GAYNES SCHOOL SCHEME OF WORK SCIENCE

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1 GAYNES SCHOOL SCHEME OF WORK SCIENCE Year Group KS4 Triple science Chemistry Health and Safety Please refer to individual lessons and activity plans Assessments Recall tests End of unit test Mock Examination covering all Science Chemistry Units Six Mark Questions (two stars and a wish) Unit code, title and length C7 35 Lessons Resources Please refer to individual lesson plans Homework Please refer to faculty homework schedules Common misconceptions BLP Collaboration, Revising, Making links, Distilling Social Moral Spiritual Cultural Cross-Curricular IT Possibilities researching Key Learning Outcomes Whole Unit Grade/Level Must Be able to write formula equations C Should Balance equations using alcohols and carboxylic acids and B Could To calculate atom economy and do titration calculations A/A* Key Learning Outcomes Per lesson (see lesson plans to copy and paste) Lesson Number 1 Introducing a modern sustainable chemical industry What is green chemistry? 4 Why do we use catalysts? 5 What are alkanes? 6 Saturated or unsaturated? Learning outcome Ideas about the chemical industry (building on C6) (D) Investigate the nature of work done by people who work in the industry (C/B) Evaluate the use of chemistry in scientific jobs (A) Identify and describe examples to illustrate the principles (D) Should: investigate issues surrounding the chemical industry (B/C) Could: justify the use of the principles in the chemical industry (A) Describe what catalysts are (D) Investigate the effect of possible catalysts on the rate of a reaction (B/C) Conclude how catalysts work using the idea if activation energy (A) Describe the physical and chemical properties of alkanes (C) Model molecular and structural formulae to represent organic molecules (B) Predict the properties of other alkanes based on patterns in properties (A) Identify differences in the formulae of saturated and unsaturated molecules(c) Explain the reactivity of alkenes compared to alkanes (B) Suggest a way to tell the difference between an alkene and an alkane (A) 7 What are alcohols? 8 What are the properties of alcohols? 9 What are the ways of making ethanol? Identify similarities and differences between alkanes and alcohols (C) Model molecular and structural formulae to represent organic molecules (B) Predict the properties of alcohols (A) Demonstrate the properties of alcohols Explain what is meant by a functional group Compare alcohols with water and alkanes Extension: write balanced chemical equations Describe the 3 methods of obtaining ethanol (C) Explain the optimum conditions for obtaining alcohol (B) Compare the benefits and drawbacks of the 3 methods 10 Which route Why there is a limit to the concentration of ethanol solution that can be made by fermentation (C)

2 is greener? 11 How do carboxylic acids react? 12 What are carboxylic acids? 13 How green is the manufacture of carboxylic acids? 14 What are? 15 How do we make on a large scale? 16 What do fats and oils look like? 17 How can we tell what kinds of fats are in food 18 What are the molecules of organic chemistry 19 How is energy transferred in a reaction? 20 How do we measure energy changes? 21 What is needed to make a reaction happen? 22 Do all reactions go in one direction? 23 How do we control the direction of a reaction? 24 Why did the First World War go on so long? 25 How can we get the most out of the Haber process? 26 Which route is greenest? Interpret data about the different processes involved in the production of ethanol (B) Evaluate the sustainability of the 3 methods (A) Give examples to illustrate the practical importance of carboxylic acids (D) Describe the chemical properties of carboxylic acids in solution(c) Compare the reactions of carboxylic acids to other acids (B/A) Recognise the COOH functional group in carboxylic acids and feature of this group (C) Model molecular and structural formulae to represent organic molecules (B) Eplain the strength of carboxylic acids related to their functional group (A) Recall the principles of green chemistry (D) Apply the principles of green chemistry to context (C) Evaluate how sustainable the production of ethanoic acid is (B/A) Describe properties of and some uses of (D) Describe the reaction that produces (C) Deduce the name of the from their functional groups (B) Extension: calculate atom economy of esterification (A) Describe the stages in making an ester from a carboxylic acid and an alcohol (C) Explain the reason for practical techniques involved in the preparation of an ester (B) Calculate the percentage yield of ester formed (A) Describe the difference between saturated and unsaturated molecules (D) Apply knowledge of functional groups to fats and oils (C) Compare the properties of saturated and unsaturated fats (B/A) Explain the difference between a saturated and unsaturated compound (C) Investigate a range of fats and oils to establish whether they are saturated or unsaturated (B) Design a test to establish whether a fat is saturated or unsaturated (A) Describe how to name different organic molecules (C) Apply knowledge of functional groups to drawing the structure of organic molecules (B) Compare the structures and properties of the molecules met in this topic (A) Recall ideas about exothermic and endothermic reactions and energy level diagrams (D) Explain that energy is needed to break chemical bonds and energy is given out when chemical bonds form (C/B)Estimate the overall energy change in a simple reaction using data on energy to break covalent bonds (A) Measure and calculate the energy change of combustion for a series of alcohols (C) Calculate energy changes in reactions given the energy changes when bonds break or form (B/A) Compare the data from both methods (A*) Recall the factors that affect the rate of reaction. (D) Interpret energy level diagrams for a reaction (C/B) Use ideas about collision theory and activation energy to explain why different factors increases the rate of reaction (A) Give examples of some reactions which are reversible (D) Explain that altering the conditions can change the direction of a reaction (C) Write balanced symbol equations for reactions (B/A) Recall that reversible changes can reach a state of equilibrium (D) Explain the concept of dynamic equilibrium (C/B) Predict how altering the conditions can change the direction of a reversible reaction (A/A*) Recall that the Haber process is a reversible reaction(d) Explain why the Haber process is very important industrial process(c/b) Consider the effect industry can have on society and the environment (A) Describe how nitrogen is fixed in nature (D) Explain how the yield of ammonia is altered by changing the conditions in the Haber process (C/B) Could: compare the possible conditions that could be used in the Haber process (A) Discuss the process of making ammonia based on a balanced argument with some justification (3-4 marks)

3 Discuss sustainability based your own knowledge to give a balanced argument with detailed justification (5 marks) Discuss sustainability and the impact on the environment to give a balanced argument with detailed justification. Spelling, punctuation and grammar do not impede communication (6 marks) 27 Why do we need to analyse chemicals? 28 Are food labels correct? 29 How is Chromatography used to Detect a Forgery? 30 How does gas work? 31 How do we accurately make up a solution? 32 How do we use titration calculations? 33 How can we find the concentration of a solution? 34 Who has watered down their vinegar? 35 How do we know we have valid analytical measurements? Describe the difference between qualitative and quantitative methods of analysis. (D) Explain how analysis must be carried out on a sample that represents the bulk of the material under test (C/B) Justify the use of standard procedures for the collection, storage and preparation of samples for analysis (A) Describe how to carry out the procedure for paper Analyse colours from sweets by calculating Rf values Generalise in terms of dynamic equilibrium Use thin-layer to distinguish metal ions Calculate and use R f values Evaluate the limitations of R f values Describe the method of gas and its applications Interpret the retention time of a substance Compare different methods of Be able to give units of concentration is measured (g/dm 3 ) (D) Apply knowledge of accurate techniques to making up a standard solution (C/B) Calculate the concentration of a solute in solution (A/A*) Be able to convert volumes into dm 3 (C) Be able to calculate the mass, volume or concentration of a solution (B) Create a set of rules for calculating mass, volume and concentration (A/A*) Describe how to use a pipette and a burette correctly Can define concentration in terms of solute and solution (D/E) Assess the precision and accuracy of sets of measurements by working out the mean and range for a set of results (C) Use equations and data to calculate the concentration of a solution and the mass of solute in a solution. (A/B) Carry out an acid base titration with a pipette and burette Interpret titration results quantitatively Use the balanced equation and relative formula masses to interpret titration results Give examples to explain the difference between systematic and random errors Explain what is meant by the terms accuracy and precision Assess the degree of measurement uncertainty in titration values Differentiation Up/Down Lesson Up Down 1 Green Chemistry students to suggest examples to illustrate each of the categories of products from the chemical industry given in the Textbook Section 1A 2+3 Green Chemistry Atom economy, are more demanding than other aspects, eg health and safety issues. If one group finishes particularly early, they could be given a second topic to work on. Complete questions in Section 1A of the Textbook. Atom economy, are more demanding than other aspects, eg health and safety issues 4 Green Chemistry More able students could be introduced at this point to the idea of activation energy and that a catalyst provides an alternative route for a reaction with a lower activation energy. This is covered later in the Demonstration of catalysts could be used to complement or replace Activity AC for example catalysis of the reaction between sodium thiosulfate and hydrogen peroxide

4 5 Alcohols, carboxylic acids and 6 Alcohols, carboxylic acids and 7 Alcohols, carboxylic acids and 8 Alcohols, carboxylic acids and 9 Alcohols, carboxylic acids and 10 Alcohols, carboxylic acids and 11 Alcohols, carboxylic acids and 12 Alcohols, carboxylic acids and 13 Alcohols, carboxylic acids and 14 Alcohols, carboxylic acids and 15 Alcohols, carboxylic acids and 16 Alcohols, carboxylic acids and 17 Alcohols, carboxylic acids and 18 Alcohols, carboxylic acids and 19 Energy changes module. Write balanced equations, including state symbols, for the chemical reactions of alkanes, for example combustion. Assessment task Students could be asked to make larger alcohols with the molecular model kits and explore different possible positions of the OH group on a carbon chain. Higher tier students should be encouraged to write balanced symbol equations for all reactions met in this section. What issues surrounding sustainability does ethanol used as a fuel create? Students needing further practice should use Animation IC A balancing act to remind them of the stages of balancing chemical equations and to practise with some examples Assessment task 6 mark question 6 mark question Differentiated worksheet with support on equations Going over the equations and allowing students time to practise writing more, after they have completed Activity AC Differentiated worksheet with support on equations Higher tier students need to be able to name from the name of the parent alcohol and carboxylic acid. This Lesson is for Higher tier only but it provides useful revision of the key stages in any synthesis, as featured in Module C6, and so Foundation tier students could still complete questions 1-3. Check the answers to the questions. Highlight the fact that fats and oils are of glycerol with fatty acids H and F sheets Students read Fats, oils, and our health that follows Section 2F in the Textbook and design an advert for healthy spreads. The advert could be a jingle, poster or presentation, a verbal advertisement, or a combination of these. Students must use scientific information to support their claims. Students work in pairs to complete the card sorting and quiz from Guidance AC Organic molecules: names, structures, formulae. H and F sheets 20 Energy changes An interesting challenge for higher ability students. They are asked to calculate the energy change for the Students could be asked to make larger alcohols with the molecular model kits Ask students to find out and explain why the boiling point of water is higher than ethanol, even though the water molecule is smaller How does ethanol production and use affect the economy of India / Brazil? Differentiated worksheet with support on equations Going over the equations and allowing students time to practise writing more, after they have completed Activity AC Differentiated worksheet with support on equations Lower tier students do not need to be able to name from the name of the parent alcohol and carboxylic acid. These students could be given the names of the prepared in the activity so Foundation tier students could still complete questions 1-3. Check the answers to the questions. Highlight the fact that fats and oils are of glycerol with fatty acids H and F sheets Students read Fats, oils, and our health that follows Section 2F in the Textbook and design an advert for healthy spreads. The advert could be a jingle, poster or presentation, a verbal advertisement, or a combination of these. Students must use scientific information to support their claims. It may be useful for some students to have molecular model kits available H and F sheets Do worked example to demonstrate energy change

5 combustion of ethanol using bond energies and then compare the data from the two methods. 21 Energy changes H and F sheets for practical, level of assistance with write up 22 Reversible reactions and 23 Reversible reactions and 24 Reversible reactions and 25 Reversible reactions and 26 Reversible reactions and Students complete Activity AC74.1.1H and F Reversible reactions in which they carry out two different reversible reactions and summarise their findings. Demonstrate Activity AC74.2.1H,M or F Dynamic equilibrium 1 while students record their observations and answer the questions on the sheet. Complete the questions on AC74.3.1H, M or F Students work through Activity AC74.4.2F or H Which conditions are best? Students complete Activity AC H or F Greener ammonia in pairs to explore the effect of using an alternative catalyst on the efficiency of nitrogen fixation. 27 Analysis Students complete Activity AC75.1.1F, M or H Sampling and analysing a polluted stream as they watch the videos and refer to Textbook Section 5B 28 Analysis Differentiation/Extension Levelled sheets and questions 29 Analysis Students carry out Activity AC Find the forgery. Discuss the meaning and limitations of R f values, and demonstrate how to calculate R f values using the results of Activity AC75.3.1H or F as an example. 30 Analysis C75L4 H or F Interpreting: gas 31 Analysis H: Students could be encouraged to dilute their standard solutions and work out the new concentrations 32 Analysis Ask students What volume of a solution of hydrochloric acid containing 18.2 g/dm 3 is needed to remove 5.0 g of limescale (CaCO 3 )? 33 Analysis Titrate vinegar against sodium hydroxide to find the concentration of the vinegar. They complete the tables and calculations on the relevant worksheet. C75L7 Trading standards sheet H or F 34 Analysis Could: use the balanced equation and relative formula masses to interpret titration 35 Analysis Students work through Activity AC H or F Drawing valid conclusions from data. H and F sheets for practical, level of assistance with write up Students complete Activity AC74.1.1H and F Reversible reactions in which they carry out two different reversible reactions and summarise their findings. Demonstrate Activity AC74.2.1H,M or F Dynamic equilibrium 1 while students record their observations and answer the questions on the sheet. Complete the questions on AC74.3.1H, M or F Students work through Activity AC74.4.2F or H Which conditions are best? Students complete Activity AC H or G Greener ammonia in pairs to explore the effect of using an alternative catalyst on the efficiency of nitrogen fixation. Students complete Activity AC75.1.1F, M or H Sampling and analysing a polluted stream as they watch the videos and refer to Textbook Section 5B Differentiation/Extension Levelled sheets and questions Students carry out Activity AC Find the forgery. Discuss the meaning and limitations of R f values, and demonstrate how to calculate R f values using the results of Activity AC75.3.1H or F as an example. C75L4 H or F Interpreting: gas F H: Students could be encouraged to dilute their standard solutions and work out the new concentrations Worked example Titrate vinegar against sodium hydroxide to find the concentration of the vinegar. They complete the tables and calculations on the relevant worksheet. C75L7 Trading standards sheet H or F Depending on the ability of the students, you may wish to use a series of help cards to guide the students through the calculation. Students work through Activity AC H or F Drawing valid conclusions from data. Key Questions

6 Lesson Big Question Starter Plenary 1 Why is the chemical Groups come up with list of The importance of chemical in industry important? chemicals that are common our lives. Eg uses of sulphuric acid 2-3 What is green chemistry? Groups come up with ideas about what green chemistry means 4 Why do we use catalysts? Discuss on catalytic convertors in cars and why they are used. U tube clip 5 What are alkanes? Learn to count in organic chemistry terms 6 Saturated or unsaturated? Name the compound/draw the structure of different alkenes and alkanes 7 What are alcohols? Give students 2 minutes to discuss in pairs what they know about alcohol. Ask each pair to share one point with the rest of the class. Name different isomers of alkanes Discussion on saturation in alakanes Develop the idea that there is not one alcohol but a whole series of alcohols 8 What are the properties of alcohols? Ask students to recall three things they found out about alcohols in the last lesson. Pull together the main properties of alcohols 9 What are the ways of making ethanol? 10 Which route is greener? 11 How do carboxylic acids react? 12 What are carboxylic acids? 13 How green is the manufacture of carboxylic acids? Revisit the key principles of green chemistry Remind students of the principles of green chemistry and then the purposes of carrying out Activity Show students any examples of carboxylic acids that you have available and indicate their occurrence and uses Equations quiz Ask students to recall the main principles of green chemistry and explain that they are going to use these principles to evaluate how sustainable the manufacture of ethanoic acid is 14 What are? Introduce the class to as pleasant smelling organic compounds often used in perfumes, food flavouring etc 15 How do we make on a large scale? Students carry out Activity AC Stages in chemical synthesis Peer assess using exam board mark scheme Peer mark 6 mark question Compare the results reported by different groups for range carboxylic acids. Note the similarities and any differences and complete word/symbol equations Going over the equations and allowing students time to practise writing more, after they have completed Activity AC The class must come to a consensus about which method is the most sustainable Naming some from their routes. Be able to write formula equation and state where the water has come from 16 What do fats and oils look like? 17 How can we tell what kinds of fats are in food Show students a molecular model of a fat. Identify the components: the ester groups, the part derived from glycerol, and the part derived from fatty acids. Use Presentation IC Fats and oils to elicit student ideas about Be able to write formula equation H and F sheets Students read Fats, oils, and our health that follows Section 2F in the Textbook and design an advert for healthy spreads. The

7 18 What are the molecules of organic chemistry 19 How is energy transferred in a reaction? 20 How do we measure energy changes? 21 What is needed to make a reaction happen? 22 Do all reactions go in one direction? 23 How do we control the direction of a reaction? 24 Why did the First World War go on so long? 25 How can we get the most out of the Haber process? 26 Which route is greenest? 27 Why do we need to analyse chemicals? Use Presentation IC Functional groups to prompt students to recall the functional groups of the different families of organic molecules met in this module Light a Bunsen burner (or carry out the optional demonstration suggested in Guidance AC Exothermic or endothermic?) and ask students to suggest reasons why the reaction of methane with oxygen is exothermic. Explain to students that they will be finding the energy change of combustion by experiment. Light a Bunsen flame and ask students why a match or spark is needed to start the reaction. Video: methane bubbles Demonstrate the addition of acid/alkali to a solution of an indicator to show the colour changes at low and high ph, and back again Introduce the idea that the challenge for chemists is to explain what is happening during reversible reactions at the molecular level Introduce ammonia as an important industrial chemical by showing Presentation IC Ammonia Show Presentation IC Nitrogen fixation as stimulus to introduce the different ways nitrogen is fixed both by man and in nature. Students to recall the main principles of green chemistry and explain that they are going to use these principles to compare different catalysts for nitrogen fixation. Start the lesson using the stimulus questions in Presentation IC Sampling for analysis to capture interest and promote discussion. Students should work in groups and answer the questions on a mini-whiteboard. advert could be a jingle, poster or presentation, a verbal advertisement, or a combination of these. Students must use scientific information to support their claims. Students work in pairs to complete the card sorting and quiz from Guidance AC Explore analogies that help to emphasise that bond breaking is endothermic while bond forming is exothermic. Calculate energy changes H and F sheets for practical, level of assistance with write up Show students how to represent reversible changes with balanced symbol equations. Use Animation IC Dynamic equilibrium to illustrate dynamic equilibrium at a molecular level. Start with a low temperature so that students can see both forward and back processes. Review learning outcomes using the true/false questions in Animation IC Review learning outcomes by going through the answers to Activity AC and asking students how nitrogen is fixed in nature. If the class produced a poster in Lessons C71.2 and C71.3 listing the principles of green chemistry, this would be an ideal Refer students to Textbook Section 5A. Highlight the key points about sampling 28 Are food labels correct? Ask questions to discover what Exam assessment questions

8 29 How is Chromatography used to Detect a Forgery? 30 How does gas work? 31 How do we accurately make up a solution? 32 How do we use titration calculations? 33 How can we find the concentration of a solution? 34 Who has watered down their vinegar? 35 How do we know we have valid analytical measurements? Revision and the GCSE exam students recall about the purposes and methods of True or false questions on Show the first of the video clips shot in the laboratories in the National Gallery London to provide the context to introduce gas What do these units stand for? What prefixes could we use to change the magnitude of the unit? Introduce idea of dm 3 and concentration being measured in g/dm 3. Ask students to recall how to make a standard solution and their understanding of concentration from last lesson. Alternatively use the card sort from Activity AC Making up a standard solution to recall the method Card sort goes through stages of using a burette and pipette Introduce the scenario which sets the context for the analysis as suggested in the Guidance notes. Use Animation IC Interpreting data to stimulate class discussion as you go through the main ideas.