which is a difficult concept for pupils. During this flat part, there is no visible energy change, this is because energy is released as the particles bond together.

Timings:

Homework Suggestion: 
 

Resources: tin, lead, tin and lead alloy (solder), tin lid, or stearic acid, data logging equipment, boiling tube holders.