Lesson 1

Unit Title:  USING CHEMISTRY
Caretaker: MDB

Unit No   
9H

Lesson Title: Energetic Reactions 

NC Ref: 
 

Objectives:    

MK - Fuels burn to release energy, hydrocarbons burn to produce water and carbon dioxide, other types of reaction can be used as energy resources.
SK - Carbon monoxide is produced when there is insufficient oxygen, hydrogen can be used as a fuel, displacement reactions (produce electricity)
CK - Why carbon monoxide is dangerous. Word equations and some symbol equations

Lesson outline: Horsforth Commentary

Starter activities: 

Light a Bunsen Burner and ask the pupils to write down what is occurring in the back of their books ask a couple to read out what they have. The answer is it produces carbon dioxide and water. You can show this with the combustion apparatus (see p96) or a cold beaker placed over the flame will show condensation. The beaker over a yellow flame will show incomplete combustion as soot collects on the bottom. Get the pupils to write both word equations in their books. (p96) Finally explain the gas burnt is actually methane which is a hydrocarbon - contains only hydrogen and carbonand that all hydrocarbons adhere to the same equations.

Main course:

Not only combustion reactions give off heat. W/sheet 9Ha/1 provides an experiment for displacement reactions. It is revision of displacement reactions and the results should roughly show the reactivity series (p81). The reactions can be explained using the 'sexy metals' way of thinking. Explain that zinc is better looking than copper so can steal his girlfriend (sulphate). This exchange gives off  energy. Equation on p97, could do some more examples but probably not time. Aluminium might not work due to the oxide layer restricting it's reactivity. may need to explain.

Plenary:

Show fruit clock, check it is set up before the lesson. Give this as another example of a reaction that gives out energy, this time electricity, the pupils or the teacher don't need to know how this works. Try to get across that many reactions give off different types of energy that can be measured in a number of ways - Q & A, last man standing, questions from book. Finally could burn balloon filled with hydrogen. Use a splint attached to a metre ruler. Hydrogen + Oxygen → Water (and heat) Hydrogen is not a hydrocarbon so does not give carbon dioxide.

Timings:
 

Homework Suggestion: Research Hindenburg disaster. What went wrong, why do they now use helium and not hydrogen in air ships.

Resources: Copper, aluminium (oxide layer removed), zinc, iron, magnesium, 0.5M Copper sulphate solution, thermometers, fruit clock, orange, hydrogen balloon.

Lesson 2 

Unit Title: Using Chemistry
Caretaker: MDB

Unit No   
 9H

Lesson Title: Making Materials

NC Ref: 

Objectives:    

MK - All materials are made by chemical reactions
SK - Some ways in which new products are developed
CK - How the properties of rubber can be changed, how drugs can be designed for specific purposes.

Lesson outline: Horsforth Commentary

To introduce the wide range of materials people use in their everyday life, and are used because of their properties. That chemical reactions are used to produce these materials.

Starter activity:

Turn to back of books. Ask pupils to write down anything they use that does not involve a chemical reaction in their production - offer stamps. There is very little the pupils can think of that doesn't use chemistry in there production. A good example is an apple that though natural is grown using fertilisers and has waxes on it to make it more appetising. Finally the apple tree itself has conducted chemical reactions (photosynthesis), it is a little chemical factory!

 
Main course:

Place the picture of the car on the board. Discuss the different materials and why they were used (think properties), if you are comfortable with it talk a bit about the chemical processes involved in the materials production. There is a bit on page 99 in the book. Pupils to draw a car in their book and do detailed labels of the materials and their properties that make it.

If high ability group or the above is completed quickly w/sheet 9Hb/3 provides a comprehension on development of products.

Plenary:

W/sheet 9Hb/1 is a good revision tool for reactions covered previously in KS3 topics. Now is a probably a good time to review them. There is also 'focus on' material p100-101 on Kevlar and vulcanised rubber which could be used as a plenery.

Timings:
 

Homework Suggestion: Could ask pupils to do some research on a material e.g. Kevlar.
 

Resources: Glue sticks, scissors.
 

Lesson 3 

Unit Title:  Using Chemistry
Caretaker: MDB

Unit No   
 9H

Lesson Title: A Matter of Mass

NC Ref: 

Objectives:    That mass can not be made or destroyed in chemical reactions

MK - Mass of products = Mass of reactants. Chemical reactions cause atoms to join in different ways. Materials don't change mass when they change state.
SK - Mass appears to decrease when gas is evolved. mass appears to increase when metals are burned in air. Law of conservation of mass
CK - How to balance symbol equations.

Lesson outline: Horsforth Commentary

By the end of the lesson the pupils should have accepted the law of conservation of mass and also why certain reactions where mass changes do not disprove the law.

Starter activity:

Place some marble chips in a conical flask on a mass balance with a measuring cylinder containing some sulphuric acid (also on the balance). get a show of hands to say what is going to happen to the starting mass when the sulphuric acid is placed in the conical flask. Ask a few pupils why they think what they think. Conduct the experiment and get the pupils to give reasons why the mass has gone down. You could suck some of the gas in the conical flask up using a dropping pipette and bubble it through some limewater to prove carbon dioxide has been given off - this is where the mass has gone. When gas is evolved the mass of the products that remain is lower but overall the total mass will be the same.
 
Main course:

Option 1

Give pupils a piece of magnesium (about 5cm) which they will place in a crucible and weigh (don't forget the lid). Set up a tripod and Bunsen ready to heat up the crucible. Before they start get the pupils to decide with their partner what will happen to the mass and a reason. Heat up the crucible for 5-10 minutes with the lid on, the magnesium should go white. The students must keep lifting the lid up slightly with some tongs to let some more oxygen in. Carefully measure the mass of the the crucible and content. May be a good idea to do method and apparatus in books while the crucibles cool. The mass should have gone up due to the magnesium combining with the oxygen in the air. Pupils need to explain this in their books as well as the first experiment.

Option 2 (probably lower ability)

Complete W/sheet 9Hc/1 - all the reactions show that mass does not change. Note The worksheet does not contain an experiment that shows a metal combining with oxygen. It is important that this is covered.

Plenary:

The questions in the book are very good for reinforcing the ideas. Or make some of your own up.

Copy down Law of conservation of mass - Mass is conserved in chemical and physical reactions. Sum of reactants = Sum of products.

Timings:
 

Homework Suggestion: W/sheet 9Hc/3 or W/sheet 9Hc/4
 

Resources: 

Option 1 - magnesium ribbon, metal crucibles, mass balance (2d.p.)

Option 2 - 0.5M copper sulphate, 0.2M sodium hydroxide, 0.5M hydrochloric acid, universal indicator, iron filings, sodium chloride, spatulas, thermometer, ice, mass balance (2d.p.)
 

9Hc/1, 9Hc/3, 9Hc/4
 

Lesson 4 

Unit Title:  Using Chemistry
Caretaker: MDB

Unit No   
 9H

Lesson Title: Burning Ideas

NC Ref: 

Objectives:    

MK - Candles appear to lose mass when burnt because the products of the reaction escape into the atmosphere. Mass is conserved when substances burn
SK - Hydrocarbons form carbon dioxide and water when they burn. In the past people had different ideas of why things burnt. Phlogiston theory.
CK - Some observations can support more than one theory. Explain some of phlogiston theory in term of particles and oxygen.

Lesson outline: Horsforth Commentary

Starter activity:

Show a candle burning, it gets smaller and because of last lesson pupils should be able to explain why, products are steam and carbon dioxide. Explain hundreds of years ago people did not know as much as they do now. Read about phlogiston p104-105.
 
Main course:

Low ability - W/sheet 9Hd/2 (or questions in the book)

High ability - W/sheet 9Hd/3 or 9Hd/4 (or questions in the book)

Plenary:

As this is probably a short lesson there is opportunity to revise all the work covered. W/sheet 9Hd/1 is a good sheet for general reactions covered in KS3.
 

Timings:
 

Homework Suggestion: Revision of topic for possible test. Any of the work sheets.
 

Resources: 
 

Lesson 5 

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MK - 
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Lesson outline: Horsforth Commentary

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Lesson 6 

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MK - 
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Lesson outline: Horsforth Commentary

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Lesson 7 

Unit Title: 
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Unit No   
 

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NC Ref: 

Objectives:    

MK - 
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Lesson outline: Horsforth Commentary

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Main course:

Plenary:
 

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Homework Suggestion: 
 

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