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Scheme of Work
This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more activities suggested than it
would be possible to teach. It is intended that teachers should select activities appropriate to their students and the curriculum time available. The first two
columns summarise the specification references, whilst the Learning Outcomes indicate what most students should be able to achieve after the work is
completed. The Resources column indicates resources commonly available to schools, and other references that may be helpful. The timings are only
suggested, as are the Possible Teaching and Learning activities, which include references to experimental work and How Science Works opportunities.
Activities that can contribute to Section 3d: Experimental and investigative skills are shown as [3d: b] etc. Resources are only given in brief and risk
assessments should be carried out.
Most centres will have access to a Virtual Learning Environment (VLE), and Key Stage 4 related science materials. In the resources, reference is made to
VLE and interactive software. Most VLE software providers have similar presentations on the topics. Before using any presentation, teachers are reminded
that they should decide in advance which slides are most suitable to achieve the learning objectives and edit the presentation accordingly before the lesson.
Throughout this specification students will be expected to write word equations and write and balance symbol equations for reactions specified.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 1
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Spec Reference Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 2
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
1.2c Atoms have a small Know the structure of an Task: Students view/draw diagrams of VLE/Interactive software Be able to
central nucleus, which atom. basic atomic structure naming sub- eg The Atom. calculate
is made up of protons atomic particles. numbers of
and neutrons, and protons, neutrons,
around which there are and electrons in
electrons. an atom, using
the periodic table.
1.2d The relative electrical Know the charges on sub- Discuss: charges on sub-atomic View the Atomic structure Know the
charges are as shown: atomic particles. particles, and produce chart in books. PowerPoint presentation at difference
Proton charge of +1 How Science Works: Drawing a table. www.iteachbio.com/Chemi between atomic
Neutron no charge [3d: g] stry/Chemistry/Atomic%20 number and mass
Electron charge of Structure.ppt number.
1
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 3
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
Spec Reference
timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 4
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
Spec Reference
timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 5
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
Spec Reference
timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
1.2j Electrons occupy Describe electron 1 Review atomic structure, nucleus and Electron shell diagram Note: They do not
particular energy arrangements for elements electron cloud. sheet with elements have full outer
levels. Each electron in up to number 20. placed in same position as shells, except for
Explain: Introduce idea of shells within
an atom is at a Students should be able to periodic table, elements 1 He and Ne. From
the cloud, and filling numbers and
particular energy level represent the electronic 20. Ne onwards they
order. Use electron shell sheet to
(in a particular shell). structure of the first 20 have eight
complete them. Teacher completes VLE/Interactive software
The electrons in an elements of the electrons in their
elements 1,2,3,7 and 11, students eg periodic table slides.
atom occupy the periodic table in the outer shell.
complete others.
lowest available following forms: View the electron shell
energy levels Recommend follow this lesson with PowerPoint presentation at
(innermost available first lesson listed under 4.1 The http://education.jlab.org/jsa
shells). periodic table. You may wish to flag up t/powerpoint/chembond.pp
the electronic structure of the noble t
gases prior to that lesson (continuity
point).
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Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 7
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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be able to do Homework Students should:
1.3e The empirical formula Calculate empirical 2 Activity: Finding the formula of either Magnesium, crucible and Be able to work
of a compound can be formulae, either from a magnesium oxide or copper oxide. lid, balance, crucible out the formula of
calculated from the graph or from mass data. Students report their experiment. tongs, spills and matches, a compound from
masses or tripod, gauze, and Bunsen the reacting
Explain: Teacher led explanation of
percentages of the burner. masses provided
how to make the calculation using
elements in a either the graph method or from mass See Exampro Extra Online in the question.
compound. readings. Students find the formula Practical Activity for other
using chosen method. details.
How Science Works: You could use Graph paper.
either a graphical method where each
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England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 9
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
Spec Reference
timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
included in chemical
reactions
1.3h No atoms are lost or Know that all atoms 1 Task: Students carry out and report Balances, boiling tubes, 25 Be able to
made during a involved in a reaction must precipitation reaction experiments such cm3 measuring cylinders, calculate the
chemical reaction so be accounted for. as lead nitrate and potassium iodide to lead nitrate solution 1 mol mass of a
the mass of the Calculate the amount of a observe there is no change in mass on dm3, potassium iodide 1 reactant or
products equals the product or reactant from forming products. mol dm3. product from
mass of the reactants masses of other products information about
How Science Works: Make and
and reactants (the use of the masses of the
record observations and
relative atomic masses and other reactants
measurements [3d: g]
relative molecular masses and products in
is not needed here). Homework: Students do calculations the reaction.
Understand symbol using mass of reactants and products
equations, balance symbol to find mass formed of one product or
equations. mass needed of one reactant.
1.3j Even though no atoms Know that: 1 Discuss: Class discussion about Calculation worksheets. Be able to
are gained or lost in a result of the experiment from last VLE/Interactive software, evaluate and
the reaction may not go
chemical reaction, it is lessons, and why results are not eg quantitative chemistry. make judgements
to completion because it
not always possible to is reversible always correct. [3d: i, j, o, p] for the data in the
obtain the calculated some of the product question.
Include reference to yield, and
amount of a product may be lost when it is percentage yield. Students make notes
separated from the on yield and percentage yield.
reaction mixture
some of the reactants How Science Works: Could work out
may react in ways the source of errors and type of errors
different from the in the experiment, and make
expected reaction. notes/definitions of these. [3d: j] A
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 10
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 11
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 12
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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be able to do Homework Students should:
no. 83)
oscillating reaction (RSC Classic
Chemistry Experiments no.140).
Students make notes on reversible
reactions and the meaning of the
double headed arrow.
2 Bonding and structure
2.1 Bonding and 2.2 Structure and how it influences the properties and uses of substances
2.1c Substances that Recognise that compounds 1 Dry samples of NaCl, Remember
Task: Students should investigate the
consist of simple with low melting and boiling MgSO4, Al2O3, wax and compounds that
melting point, conductivity, solubility
molecules are gases, points are likely to be ethanol, 100 cm 3 beakers, are liquid or gas
and use of hand lens to study crystal
liquids or solids that simple molecules. carbon electrodes, wires, at room
structure of both ionic and covalent
have relatively low power packs, test tubes, temperature will
Know that compounds can compounds such as NaCl, MgSO4,
melting points and spills and matches, hand have low melting
be classified according to Al2O3, wax and ethanol. Students
boiling points. lenses, clamps and and boiling points.
their properties. report their experiment.
stands.
How Science Works: Develop
hypothesis to explain known facts, eg
there are two groups of compounds,
why are they different? [3d: m]
Draw out idea that these compounds
can be put into two groups according
to their properties:
easy to melt and poor electrical
conductors ( non-metal
compounds)
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England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 14
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 15
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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compounds in which
the halide ions have a
single negative charge.
2.2b When melted or Explain: how ionic substances, when
dissolved in water, dissolved in water, can conduct
ionic compounds electricity (and why as solids they
conduct electricity cannot). Students make notes.
because the ions are
free to move and carry
the current.
Use periodic table to write 1 Explain: Teacher to explain method Periodic table Remember the
correct formula for ionic for writing formulae. formula multiplies
VLE/Interactive software
compounds. everything inside
Task: Students work out formulae for eg bonding part 1
the brackets by
named compounds using periodic
the number
table for charges. At first concentrate
outside, when
on simple compounds with only two
dealing with
elements in them. Move on to more
molecular ions.
complex ones (acid radicals/molecular
ions etc) requiring the use of brackets Be careful to use
when Students are confident about only subscript
simple balancing of charges. numbers to avoid
Homework: More examples of confusion with the
formulae. charge. Never
change the
subscript number,
instead they
should bracket
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2.2a Ionic compounds have Describe NaCl crystal Discuss: Why are ionic compounds NaCl lattice model.
regular structures lattice and why it doesnt hard to melt? Relate this to regular
View the bonding
(giant ionic lattices) in conduct electricity and is structure of sodium chloride crystal
PowerPoint presentation at
which there are strong hard to melt. structure, leading to idea of crystal
http://education.jlab.org/jsa
electrostatic forces in formation form solution in regular way.
t/powerpoint/chembond.pp
all directions between Task: Students could make their own t
oppositely charged model from marshmallows and
ions. These VLE/Interactive software,
spaghetti (or similar).
compounds have high eg bonding part 1.
melting points and high Students draw diagrams to explain Marshmallows (breakfast
properties of sodium chloride. size) and spaghetti.
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be able to do Homework Students should:
2.1h Compounds formed Students should be able to Discuss: Bonding in non-metal Remember CH4 is
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
from non-metals represent the covalent compounds. Teacher led discussion made up of two
consist of molecules. bonds in molecules such as into properties of non-metal elements and is
In molecules, the water, ammonia, hydrogen, compounds, relating to the electronic not just a single
atoms are held hydrogen chloride, arrangements of non-metals and that element
together by covalent methane and oxygen in the electron shells are nearly full.
bonds. following forms:
Task: Students to show/draw
structures of, H2, Cl2, O2, HCl, H2O,
NH3 and CH4.
Students draw diagrams to explain
covalent bonding. Students should do
some of these themselves as they
demonstrate understanding.
Students should be able to
recognise other simple
molecules and giant
structures from diagrams
that show their bonding.
2.2c Substances that Explain: 1 Explain: Teacher-led explanation that Exampro Extra Online Be able to explain
consist of simple why covalent molecules shared pairs of electrons are covalent Chemistry Activity: that
molecules are gases, have low melting and bonds; why covalent bonds are poor Structure and bonding. intermolecular
liquids or solids that boiling points conductors of electricity; why covalent forces are weak
Exampro Extra Online
have relatively low that there are weak compounds have low melting and
Chemistry Activity:
in comparison
melting points and forces of attraction boiling points, and that there are very with covalent
Bonding snap.
boiling points. between the molecules weak forces between molecules, not bonds.
that need overcoming at strong bonds as in ionic compounds.
melting and boiling. Task: Students make notes, or answer
why covalent molecules questions from DART worksheet,
are unable to conduct
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 20
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 21
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 22
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 23
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 24
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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be able to do Homework Students should:
which can be classified Mg, Fe, C and S. They containing small quantity of water in it.
as acidic, basic and should know that water- After combustion, add two drops of
amphoteric. soluble oxides of metals universal indicator solution, stopper,
give alkaline solutions and and shake. Observe pH of solution
those of non-metals give made.
acidic solutions.
Demo: Teacher repeats using oxygen
gas and gas jars. Also uses Na and S.
Students make notes about oxides of
elements, and also ideas of oxidation
and reduction.
Symbol equations can be used or
written here.
3.1d When substances burn Students should be able to
in air they are reacting describe a test for oxygen.
with the oxygen.
3.1e Oxidation and
reduction reactions
involve the addition
and removal of oxygen
respectively.
3.2 Water
3.2a Natural waters contain Students should be aware 2 Discuss: clean water (PMI). Note: Clean
dissolved salts, which that pure water can be water is usually
Task: Either class or demo
can be removed to made by distillation and Watch glass, beaker and referring to tap
Evaporate some tap water on a watch
obtain pure water. that desalination is an heating equipment to water or water
glass to dryness to assess how much
important method of evaporate some of the tap safe to drink. It
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 25
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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be able to do Homework Students should:
obtaining water for dissolved solids it contains. water to dryness. contains other
domestic use in some chemicals that
Discuss: the need for clean water,
countries. are not toxic, so
and what this means. Note: One
that water can be
Students should know the method of getting pure water is
safely drunk.
boiling point of pure water distillation.
Note: Avoid
and a simple chemical test Simple distillation
Demo: Demonstrate distillation of salt confusion with
to show the presence of equipment of salt water.
water and remind students about how pure water, which
water.
it works. Economics in terms of energy contains only
requirements and vast volumes water molecules.
needed means it is not viable to
produce drinking eater from except in
extreme circumstances.
Tests: Demonstrate the tests for a) Boiling tube and
presence of water (cobalt chloride thermometer, cobalt
paper); b) pure water.(b.p. of water) chloride paper
Video: Watch video clip or a video on
water purification and students A video on water
complete a flowchart to explain purification can be found
process. on
www.teachersdomain.org/
asset/ess05_vid_h2otreat
ment
Alternatively, there is a
video on Chemistry in
Action (you may have a
copy lurking somewhere).
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 26
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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3.2b Drinking water should Students should be aware Emphasise the need to remove some
have sufficiently low that water of the correct dissolved, but not all, substances and
levels of dissolved quality is produced by the need to add chlorine to kill
salts and microbes. passing water from a bacteria, and possibly (controversially)
suitable source through fluoride compounds to improve dental
filter beds to remove solids, health.
and then sterilising with
chlorine.
3.2c Water filters containing Detailed knowledge of Discuss: How water filters and ion
carbon, silver and ion specific water filters is not exchange works.
exchange resins can required. Examination
remove some questions may give
dissolved substances information about water
from tap water to filters so that comparisons
improve the taste and can be made.
quality.
Students should
understand the principles of
how ion exchange resins
work, but do not need
detailed knowledge of the
structure or chemical
nature of specific resins.
3.2d Chlorine may be Students should be aware
added to drinking of the arguments for and
water to reduce against the addition of
microbes and fluoride fluoride to drinking water.
may be added to
improve dental health.
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England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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3.3 Rusting
3.3a Both air and water are Students should know that 2 Students activity: Devise a method Small iron nails, test tubes,
necessary for iron to rusting refers to the to find out if air/oxygen, and/or water vegetable oil, cotton wool,
rust. corrosion of iron. They are necessary for rusting to take place. stoppers, calcium chloride
should be able to describe Carry out the experiment and obtain (dried)
and interpret experiments results next lesson.
to show that both air and
Write up method with risk assessment
water are necessary for
[3d: a), c), d), ]
rusting.
Activity; analyse results to get
conclusion.
Discuss: Suggest the need to see if
results are reproducible or repeatable.
[3d: n]
3.3b There are a number of Students should be able to Activity: Use a DART or similar for
ways in which rusting recall and explain some ideas of rust prevention.
can be prevented, methods of rust prevention,
most of which are eg greasing, painting and
based on the exclusion sacrificial protection.
of air and water.
4 The periodic table
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their highest energy outer electrons. write word equations for the reactions. paper towels, scalpel, in the periodic
level (outer electrons) How Science Works: Making a safety screen, glass tube table.
Know that the number of
and this gives them prediction. Ask students what they (8mm wide), splints and
outer electrons determines Be aware of
similar chemical think reaction of Caesium (Cs) would matches.
how an atom reacts. Atoms similarities
properties. be, show video clip of reaction with
with eight electrons in their between the
outer shell are unreactive, water. [3d: f] elements within a
ie the noble gases. Demo: Burning Li, Na and K in air to group.
react with oxygen.
4.1c The elements in Group Know that noble gases
0 of the periodic table have eight outer electrons,
are called the noble except for helium, which
gases. They are has two.
unreactive because
their atoms have
stable arrangements of
electrons.
4.1a The periodic table is 1 Discuss: What is the periodic table? Periodic table cards.
arranged in order of or the five Ws (Why, What, Where, These should be of
atomic (proton) When and Who). Limit answers to just elements 153, excluding
number and so that a list of elements in a funny shape. the noble gases and 32.
elements with similar Group 1 cards should be
Activity: Periodic table card game
properties are in one colour, Group 2 a
columns, known as The object of the game is to see the second colour, Group 5 a
groups. The table is problems and solutions found by both third colour, Group 6 a
called a periodic table Newlands and Mendeleev using only fourth colour and Group 7
because similar the information they had in 1860s. a fifth colour. Each card
properties occur at Each group has 47 cards of elements should only have atomic
regular intervals. known by Newlands and Mendeleev, mass, symbol and name.
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be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 30
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 31
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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electrons.
4.2 Trends within the periodic table
4.2a The elements in Group Describe the reactions of 2 Review metals in the periodic table. Demo: large glass trough,
1 of the periodic table Group 1 metals with water, universal indicator, small
Demo: Place sodium in water, to
(known as the alkali air and chlorine. pieces ( rice grain) of alkali
obtain ideas of density in water,
metals): metals Li, Na, K, forceps,
Know that Group 1 metals release hydrogen and form hydroxides
are metals with low form 1+ ions. (revision from Unit 1). paper towels, scalpel,
density (the first safety screen, glass tube
Know that they form Burn sodium in chlorine gas, show (8mm wide), splints and
three elements in
hydroxides that dissolve in formation of compound, and charges matches.
the group are less
water to give alkaline on both Group 1 metal and also Group
dense than water)
solutions. 7 non-metal.
react with non-
metals to form ionic Task: Students draw diagrams of the
compounds in reaction of Na with Cl.
which the metal ion
carries a charge of
+1. The compounds
are white solids that
dissolve in water to
form colourless
solutions
react with water,
releasing hydrogen
form hydroxides
that dissolve in
water to give
alkaline solutions.
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4.2f In Group 7, the further Know that the further down 1 Revise Na +Cl2 reaction to get halogen Samples of chlorine, Be able to write
down the group an the group: as elements that form 1- charged ions. bromine and iodine in and balance
element is: sealed containers. symbol equations.
the less reactive the Demo: Students make list of halogens,
the less reactive element is their colours and their state at room Aqueous solutions of
the element the higher its melting temperature. Remind students of chlorine, and bromine, and
the higher its point and boiling point. colour of chlorine (seen with NaCl iodine solution (iodine in
melting point and reaction). Show samples of other potassium iodide).
boiling point halogens if possible, if not use halogen Pipettes, test tubes, test
waters from the class experiment to tube racks, solutions of
show their colour when dissolved in sodium chloride, sodium
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5.1i If the concentration of Students should be able to 1 Remind students about relative
one of the reactants is calculate the chemical molecular mass (Mr). Remind them
known, the results of a quantities in titrations that the Mr in grams if dissolved in
titration can be used to involving concentrations (in water provides a concentration unit
find the concentration moles per dm3) and that we can use to compare different
of the other reactant. masses (in grams per dm 3) solutions.
Task: Students make brief notes on
molecules and how dissolving different
proportions of the Mr produces
solutions of different concentrations.
Explain: Using last times results,
show how to work out the
concentration of the sodium hydroxide
assuming 1 mol dm3 hydrochloric acid
was used.
Tell students they need the balanced
equation to work out reacting amounts
and to work out the unknown using the
equation:
Conc of acid x volume used
conc of alkali x volume used
=
no of acid molecules in equation
no of alkali molecules in equation
Give students three other examples to
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5.2c Insoluble salts can be Explain what precipitation 1 Task: Students prepare insoluble salt, 1 mol dm3 lead nitrate, 1 Note: All students
made by mixing is, and how it can be used eg lead iodide and/or barium sulphate. mol dm3 potassium iodide need to
appropriate solutions to make insoluble salts. or 0.2 mol dm3 barium remember is
Discuss: How precipitation reactions
of ions so that a hydroxide, 0.2 mol dm3 going to a dance
Know how making insoluble can easily remove unwanted ions from
precipitate is formed. sodium sulphate, 25 cm 3 and swapping
salts can be useful in the drinking water and effluents. Students
Precipitation can be measuring cylinders, 100 partners to get
water industry as a cheap make notes.
used to remove cm3 beakers, filter paper the word
and effective way of
unwanted ions from Homework: Making insoluble salts. and filter funnels. equations right.
removing unwanted ions
solutions: for example, Students complete a worksheet
from water. VLE/Interactive software,
in treating water for naming the reactants needed to make
eg chemical reactions.
drinking or in treating Name the substances a named insoluble salt and, given the
effluent. needed to make a named reactants, name the insoluble salt
insoluble salt. produced.
5.3 Metal carbonates
5.3a The carbonates of Students should be aware 1 Activity: Test each carbonate with Mg, Cu, Zn, Ca, Na,
magnesium, copper, that not all carbonates of acid to see that it evolves carbon carbonates, dilute
zinc, calcium and metals in Group 1 of the dioxide gas, and then dry carbonates hydrochloric acid, test
lithium decompose on periodic table decompose tubes, boiling tubes with
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heating (thermal at the temperatures are heated to decompose. delivery tubes, clamps and
decomposition) in a reached by a Bunsen stands, matches and spills
Use only Mg, Cu, Zn, Ca, and Na
similar way. burner. carbonates. and limewater.
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the compound calcium calcium carbonate and that chemical name, and its uses. eg useful Materials from
carbonate (CaCO3), is it is quarried. rocks.
Activity; Students produce wall chart
quarried and can be about chemistry and uses of cement, Exampro Extra Online
used as a building glass, iron production or soil pH Practical Guide
material, or powdered control. They then present their wall Chemistry of the
and used to control chart to the group. Limestone Cycle.
acidity in the soil. It View the limestone uses
can be used in the Activity: Class make notes on each
PowerPoint presentation at
manufacture of use of limestone.
www.worldofteaching.com/
cement, glass and iron powerpoints/chemistry/Lim
and to produce estone.ppt
calcium oxide (lime).
6 Metals
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establish positions equations. metals and the metals. dropping tiles, foils of Cu,
within the reactivity Zn, and Mg, iron filings.
Students should be aware Students should report their findings
series.
that copper can be and: For the demo . This is a
obtained from solutions of dangerous demo, which
describe the pattern using the you should carry out only if
copper salts by reactivity series from last lesson
displacement using scrap you are confident and
[3d: m] competent to do so.
iron. write ionic equations for the
reactions dry iron(III)oxide,
magnesium , crucible,
Demo: If time (and nerves) permit, bucket of sand
demonstrate a thermite reaction eg
iron oxide with magnesium
6.2 Extracting metals
6.2a Unreactive metals Explain how an ore is 2 Discuss: Teacher discussion on VLE/Interactive software,
such as gold are found different from a rock. making metals, ores, gold and silver eg useful materials from
in the Earth as the etc. Discuss and relate extraction metal ores.
Know that methods may be
metal itself but most methods to limestone quarrying, and
used to concentrate an ore
metals are found as talk about metal recycling to reduce
before extraction.
compounds that impact of quarrying and economic
Know that some metals are
require chemical considerations.
so unreactive they can be
reactions to extract the found as metal in the Demo: Ag, Cu and Au in hydrochloric
metal. Earths surface (crust). The acid to show unreactive nature of
layers of atoms in metals these metals.
are able to slide over each Task: Students make brief notes in
other. This means metals books.
can be bent and shaped.
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Copper carbonate,
Activity: Concentrating an ore heat
matches and splints,
a small quantity of copper carbonate
until it stops bubbling and has turned boiling tubes, boiling tube
black. Students could weigh the holders( or clamp and
sample before and after heating to stand) mineral/glass wool
work out mass loss of carbon dioxide plug for boiling tube.
(refer back to lesson on heating
carbonates and suggested homework
task).
1. Students to compare each
others results.
2. Plot graph of class results of
mass used against mass lost.
3. Mention variables are
continuous.
4. Identify range of data.
5. Describe relationship between
mass used and mass lost.
Students are to keep their copper
oxide for next lesson.
Homework: Explain the benefits a
company can gain by concentrating a
metal ore before refining it.
6.2b Metals that are less Knowledge and 1 How Science Works: The first Periodic table. Details of the
reactive than carbon understanding are limited to samples of copper man made were blast furnace are
VLE /Interactive software,
can be extracted from the reduction of oxides found in camp fires. Thinking about not required, but
eg useful materials from
their oxides by using carbon. what a camp fire has in it, ask students students should
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reduction with carbon: guess what happened, to make a metal ores. know the raw
Knowledge of reduction is
for example, iron oxide hypothesis about the guess, how could materials used
limited to the removal of Copper oxide, carbon, or
is reduced in the blast they test their hypothesis, and predict and explain the
oxygen. wooden spill, matches and
furnace to make iron. what should happen if they test their simple chemistry
spills, boiling tubes, boiling
guess. involved,
tube holders, or clamp and
including the use
Explain: about wood/charcoal/stones stand, mineral/glass wool
of equations.
containing copper ores, and heat. plug for boiling tube and
250 cm3 beaker of cold Knowledge of the
Task: Students then heat their copper
water. details of the
oxide from last lesson with
extraction of other
carbon/charcoal to see if they can See resources on
metals is not
make copper (tip heated mixture into Exampro Extra Online for
required.
cold water to prevent copper re- this.
oxidising back to copper oxide). Examination
questions may
Conclude with idea that the carbon has
provide
removed the oxygen from the metal
information about
oxide and that removal of oxygen is
specific
reduction. This is how iron oxide is
processes for
turned in a blast furnace into iron.
students to
Details are not required, although it
interpret or
may make interesting homework.
evaluate.
Demo: Blast furnace using potassium
permanganate, iron oxide, and carbon
with a mineral wool plug. Test iron
made with a magnet.
Homework: Report the experiment
students did.
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6.2d Copper can be Students should know the 1 Task: Students review/ investigate RSC Alchemy has section Details of the
extracted from copper- electrode material and be how copper is mined, extracted and on Copper refining which industrial smelting
rich ores by heating able to write the ionic half purified by electrolysis. can be found at processes are
the ores in a furnace equations for the reactions www.rsc.org/Education/Te not required but
Students should make brief notes/flow
(smelting). The copper occurring at both achers/Resources/Alchem students should
diagram on basics of extraction, by
can be purified by electrodes. y/index.htm be aware that
copper ore heated in furnace, impure
electrolysis. The chemical
copper dissolved in sulfuric acid, VLE/Interactive software,
supply of copper-rich processes are
followed by electrolysis. eg useful materials from
ores is limited and is involved and that
metal ores.
being depleted. Demo: Electrolysis of copper sulfate examination
solution with copper electrodes (could Copper sulfate solution 0.5 questions may
Traditional mining and
be demonstrated whilst watching a mol dm-3, copper provide further
extraction have major
video on refining copper). electrodes, power pack information for
environmental impacts.
100cm3 beaker, wires and them to interpret
light bulb. or evaluate.
Crucible, carbon
electrodes, power supply,
connecting wires, lamp,
Bunsen burner and fume
cupboard.
6.2c Metals that are more Knowledge of the details of 1 Demo: Demonstration of electrolysis of You can find a variety of Be able to find a
reactive than carbon, industrial methods of molten zinc chloride or lead bromide. resources including video metals position in
such as aluminium, are electrolysis is not required, clips on the RSC website both the periodic
Task: Students investigate how
extracted by other than the detail at table and the
aluminium is mined, extracted and
electrolysis of molten required for aluminium (see www.rsc.org/Education/Te reactivity series,
purified by electrolysis.
compounds. The use Section 13(i)). achers/Resources/Alchem when given a
of large amounts of y/index.htm metal to extract in
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6.3e Alloys are usually Describe what alloys are, Demo: Insert a different-sized ball to
made from two or why they are more useful show alloy effects make sliding harder
more metals. The than pure metals, and how to achieve.
different sizes of atoms the metal structure is
Task: Students draw diagrams to
in the metals distort altered by the insertion of
explain metal and alloy structure and
the layers in the different sized atoms.
properties.
structure, making it Demo: Compare samples of pure
more difficult for them metals with alloys, eg copper and
to slide over each brass, iron and steel.
other. This makes
alloys harder than pure
metals.
6.3f Most metals in Know that alloys have
everyday use are improved properties as a
alloys. Pure copper, result of the combination of
gold, iron and metal atoms.
aluminium are too soft
for many uses and so
are mixed with small
amounts of other
metals to make them
harder for everyday
use.
6.3b The electrons in the Represent the bonding in 1 VLE/Interactive software
highest occupied metals in the following eg bonding.
energy levels (outer form:
View the bonding
shell) of metal atoms PowerPoint presentation at
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enough to be used to
make pipes or tanks
does not react with
water.
6.4b Iron from the blast Know the difference 1 Task: Students complete a project on More information on Iron
furnace contains about between iron from the blast iron, steel and alloys to explain the Section, can be found on
96% iron. The furnace and steel in terms differences. the RSC Alchemy website
impurities make it of less carbon in steel than at
Research: Research the meaning of
brittle and so it has iron from the blast furnace. www.rsc.org/Education/Te
carat in relation to gold, and the
limited uses. achers/Resources/Alchem
reasons for the different proportions of
y/index2.htm
gold in each type of gold.
Homework: Past paper question on
properties of metals and their uses,
from past CHY1 papers, eg Jan 07
CHY1F Q3, Jan 08 CHY1F Q6
6.4c Most iron is converted Know that the many types Knowledge and
into steels. Steels are of steel are really alloys. understanding of
alloys since they are the types of steel
mixtures of iron with and their
carbon. Some steels properties are
contain other metals. limited to those
Low-carbon steels are specified in the
easily shaped, high- subject content.
carbon steels are hard, Information about
and stainless steels the composition
of specific types
are resistant to
of steel may be
corrosion.
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given in
examination
questions so that
students can
evaluate their
uses.
Note: there is no
need for students
to remember
different
combinations of
alloys.
Be able to
interpret
information
provided.
7 Rates of reaction
7a The rate of a chemical Students need to be able to 1 Activity: React marble chips with Marble chips, balance, Knowledge of
reaction can be found interpret graphs showing dilute hydrochloric acid and measure dilute hydrochloric acid, specific reactions
by measuring the the amount of product the volume of carbon dioxide evolved burette/measuring other than those
amount of a reactant formed (or reactant used against time taken. cylinder/gas syringe, in the subject
used or the amount of up) with time, in terms of conical flask with delivery content is not
How Science Works: Record results
product formed over the rate of the reaction. tube, washing-up required, but
in a chart and plot a graph of results of
time: .Calculate rate of reaction bowls/troughs and students will be
volume of gas produced against time.
from given data. stopwatches. Graph paper. expected to have
Analyse the graph to obtain rate of studied examples
See also Exampro Extra
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7d Increasing the Use the collision theory to 1 Consolidation lesson on collision VLE/Interactive software
pressure of reacting explain how the change in theory, rates of reaction and activation eg rates.
gases increases the conditions affects the rate energy.
frequency of collisions of any reaction, in terms of
Task: Students could draw particle
and so increases the particle behaviour.
diagrams to show how each change in
rate of reaction.
Know how gas pressure conditions affects the particle mixture
affects rate of reaction. in the reaction and how this relates to
the theory.
How Science Works: Make a
prediction on the effect of altering the
pressure on a gas reaction.
7g Catalysts change the Know that catalysts change 1 Discuss: Why do cars have catalysts Manganese (IV) oxide Note: In
rate of chemical the rate of a chemical in their exhaust system? What do they /liver/potato spatula, 20 vol questions
reactions but are not reaction. This is important do? hydrogen peroxide, involving industry
used up during the in industry to reduce costs. balance, measuring and catalysts,
Activity: Investigating effect of
reaction. Different cylinder and boiling tube. students should
catalysts. Use one of these catalysts
reactions need be given
on hydrogen peroxide: liver, potato, VLE/Interactive software,
different catalysts. information that
manganese(IV) oxide. Students report eg transition metals.
their experiment. [3d: h] they need to
evaluate eg Why
Explain: Develop idea of catalysts is a catalyst used
helping the reaction to take place. You that reduces the
may wish to mention how catalysts
reacting
work, active sites, forming
temperature?
intermediates etc.
Because reducing
the temperature
will save energy
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8.2a Most of the Students should know that 1 Demo /Activity: Name each formula VLE/Interactive software
hydrocarbons in crude in saturated hydrocarbons and draw methane, ethane and eg organic chemistry and
oil are saturated all the carboncarbon propane as examples of alkanes in useful organic.
hydrocarbons called bonds are single covalent both forms. Show as models.
Molymods or similar.
alkanes. The general bonds. Elicit general formula for alkanes.
formula for the
homologous series of Discuss: the use of a line as
alkanes is CnH2n+2. representing a single covalent bond.
8.2b Alkane molecules can Describe what the Task: Students draw molecular
be represented in the structural formula shows. diagrams adding in notes to the
following forms: diagrams of methane, ethane, and
Know the general formula
propane as alkanes.
C2H6 for alkanes.
or Students should know that
in displayed structures a
represents a covalent bond.
Students should be able to
recognise alkanes from
their formulae in any of the
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8.3 Fuels
8.3a Most fuels, including Students should be able to 1 Demo: Burning a candle, and passing Equipment as in diagram. Know that
coal, contain carbon relate products of exhaust gases through anhydrous products of
See AQA website Practical
and/or hydrogen and combustion to the elements copper sulfate/cooling U tube and combustion
Guide
may also contain some present in compounds in cobalt chloride paper, then limewater. depend on the
sulfur. The gases the fuel and to the extent of VLE/Interactive software elements present
released into the combustion (whether eg, useful air and Earth in the fuel (check
atmosphere when a complete or partial). and atmosphere. the formula) and
fuel burns may include how much oxygen
No details of how the Access to internet.
carbon dioxide, water candle here is present.
oxides of nitrogen are
(vapour), carbon Carbon monoxide
formed are required, other
is made if there is
monoxide, sulfur than the fact that they are
not enough
dioxide and oxides of formed at high
How Science Works: Draw attention oxygen present
nitrogen. Solid temperatures.
to need for control experiment to for complete
particles (particulates) compare the results. Students label combustion, but
Solid particles may contain
may also be released. diagram and make results chart. really serious
soot (carbon) and unburnt
fuels. Note: Soot formation by incomplete shortage of
combustion. oxygen makes
soot (carbon).
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not required
8.3e Biofuels, including Students should know and 1/2 Activity: Making ethanol with yeast. Sugar, yeast, limewater,
biodiesel and ethanol, understand the benefits (you could start the culture and in the 250 cm3 conical flask and
are produced from and disadvantages of second lesson distil the ethanol ). bung with delivery tube.
plant material, and are biofuels in terms of: test tube, distillation
Students make notes on fermentation
possible alternatives to apparatus
use of renewable and distillation.
hydrocarbon fuels. resources VLE/Interactive software,
their impacts on land eg organic chemistry.
use
their carbon footprint.
9.1f Ethanol can be Students should know that Discuss: Evaluate the advantages
produced by reacting ethanol for use as a biofuel and disadvantages of making ethanol
ethene with steam in is produced from a dilute from renewable and non-renewable
the presence of a solution of ethanol obtained sources.
catalyst. by the fermentation of plant
Homework: Past paper questions/
materials at a temperature
worksheet on advantages and
between 20C and 35 C.
disadvantages of making ethanol from
Detailed knowledge of the renewable and non-renewable
methods used to produce sources.
other biofuels is not
required.
8.3f Hydrogen can be Students should be able to Discuss: Class discussion about fuel
burned as a fuel in compare the advantages cells and burning hydrogen as fuels.
combustion engines or and disadvantages of the
Task: Students produce chart
can be used in fuel combustion of hydrogen
comparing the advantages and
cells that produce with the use of hydrogen
disadvantages of using a fuel cell
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compound is
saturated.
9.1d Alkenes react with Know that the presence of Activity: Class practical testing for Bromine water, test tubes,
bromine water, turning double bonds in a molecule double bonds using bromine water. test tube racks, liquid
it from orange to can be tested for by the Students should test a range of named alkanes, eg pentane,
colourless. decolourisation of bromine alkenes and alkanes. Students make hexane, liquid alkenes, eg
water. notes. hexene, cyclohexene.
Homework: Students predict reactions
of a variety of molecules displaying
single and double bonds with bromine
water.
9.1e Some of the products Know that cracking Explain: Show with models how
of cracking are useful produces more useful breaking large molecules produces not
as fuels. molecules including only alkenes, but also more fuels like
alkenes and fuels. petrol (octane) and diesel
(dodecanes).
Task: Students draw diagrams to
explain the above.
9.2 Polymers
9.2a Alkenes can be used Represent polymerisation 1 Demo: Making Perspex. Exampro Extra Online Note: Although
to make polymers such of ethene like this Practical Guide: see AQA students will
Use molecular models to demonstrate
as poly(ethene) and help notes. probably know
how polymers form. Class make own
poly(propene). In the names of
polymer chain by: Molymods
polymerisation some common
each student making a monomer
reactions, many small Paper chain pieces (use polymers, these
either with model or drawn onto
molecules (monomers) waste paper) and marker are not required
front of paper chain piece.
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join together to form two students joining their monomer pens. knowledge,
Students should be able to
very large molecules together and drawing on back unless they are
recognise the molecules VLE/Interactive software,
(polymers). structure at the joining. included in the
involved in these reactions eg organic chemistry.
groups joining together to make subject content
in the forms shown in the RSC Alchemy disc has
long chain with monomer structure for this section.
subject content. They section on poly(ethene).
on front of each piece of paper and
should be able to represent Further information can be Students only
polymer structure on rear of chain.
the formation of a polymer found at need to learn the
Students draw diagrams to explain
from a given alkene www.rsc.org/Education/Te basic
ethene polymerisation.
monomer. achers/Resources/Alchem polymerisation of
Homework: Students to draw
Further details of diagrams showing propene y/index2.htm ethene, as the
polymerisation are not polymerisation. propene simply
required. changes one H
atom for a CH3
group.
9.2b The properties of Know that: 1 Review ideas of polymers . Show Selection of polymers with Be able to explain
polymers depend on examples of polymers or use circus on different properties why the structure
LD polythene and HD
what they are made properties such as transparency, including LD and HD gives the property
poly(ethene) are made
from and the flexibility, stretching etc. Including LD poly(ethene). or vice versa.
using different catalysts
conditions under which and HD poly(ethene). Ask what causes
and conditions See Exampro Extra Online
they are made. For these differences.
the differences in Practical Guide: Making
example, low density polymers properties Activity: Identifying LD and HD slime.
(LD) and high density depend on the monomer poly(ethene) using 50 parts ethanol
(HD) poly(ethene) are used and also the and 50 parts water mix.
produced using conditions under which
different catalysts and Discuss: a variety of possible
they are made, as these
monomers, and refer to the differences
reaction conditions. influence the type of
as being due to the structure achieved
structure produced.
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10.1c Ethanol can be Students should be able to 1 Activity: Ask students to safely smell Test tubes, ethanoic acid, Note: Students
oxidised to ethanoic recognise alcohols from some ethanol, and then the flask with pipettes, sodium do not need to
acid, either by their names or formulae, ethanoic acid in from last lesson. Ask hydrogencarbonate, write balanced
chemical oxidising but do not need to know students what has happened, and to spatula, indicator paper chemical
agents or by microbial the names of individual tell you what has been made. and limewater. equations for the
action. Ethanoic acid is alcohols other than reactions of
Discuss: the oxidation of ethanol to
the main acid in methanol, ethanol and carboxylic acids.
ethanoic acid, and use molymods to
vinegar. propanol.
show what has happened to the
Students should be aware molecule of ethanol as it has been
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or
10.2b Carboxylic acids: Students are expected to 1 Demo: To show: Test tubes, dilute ethanoic
write balanced chemical acid, pH indicator (solution
dissolve in water to carboxylic acids dissolve in water to
equations for the reactions or paper), sodium
produce acidic form acidic solutions
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represented in the
following forms:
CH3COOCH2CH3 or
timing (lessons)
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be able to do Homework Students should:
11.1b Examples of Know several exothermic 1 Demo: Uses of heat changes in Exampro Extra Online
exothermic reactions and endothermic reaction chemical reactions. Practical guide:
include combustion, uses. Exothermic and
Exothermic:
many oxidation endothermic reactions.
Explain self-heating cans /
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reactions and hand warmers, and sports burning fuel ( Bunsen burner) VLE/Interactive software
neutralisation. injury packs in simple concentrated sulfuric acid and eg energy transfer.
terms. (no need to recall sugar
Everyday uses of VLE/Interactive software,
chemicals or equations for a thermite reaction
exothermic reactions eg reversible reactions.
processes). hand warmer ( if available)
include self-heating
cans (eg for coffee) Endothermic:
and hand warmers.
ammonium nitrate and barium
hydroxide
Sports injury pack
Students make brief notes on self-
heating warmers and injury packs.
11.1d If a reversible reaction Realise that in a reversible 1 Activity: Students should investigate Copper sulfate, spatula,
is exothermic in one reaction the same energy the temperature changes for the test tubes, pipettes, and
direction, it is change takes place in reversible reaction: 100 cm3 beaker.
endothermic in the either direction.
opposite direction. The
same amount of
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energy is transferred in
each case.
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11.2c The amount of energy 1 Activity: Measuring energy changes in Expanded polystyrene Be able to
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energies of reactants showing the relative Task: Students draw their own energy from an energy
and products, the energies of reactants and level diagram for their neutralisation level diagram.
activation energy and products, the activation reaction.
Tip: Subtract the
the overall energy energy and the overall
Homework: Students are given five value for the
change of a reaction. energy change, with a
energy level diagrams, and they reactant line from
curved arrow to show the
calculate from the y-axis the energy the value for the
energy as the reaction
change. At least one should be an product line. If the
proceeds. Students should
endothermic reaction. value is negative,
be able to relate these to
then the reaction
exothermic and
is exothermic,
endothermic reactions.
positive and it is
endothermic.
11.2h Catalysts provide a Students should be able to 1 Activity: What happens when we use Test tubes, measuring Understand that
different pathway for a represent the effect of a a catalyst? Using a catalyst, eg MnO2 cylinders, MnO2 powder, lowering the
chemical reaction that catalyst on an energy level with H2O2, simply in terms of rate of spatula and 20 vol H2O2 activation energy
has a lower activation diagram. reaction. reduces costs in
Or
energy. industrial
You could instead demonstrate adding
CuSO4 powder, conical processes.
copper sulfate to already reacting zinc
flask, zinc granules and
granules and hydrochloric acid to see
dilute HCl(aq).
rate increase.
Discuss: the idea of activation energy
as a hurdle of energy that the reacting
particles have to overcome before
collisions become reactions (collision
theory link here).
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11.2g In an endothermic Students should be able to Task: Students explain how they think
reaction, the energy calculate the energy an endothermic reaction happens, and
needed to break transferred in reactions make notes, and draw energy level
existing bonds is using bond dissociation diagram.
greater than the energies supplied.
Explain: that chemists know how
energy released from
much energy is needed to break a
forming new bonds.
bond between two atoms. Represent
how to use these to work out the
energy transferred in one reaction, eg:
2 H2 + O 2 2H2O
Homework: For four examples or
more, students use bond energies to
calculate energy transfer, and if a
reaction is endothermic or exothermic
(give them the balanced equation).
12 The production of ammonia
12a The raw materials for Evaluate the conditions 1 Activity: Draw chemical bonding of Further resources and a Tip: As a quick
the Haber process are used in industrial processes ammonia on the board, write the video on ammonia can be revision draw a
nitrogen and in terms of energy formula as well. Students should use found on the RSC flow chart of each
hydrogen. Nitrogen is requirements. the five Ws technique for the Alchemy website at starting material,
obtained from the air, compound. www.rsc.org/Education/Te where it comes
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and hydrogen may be Discuss: ammonia as an important achers/Resources/Alchem from and what it
obtained from natural chemical in terms of production of y/index.htm becomes.
gas or other sources. fertilisers and explosives. How is it
made? You could go for a historical
perspective as well. Did you know:
the Navy has the legal right to enter
your bathroom (to collect nitrates
from urine)
explosives and fertilisers were
made from bird droppings from the
Pacific.
Explain: Use resources from Royal
Society of Chemistry (RSC) Alchemy
to explain and provide activities for
students to understand the basics of
the Haber process. Watch video clip.
Task: Students complete flow charts
from RSC Alchemy ammonia to show
process.
12b The purified gases are Evaluate the conditions Discuss: Brief discussion on the need Understand why
passed over a catalyst necessary in an industrial to minimise energy requirements and the temperature
of iron at a high process to maximise yield release of pollutants, students to make and pressure
temperature (about and minimise notes. used are the best
450C) and a high environmental impact. compromise.
pressure (about 200
atmospheres). Some
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of all the reacting effect of changing the with two 25 cm3 measuring cylinders, Chemistry Activity: equilibrium is just
substances at conditions of temperature each with an open ended glass tube conditions for equilibrium like the latest ride
equilibrium depend on and pressure on a given but with different diameters. put 25 cm 3 reactions. at a theme park.
the conditions of the reaction or process. of water into one cylinder. Transfer Theres always
reaction. water from one cylinder to the other the same number
using a finger over the end of each on the ride; it is
tube in turn (keep the tubes in the just that at the
same cylinder) until the level in each end of each trip,
cylinder does not change any more. the people on
This is true only under the same board change.
conditions of temperature and gas
pressure.
12e If the temperature is Use slides from a PowerPoint
raised, presentation and/or the RSC Alchemy
website to show how changing each
the yield from the
condition affects the equilibrium.
endothermic
reaction increases
the yield from the
exothermic reaction
decreases.
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12h These factors, together Evaluate the conditions Discuss: how we can make the most RSC Alchemy worksheet
with reaction rates, are used in industrial processes ammonia, as cheaply as possible, and can be found at
important when in terms of energy as environmentally friendly as www.rsc.org/Education/Te
determining the requirements possible> achers/Resources/Alchem
optimum conditions in y/am/question.doc
Video: Show RSC ammonia video
industrial processes,
again to refresh and revise process.
including the Haber
process. Homework: Candidates complete
worksheet from RSC Alchemy about
impact of conditions on proportions
made.
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13 Electrolysis
13b Passing an electric Know that compounds can 2 Discuss: what happens when we pass Carbon electrodes, power
current through ionic be broken down into their an electric current through a solution of pack and wires, 1 mol
substances that are elements by using a salt? dm3 CuSO4 solution,
molten, eg lead electricity. 100cm3 beaker.
Activity: Electrolysis of copper
bromide, or in solution
Know that this process is chloride solution, using carbon You can find a variety of
breaks them down into
called electrolysis. electrodes to obtain copper on the resources including video
elements. This process
cathode and chlorine at the anode. clips on the RSC website
is called electrolysis.
Students draw diagrams to explain. at
www.rsc.org/education/tea
Demo: Electrolysis of molten lead
chers/resources/alchemy/i
bromide.
ndex.htm
Students draw diagrams to explain.
Exampro Extra Online
Chemistry Activity:
Electrolysis human
model.
VLE/Interactive software,
eg useful materials from
rocks.
13a When an ionic Know that in solutions and
substance is melted or when molten, ionic
dissolved in water, the compounds have ions that
ions are free to move are free to move carrying
about within the liquid the electric charge with
or solution. them.
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13c During electrolysis, Know positively charged Discuss: Relating to ions, movement
positively charged ions ions move to the negatively and attraction to the positive and
electrode, and negative negative electrodes. Students draw
move to the negative
ions to the positive diagrams to explain.
electrode, and
electrode.
negatively charged Demo: If there is time, demonstrate
ions move to the Predict the products of movement of ions, eg the electrolysis
positive electrode. electrolysing solutions of of a crystal of KMnO4 on filter paper
ions. dampened with sodium chloride
solution.
13h Electrolysis is used to Know what electroplating is 1 Activity: electroplating copper foil with Copper electrode, nickel
electroplate objects. and how it works. nickel (using nickel sulfate solution). electrode, power pack and
This may be for Students report their experiment. wires, 1 mol dm-3 NiSO4
reasons such as solution and 100 cm 3
Discuss: Uses of electroplating
appearance, durability beaker.
including silver and copper. Explore
and prevention of
what is happening in terms of electrons
corrosion. It includes
at both electrodes. Students draw
copper plating and
diagrams to explain.
silver plating.
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13f Reactions at Interpret and/or complete Use half equations to show electron Note: Students
electrodes can be half equations. transfers. are not expected
represented by half to write half
equations, for equations in the
example: exam, but should
2Cl- Cl2 + 2e- be able to
complete and
or balance them.
2Cl- - 2e- Cl2
13i Aluminium is Know the ore of aluminium. 1 Task: Explore the extraction of VLE/Interactive software, Remember that
manufactured by the aluminium, as either video or eg Useful materials from the only reason
Describe how aluminium is
electrolysis of a molten worksheet, or use RSC Alchemy, or metal ores. that cryolite is
extracted by electrolysis.
mixture of aluminium mini-project. needed for the
Visit the RSC Alchemy for
oxide and cryolite. Know that cryolite is added process is to
Do students know that in the 1850s more information on
Aluminium forms at the to make the aluminium reduce the
aluminium was the most expensive Aluminium at
negative electrode and oxide melt at a lower melting point of
metal in the world (it was extracted www.rsc.org/Education/Te
oxygen at the positive temperature and reduce aluminium oxide
from its ore by a thermite reaction achers/Resources/Alchem
electrode. The positive energy costs. to less than 1000
using sodium metal)? Now, with y/index.htm
electrode is made of
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Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
13j The electrolysis of Know that salt is an 2 Activity: Electrolysis of NaCl solution Petri dish, carbon
sodium chloride important raw material. in Petri dish with universal indicator. To electrodes, power pack
solution produces establish split into chlorine (bleaches and wires and 1 mol dm3
Know that we get sodium,
hydrogen and chlorine. indicator), an alkali ( turns indicator NaCl solution.
hydrogen, chlorine, and
Sodium hydroxide blue/purple) and an unknown gas.
sodium hydroxide from it. Hoffman voltameter, test
solution is also Students draw diagrams to show the
tubes, 1 mol dm3 NaCl
produced. These are Give one industrial use for experiment and the results.
solution, litmus solution,
important reagents for each of the products.
Demo: of Hoffman voltameter to show test tubes, litmus paper
the chemical industry,
products clearly and also to enable and power pack and wires.
eg sodium hydroxide
hydrogen gas to be collected and
for the production of VLE/Interactive software,
tested (use acidified NaCl and litmus
soap and chlorine for eg useful materials from
solution to make demo spectacular
the production of rocks.
and easier to understand the electrode
bleach and plastics.
processes). RSC Alchemy video on
Chemicals from Salt can
Task: Students draw diagrams to
be found at
show the experiment and the results.
www.rsc.org/Education/Te
Discuss: why hydrogen is formed. achers/Resources/Alchem
Relate to reactivity series position of y/index.htm
sodium, and industrial uses of sodium
chloride. Students make notes.
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Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 97
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
14.1b Aluminium, calcium Students should be able to 1 Discuss: Teacher-led discussion Test tubes, NaOH (aq),
and magnesium ions recognise the presence of about another method of identifying pipettes, solutions of:
form white precipitates these ions in water by this metal ions, this time using sodium
CuSO4
with sodium hydroxide test. hydroxide.
solution but only the AlCl3
Activity: Adding sodium hydroxide
aluminium hydroxide
solution to solutions of metal ions. FeSO4
precipitate dissolves in
Students should add small amounts of
excess sodium FeCl3
sodium hydroxide and observe what
hydroxide solution.
happens after each addition. Students NB FeSO4 must be freshly
should be warned that adding more to produced.
one solution will produce a further
change.
Task: Students prepare and complete
results chart. Remind them that each
solid that appears is a precipitate.
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Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
14.1d Carbonates react with Recognise the presence of 1 Demo: Teacher-led demonstration of
dilute acids to form these ions in water by this effect on acid on carbonates, and
carbon dioxide. test. limewater test as a revision and
Carbon dioxide introduction to testing halide and
produces a white sulfate ions.
precipitate with
limewater. This turns
limewater cloudy.
14.1e Halide ions in solution Activity: Test halide ions, and then Test tubes and racks,
produce precipitates sulfate ions. silver nitrate solution,
with silver nitrate dilute nitric acid, dilute
Task: Students prepare a results chart
solution in the hydrochloric acid, barium
and complete it:
presence of dilute nitric chloride, solution, solutions
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England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 100
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
Spec Reference
timing (lessons)
Suggested
Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 101
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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timing (lessons)
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Specification Content What most students should Activities hints and tips
be able to do Homework Students should:
14.2d Gas chromatography Students need only a basic Task: Students prepare flow chart of Big magnet, ball bearings Key points are
linked to mass understanding of how GC- how gas chromatography and mass of different sizes. that it provides a
spectroscopy (GC-MS) MS works, limited to: spectroscopy can help substances to quick and easy to
View the gas
is an example of an be identified quickly and easily, even use tool for small
Different substances, chromatography
instrumental method: with small samples. samples needing
carried by a gas, travel PowerPoint presentation at
Gas through a column You may wish to describe briefly a http://alpha.chem.umb.edu analysis.
chromatography packed with a solid mass spectrometer, so that students /chemistry/ch361/GC%20a
allows the material at different will understand an explanation that it nd%20GC-MS.ppt
separation of a speeds, so that they can measure the mass of a molecular
VLE/Interactive software,
mixture of become separated. ion can be given and understood.
eg the atom - for details of
compounds. The number of peaks on
Demo: Demonstration of mass mass spectrometer.
The time taken for the output of a gas
spectrometer. Use ball bearings of
a substance to chromatograph shows
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Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
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travel through the the number of different sizes rolling down a slope
column can be compounds present. past a powerful magnet. Show
used to help The position of the deflection according to mass size of
identify the peaks on the output ball bearing. Ball bearings represent
substance. indicates the retention molecular ions.
The output from the time.
gas A mass spectrometer
chromatography can identify substances
column can be very quickly and
linked to a mass accurately and can
spectrometer, detect very small
which can be used quantities
to identify the the molecular mass is
substances leaving given by the molecular
the end of the ion peak.
column. Knowledge of
The mass fragmentation patterns is
spectrometer can also not required.
give the relative
molecular mass of
each of the substances
separated in the
column.
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