Scheme of work

Chemistry – Chemical changes

This resource provides guidance for teaching the Chemical changes topic from our new GCSE Chemistry (8462). It has been updated from the draft version to
reflect the changes made in the accredited specification. Sections 4.4.2.3, 4.4.2.4 and 4.4.3.3 have been amended as well as the learning outcomes and
opportunities to develop and apply practical and enquiry skills of most sections.

The scheme of work is designed to be a flexible medium term plan for teaching content and development of the skills that will be assessed.
It is provided in Word format to help you create your own teaching plan – you can edit and customise it according to your needs. This scheme of work is not
exhaustive; it only suggests activities and resources you could find useful in your teaching.

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4.4 Chemical changes

4.4.1 Reactivity of metals

Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer
content What most candidates timing Scientific Communication apply practical and enquiry assessment
should be able to do (hours) skills skills opportunities and
resources
Reference to past
questions that
indicate success
4.4.1.1 Metals react with oxygen to Explain reduction and 0.5 Define the following terms: Demo reactions: Video clips:
produce metal oxides. The oxidation in terms of loss  oxidation RSC Reacting metals with BBC Bitesize
reactions are oxidation or gain of oxygen.  reduction. oxygen Alkali metals and
reactions because the metals their reactions to
gain oxygen. Write word and balanced air and water
symbol equations for the
reactions of metals with BBC Bitesize How
oxygen to produce metal sodium reacts with
oxides. water
Use these to identify where
reduction and oxidation has
taken place.
4.4.1.2 When metals react with other The reactions of metals 1 Draw the atomic structure Demo, and where Video clips:
substances the metal atoms with water and acids are of metals and the ion appropriate practically BBC Bitesize
form positive ions. The limited to room formed. Use these to investigate, the reactivity of Reactivity of
reactivity of a metal is related temperature and do not describe how the ion has some of the metals with metals and their
to its tendency to form include reactions with been formed. water and acid. uses
positive ions. Metals can be steam.
arranged in order of their Make links between the Use YouTube clips or let YouTube:
reactivity in a reactivity Recall and describe the ability to form ions and the students investigate the The reactivity
series. The metals reactions, if any, of reactivity with water and reactivity of the remaining series
potassium, sodium, lithium, potassium, sodium, acid. combinations.
calcium, magnesium, zinc, lithium, calcium,
iron and copper can be put in magnesium, zinc, iron Grade 9: explain the trends Use findings to construct a
order of their reactivity from and copper with water or in reactivity of Group 1 in reactivity series. Compare Exampro user
their reactions with water and dilute acids, where terms of atomic structure. this to the actual reactivity guide PowerPoint
dilute acids. appropriate, to place series.
these metals in order of Describe what occurs in a
reactivity. displacement reaction,
The non-metals hydrogen Explain how the using suitable examples. AT 6. Mixing of reagents to

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Spec ref. Summary of the specification
content
and carbon are often
included in the reactivity
series.
A more reactive metal can
displace a less reactive metal
from a compound.
4.4.1.3 Unreactive metals such as
gold are found in the Earth as
the metal itself but most
metals are found as
compounds that require
chemical reactions to extract
the metal.
Metals less reactive than
carbon can be extracted from
their oxides by reduction with
carbon.
Reduction involves the loss
of oxygen.
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Learning outcomes
What most candidates
should be able to do
reactivity of metals with
water or dilute acids is
related to the tendency
of the metal to form its
positive ion.
Deduce an order of
reactivity of metals
based on experimental
results.
Knowledge and
understanding are
limited to the reduction
of oxides using carbon.
Knowledge of the details
of processes used in the
extraction of metals is
not required.
Interpret or evaluate
specific metal extraction
processes when given
appropriate information.
Identify the substances
which are oxidised or
reduced in terms of gain
or loss of oxygen.
WS 1.4, 4.1
Suggested Opportunities to develop
timing Scientific Communication
(hours) skills
Explain why displacement
occurs.
Compare the year of
discovery of a metallic
element with its position in
the reactivity series.
Link discoveries to new
technology such as the
invention of the battery.
1 Describe how carbon is
used to reduce metal
oxides. Explain how this
takes place in terms of
movement of electrons.
Identify which products
have been oxidised in
extraction examples.
Explain how this takes
place in terms of movement
of electrons.
Opportunities to develop and Self/peer
apply practical and enquiry assessment
skills opportunities and
resources
Reference to past
questions that
indicate success
explore chemical changes
and/or products.
Reduce iron oxide using Video clip
carbon: YouTube:
RSC The reduction of iron Reduction of
oxide by carbon copper oxide
Research different methods
for extraction metals from
their oxides.
Compare and contrast the
methods, evaluating the
methods in terms of
environmental, economic
and social impacts.
3 of 11
Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer
content What most candidates timing Scientific Communication apply practical and enquiry assessment
should be able to do (hours) skills skills opportunities and
resources
Reference to past
questions that
indicate success
4.4.1.4 Oxidation is the loss of Write ionic equations for 1 Write balanced symbol Carry out simple Video clips
(HT electrons and reduction is the displacement reactions. equations/half equations for displacement reactions. For YouTube: What
only) gain of electrons. the displacement of metal these write ionic equations. are Reduction and
Identify in a given oxides. Use these to Oxidation?
reaction, symbol identify which species has
equation or half equation been oxidised or reduced. BBC Bitesize What
which species are Give reasons for your is rust?
oxidised and which are answers.
reduced.

WS 4.1
MS 3a

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4.4.2 Reactions of acids
Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer
content What most candidates timing Scientific Communication apply practical and enquiry assessment
should be able to do (hours) skills skills opportunities and
resources
Reference to past
questions that
indicate success
4.4.2.1 Acids react with some metals Knowledge of reactions 1 Investigate the reactions of
to produce salts and limited to those of the following metals with
hydrogen. magnesium, zinc and sulfuric acid:
iron with hydrochloric  magnesium
and sulfuric acids.  zinc
 iron.
(HT only) Explain in
terms of gain or loss of Write word and balanced
electrons, that these are symbol equations for these
redox reactions. reactions.
Use the balanced symbol
(HT only) Identify which equations to identify which
species are oxidised species have been oxidised
and which are reduced and which have been
in given chemical reduced.
equations. Explain why each species
WS 4.1 has been oxidised or
reduced.
4.4.2.2 Acids are neutralised by Predict products from 2 Define the term Investigate the following Video clips:
alkalis (eg soluble metal given reactants. neutralisation. reactions: BBC Bitesize
hydroxides) and bases (eg  acids + soluble metal Acids and alkalis
insoluble metal hydroxides Use the formulae of Using common reactants, hydroxide
and metal oxides) to produce common ions to deduce predict the products.  acid + insoluble metal BBC Bitesize
salts and water, and by metal the formulae of salts. hydroxide Neutralisation
carbonates to produce salts,  acids + metal carbonates.
water and carbon dioxide. Write word and balanced
symbol equations for these BBC Bitesize How
The particular salt produced reactions. neutralisation is
in any reaction between an used in diving
acid and a base or alkali apparatus
depends on:
 the acid used (hydrochloric

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Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer
content What most candidates timing Scientific Communication apply practical and enquiry assessment
should be able to do (hours) skills skills opportunities and
resources
Reference to past
questions that
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acid produces chlorides,
nitric acid produces
nitrates, sulfuric acid
produces sulfates)
 the positive ions in the
base, alkali or carbonate.
4.4.2.3 Soluble salts can be made Describe how to make 2 Extended writing: describe Required practical 1:
from acids by reacting them pure, dry samples of how to make a pure, dry
with solid insoluble named soluble salts sample of a soluble salt. Preparation of a pure, dry
substances, such as metals, from information sample of a soluble salt
metal oxides, hydroxides or provided. Define the terms: from an insoluble oxide or
carbonates.  soluble carbonate using a Bunsen
WS 2.3, 2.4  insoluble. burner to heat dilute acid
The solid is added to the acid and a water bath or electric
until it no more reacts and Explain what is meant by a heater to evaporate the
the excess solid is filtered off soluble salt. solution.
to produce a solution of the
salt. Explain why reactants are AT skills covered by this
often used in excess. practical activity: 2, 3, 4 and
Salt solutions can be 6
crystallised to produce solid
salts.
4.4.2.4 Acids produce hydrogen ions Describe the use of 2 Define the following terms: Measure the pH of a variety Video clips:
(H+) in aqueous solutions. universal indicator or a  acid of the following solutions: BBC Bitesize
wide range indicator to  base  acidic Acidic, alkaline or
Aqueous solutions of alkalis measure the  alkali  alkaline neutral
contain hydroxide ions (OH–). approximate pH of a  neutral.  neutral.
solution. YouTube:
The pH scale, from 0 to 14, is Recall the pH numbers for Practical: measure the pH What are
a measure of the acidity or Use the pH scale to the following solutions: change when a strong acid Indicators and how
alkalinity of a solution, and identify acidic or alkaline  acidic neutralises a strong alkali. do we use them?
can be measured using solutions.  alkaline This is best done using a
universal indicator or a pH WS 1.2, 2.6, 4.1  neutral. data logger and pH probe or

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Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer
content What most candidates timing Scientific Communication apply practical and enquiry assessment
should be able to do (hours) skills skills opportunities and
resources
Reference to past
questions that
indicate success
probe. digital pH meter. AT3.
. Write the symbol equation
A solution with pH 7 is for the neutralisation of an
neutral. Aqueous solutions of acid and an alkali.
acids have pH values of less
than 7 and aqueous solutions
of alkalis have pH values
greater than 7.

In neutralisation reactions
between an acid and an
alkali, hydrogen ions react
with hydroxide ions to
produce water. This reaction
can be represented by the
equation:

H+ (aq) + OH– (aq) → H2O (l)

4.4.2.5 The volumes of acid and
alkali solutions that react with
each other can be measured
by titration using a suitable
indicator.
Describe how to carry
out titrations using
strong acids and strong
alkalis only (sulfuric,
hydrochloric and nitric
acids only) to find the
reacting volumes
accurately.
(HT Only) Calculate the
chemical quantities in
titrations involving
concentrations in
mol/dm3 and in g/dm3.
WS 2.4, 2.6
2 Required practical 2:
Determination of the
reacting volumes of
solutions of a strong acid
and a strong alkali by
titration.
(HT only) determination of
the concentration of one of
the solutions in mol/dm3 and
g/dm3 from the reacting
volumes and the known
concentration of the other
solution.

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Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer
content What most candidates timing Scientific Communication apply practical and enquiry assessment
should be able to do (hours) skills skills opportunities and
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Reference to past
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MS 1a, 1c, 2a
AT skills covered by this
practical activity: 1 and 8

4.4.2.6 A strong acid is completely
(HT ionised in aqueous solution.
only) Examples of strong acids are
hydrochloric, nitric and
sulfuric acids.
A weak acid is only partially
ionised in aqueous solution.
Examples of weak acids are
ethanoic, citric and carbonic
acids.
For a given concentration of
aqueous solutions, the
stronger an acid, the lower
the pH.
As the pH decreases by one
unit, the hydrogen ion
concentration of the solution
increases by a factor of 10.
Use and explain the
terms dilute and
concentrated (in terms
of amount of
substance), and weak
and strong (in terms of
the degree of ionisation)
in relation to acids.
Describe neutrality and
relative acidity in terms
of the effect on
hydrogen ion
concentration and the
numerical value of pH
(whole numbers only).
WS 4.1
MS 2h
1 Explain the meaning of the
following terms:
 dilute
 concentrated
 weak
 strong.
Explain why strong acids
are completely ionised in
aqueous solutions but a
weak acid is only partially
ionised.
Recall examples of strong
and weak acids.
Describe neutrality in terms
on hydrogen ion
concentration.
Describe relative acidity in
terms of hydrogen ion
concentration.
Use universal indicator or a
pH probe to measure the pH
of hydrochloric acid,
ethanoic acid, sodium
hydroxide and ammonium
hydroxide. Be careful to use
the same concentration of
each.
Measure the pH of different
acids at different
concentrations.
Compare the rate of
reaction when magnesium is
dipped in hydrochloric acid
and ethanoic acid of the
same concentration.
AT 8

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4.4.3 Electrolysis

Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer
content What most candidates timing Scientific Communication apply practical and enquiry assessment
should be able to do (hours) skills skills opportunities and
resources
Reference to past
questions that
indicate success
4.4.3.1 When an ionic compound is (HT only) Throughout 1 Explain why solid ionic Carry out the electrolysis of Video clips:
melted or dissolved in water, 4.4.3: Higher Tier compounds cannot conduct solutions following the RSC BBC Bitesize
the ions are free to move students should be able electricity but ionic method: Electrolysis and
about within the liquid or to write half equations compounds can conduct RSC Electrolysis of electroplating
solution. These liquids and for the reactions electricity when melted or solutions
solutions are able to conduct occurring at the dissolved in water. YouTube:
electricity and are called electrodes during Write balanced symbol GCSE Science
electrolytes. electrolysis, and may be Define the term electrolyte. equations for these Revision
required to complete Describe how an electric reactions. Electrolysis of a
Passing an electric current and balance supplied current can pass through Solution
through electrolytes causes half equations. an ionic compound. Write half equations for the
the ions to move to the WS 4.1 reactions that occur at each
electrodes. Positively Explain what happens to electrode.
charged ions move to the positive and negative ions
negative electrode (the during electrolysis and how
cathode), and negatively elements form from their
charged ions move to the ions.
positive electrode (the
anode). Ions are discharged
at the electrodes producing
elements. This process is
called electrolysis.
4.4.3.2 When a simple ionic Students should be able 0.5 Calculate the atom Demo the electrolysis of Video clip:
compound (eg lead bromide) to predict the products economy for simple lead bromide. A safer YouTube:
is electrolysed in the molten of the electrolysis of examples. alternative for practical work Electrolysis of
state using inert electrodes, binary ionic compounds is anhydrous zinc chloride. Molten
the metal (lead) is produced in the molten state. Extended writing: write Compounds
at the cathode and the non- instructions to another Write balanced half
metal (bromine) is produced student how to calculate equations for the reactions
at the anode. the atom economy giving that occur at both
explained examples. electrodes.

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Spec ref. Summary of the specification
content
4.4.3.3 Metals can be extracted from
molten compounds using
electrolysis. Electrolysis is
used if the metal is too
reactive to be extracted by
reduction with carbon or if
the metal reacts with carbon.
Large amounts of energy are
used in the extraction
process to melt the
compounds and to produce
the electrical current.
Aluminium is manufactured
by the electrolysis of a
molten mixture of aluminium
oxide and cryolite using
carbon as the positive
electrode (anode).
4.4.3.4 The ions discharged when an
aqueous solution is
electrolysed using inert
electrodes depend on the
relative reactivity of the
elements involved.
At the negative electrode
(cathode), hydrogen is
produced if the metal is more
reactive than hydrogen.
At the positive electrode
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Learning outcomes
What most candidates
should be able to do
Explain why a mixture is
used as the electrolyte.
Explain why the positive
electrode must be
continually replaced.
WS 1.4, 4.1
Be able to predict the
products of the
electrolysis of aqueous
solutions containing a
single ionic compound.
WS 2.1, 2.2, 2.3, 2.4,
2.6
Suggested Opportunities to develop
timing Scientific Communication
(hours) skills
1 Recall the reactivity series.
Give reasons why some
metals have to be extracted
by electrolysis.
Extended writing: describe
how aluminium is extracted
from its ore.
Write balanced half
equations for the reactions
that occur at both
electrodes.
Extended writing: describe
how reactive metal
elements were discovered
by electrolysis.
Construct a timeline.
2 Define the term aqueous.
Extended writing: describe
how an aqueous solution is
electrolysed.
Explain why the following
atoms could be produced:
 hydrogen
 oxygen.
Opportunities to develop and Self/peer
apply practical and enquiry assessment
skills opportunities and
resources
Reference to past
questions that
indicate success
Research how aluminium is
extracted from its ore.
Write balanced half
equations for the reactions
that occur at both
electrodes.
Required practical 3:
Investigate what happens
when aqueous solutions are
electrolysed using inert
electrodes. This should be
an investigation involving
developing a hypothesis.
AT skills covered by this
practical activity: 3, 7 and 8.
10 of 11
Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer
content What most candidates timing Scientific Communication apply practical and enquiry assessment
should be able to do (hours) skills skills opportunities and
resources
Reference to past
questions that
indicate success
(anode), oxygen is produced
unless the solution contains
halide ions when the halogen
is produced.

This happens because in the

aqueous solution water
molecules break down
producing hydrogen ions and
hydroxide ions that are
discharged.
4.4.3.5 During electrolysis, at the 1 Explain thoroughly what
(HT cathode (negative electrode), happens at the following
only) positively charged ions gain electrodes using suitable
electrons and so the examples and half
reactions are reductions. equations:
 cathode
At the anode (positive  anode.
electrode), negatively
charged ions lose electrons
and so the reactions are
oxidations.

Reactions at electrodes can

be represented by half
equations, for example:

2H+ + 2e- → H2
and
4OH- → O2 + 2H2O + 4e-
or
4OH- – 4e- → O2 + 2H2O

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