9202 International Gcse Chemistry Scheme of Work

(9202)
Outline Schemes of Work

For teaching from September 2016 onward
For International GCSE exams in June 2018 onwards
Copyright © 2015 Oxford International AQA Examinations and its licensors. All rights reserved.
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. Resources are only given in brief and risk assessments should be carried out.
Many 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.
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:
3.1 Atomic structure and the Periodic Table

3.1.1 Solids, liquids and gases
3.1.1a Matter can be Students should be familiar 1 Discuss: Revise states of matter. Ice, beakers,
classified in terms of with the states of matter thermometers, stop
Activity: Students make chart to show
the three states of and be able to name each watches, stearic acid in
differences in properties and structure
matter. inter-conversion process. boiling tube, heating
of solids, liquids and gases
They should be able to equipment, graph paper.
describe and explain their Activity: Melt ice to water, or cool
inter-conversion in terms of molten stearic acid back to a solid. Plot
how the particles are a graph of temperature against time.
arranged and their
movement. Discuss: The plateau of the graph in
They should understand terms of energy being absorbed and
the energy changes that used to break bonds, or energy being
accompany changes of given out by bonds forming.
state.
3.1.1b Evidence for the Students should be familiar 1 Demo; Show suitable examples of
existence of particles with simple diffusion diffusion experiments or other
can be obtained from experiments such as experiments to show that matter is
simple experiments. Br2 /air,NH3 /HCl,KMnO4 /water. made from particles.
3.1.2 A simple model of the atom
3.1.2a All substances are Know that substances are 2 Activity: Use the Periodic Table to Periodic Table for
made of atoms. A made of atoms. State that elicit answers about: chemistry.
Spec Reference Summary of the Learning Outcomes Possible teaching and Learning Resource Examination
timing (lessons)
Suggested
substance that is made substances made of only  list of known elements (about 100)
Information about the
of only one sort of one sort of atom are called  location of non-metals and metals
Periodic Table can be
atom is called an elements.  groups and periods
found on the BBC website
element. There are  idea of atoms.
at
about 100 different Know that elements are  use of symbols and rules for their
http://www.bbc.co.uk/educ
elements. Elements found in the Periodic Table. use
ation by searching for
are shown in the State where metals and  proton number, mass number.
‘Periodic Table’.
Periodic Table. non-metals appear in the Task: Students make notes on their
Periodic Table. VLE/Interactive software,
Periodic Table, and in books.
eg Periodic Table slides.
3.1.2b Atoms of each element Know that symbols Be able to use

are represented by a represent atoms of different symbols
chemical symbol, eg O elements. confidently.
represents an atom of
oxygen. Knowledge of the chemical
symbols for elements other
than those named in the
specification is not
required.
3.1.2c Atoms have a small Know the structure of an Task: Students view/draw diagrams of VLE/Interactive software,
central nucleus, which atom. basic atomic structure naming sub- eg The Atom.
is made up of protons atomic particles.
and neutrons, and
around which there are
electrons.
timing (lessons)
Suggested
3.1.2d The relative electrical Know the charges on sub- Discuss: charges on sub-atomic View the Atomic structure .
charges are as shown: atomic particles. particles, and produce chart in books. PowerPoint presentation at
Proton – charge of +1 www.iteachbio.com/Chemi
Neutron – no charge stry/Chemistry/Atomic%20
Electron – charge of -1 Structure.ppt
3.1.2e In an atom, the Task: Work out number of electrons,
number of electrons is protons and neutrons in first ten
equal to the number of elements of Periodic Table. Results as
protons in the nucleus. diagrams or chart in books.
Atoms have no overall
electrical charge.
3.1.2j The relative masses of Discuss: Give the students the mass Know the
protons, neutrons and numbers for elements numbers 1-10. difference
electrons are: Ask them to find the pattern between between atomic
Name of particle Mass the mass numbers and sub-atomic number and mass
Proton 1 particles. number.
Neutron 1
Electron Very small
3.1.2f The number of protons Students will be expected Be able to

in an atom of an to calculate the numbers of calculate
element is its atomic each sub-atomic particle in numbers of
number. The sum of an atom from its atomic protons, neutrons,
the protons and number and mass number. and electrons in
neutrons in an atom is an atom, using
its mass number. the Periodic
Table.
timing (lessons)
Suggested
3.1.2g Atoms of the same Task: Students to complete a chart

element can have showing atoms of same element
different numbers of having different numbers of neutrons,
neutrons; these atoms to develop idea of isotopes.
are called isotopes of
that element.
3.1.2k Isotopes are atoms of Students should be able to

the same element state one industrial and one
which have the same medical use of radioactive
proton number but a isotopes.
different mass number.
Radioactive isotopes
can have industrial and
medical uses.
3.1.2h Atoms can be Introduce representation of different

represented as shown atoms as:
in this example:
40
(Mass number) 23
Na K
19
(Atomic number) 11
Homework: Students draw structures
of several named atoms using the
Periodic Table.
3.1.2l The relative atomic Students will not be Discuss: Why does chlorine have an
mass of an element expected to calculate Ar of 35.5? Introduce idea of average
(Ar) compares the relative atomic masses value for mass number, and relate to
mass of atoms of the from isotopic abundances. 12
C isotope.
element with the 12C
timing (lessons)
Suggested
isotope. It is an
average value for the
isotopes of the
element.
3.1.2i Electrons occupy Students may answer 1 Review atomic structure, nucleus and Electron shell diagram Note: They do not
particular energy questions in terms of either electron cloud. sheet with elements have full outer
levels. Each electron in energy levels or shells. 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 He and Ne. From
the cloud, and filling numbers and
particular energy level represent the electronic 1–20. 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 PowerPoint presentation at
(innermost available http://education.jlab.org/jsa
shells). t/powerpoint/chembond.pp
t
3.1.3 The Periodic Table

3.1.3a The Periodic Table is Students should know that 1 Discuss: What is the Periodic Table? Periodic Table cards.
arranged in order of the current Periodic Table or the five ‘Ws’ (Why, What, Where, These should be of
atomic (proton) is based on the work of When and Who). Limit answers to just elements 1–53, excluding
number and so that Mendeleev. 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
timing (lessons)
Suggested
columns, known as second colour, Group 5 a

The object of the game is to see the
groups. The table is third colour, Group 6 a
problems and solutions found by both
called a Periodic Table fourth colour and Group 7
Newlands and Mendeleev using only
because similar a fifth colour. Each card
the information they had in 1860s.
properties occur at should only have atomic
Each group has 47 cards of elements
regular intervals. mass, symbol and name.
known by Newlands and Mendeleev,
and each card has information on it VLE / Interactive software,
that they knew. the Periodic Table.
Round 1: Working in pairs and not
using the Periodic Table sort the cards
into a logical order, eg alphabetically or
numerically. Place on table. Is it a
sensible order, does it tell you anything
about the elements and their
properties?
Round 2 (Newlands): Draw attention
to the cards that are coloured. Remind
them about Groups, refer back to
Group 1 reactions. Sort according to
mass, then place in rows of 8. Note
that at first, you get a regular pattern
After element with mass 40, the
pattern breaks down. This is where
Newlands failed to gain recognition.
Round 3 (Mendeleev): Take
Newlands’ order and adjust it. Show
that if H is kept separate, and the third
row is elongated, that the pattern re-
establishes itself, up to Ga. Show
timing (lessons)
Suggested
pattern re-establishes under P.

Mendeleev decided that ‘he didn’t
know everything’ and so he left a gap
for an undiscovered element.
Complete final row, and show that on
Mendeleev’s method, I comes before
Te.
Task: Students make notes on
Newland’s method, and why it didn’t
gain acceptance. Mendeleev’s method,
including the key ideas of leaving gaps
for undiscovered elements and also
small adjustments to fit known
properties of the elements.
3.1.3b Elements in the same

group in the Periodic
Table have the same
number of electrons in
their highest energy
level (outer electrons)
and this gives them
similar chemical
properties.
timing (lessons)
Suggested
3.2 Structure, bonding and the properties of matter
3.2.1 Chemical bonds: ionic, covalent and metallic and 3.2.2 How bonding and structure are related to the properties of substances
3.2.1a Compounds are 1 Discuss the differences between
substances in which sodium (a highly reactive metal) and
atoms of two or more chlorine (a toxic gas), and the
elements are compound they form, sodium chloride
chemically combined. (a white, crystalline food flavouring and
preservative).
3.2.1b Chemical bonding

involves either
transferring or sharing
electrons in the highest
occupied energy levels
(outer shells) of atoms
in order to achieve the
electronic arrangement
of a noble gas.
3.2.1c When atoms form Students should know that Ionic bonding Periodic Table. Know that the
chemical bonds by metals form positive ions, charge on an ion
Activity: Draw out ideas of electron View the bonding
transferring electrons, whereas non-metals form is related to its
shells, and noble gas configuration as PowerPoint presentation at
they form ions. Atoms negative ions. group in the
being unreactive. http://education.jlab.org/jsa
that lose electrons Students should be able to t/powerpoint/chembond.pp Periodic Table.
become positively Task: Students draw diagrams to Use their Periodic
represent the electron t
charged ions. Atoms explain how Na donates/transfers Table list to check
arrangement of ions in the VLE/Interactive software,
that gain electrons electron to Cl, so both achieve noble the charge on
following form: eg bonding part 1.
become negatively gas electronic structure. each ion.
charged ions. Ions Students attempt another single
timing (lessons)
Suggested
have the electronic electron transfer compound, such as

for sodium ion (Na+)
structure of a noble potassium fluoride, before trying
gas (Group 0). magnesium oxide, and calcium
Compounds formed chloride.
from metals and non- Homework: Students could try to
metals consist of ions. explain in terms of electron transfer
other simple related ionic compounds.
Students should be able to

relate the charge on simple
ions to the group number of
the element in the Periodic
Table.
Know that noble gas
structure is unreactive.
3.2.1d The elements in Group Knowledge of the chemical

1 of the Periodic Table, properties of alkali metals is
the alkali metals, all limited to their reactions
react with non-metal with non-metal elements
elements to form ionic and water.
compounds in which
the metal ion has a
single positive charge.
3.2.1e The elements in Group Knowledge of the chemical

7 of the Periodic Table, properties of the halogens
the halogens, all react is limited to reactions with
with metals to form metals and displacement of
ionic compounds in
timing (lessons)
Suggested
which the halide ions less reactive halogens.

have a single negative
charge.
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
confusion with the
Homework: More examples of
charge. Never
formulae.
change the
subscript number,
instead they
should bracket
the polyatomic ion
and put a fresh
subscript outside
the bracket.
3.2.1f An ionic compound is Students should be familiar 1

a giant structure of with the structure of sodium
ions. Ionic compounds chloride but do not need to
are held together by know the structures of other
strong electrostatic
timing (lessons)
Suggested
forces of attraction ionic compounds.

between oppositely
Students given appropriate
charged ions. These
information, should be able
forces act in all
to draw or complete
directions in the lattice
diagrams to show how
and this is called ionic
elements form ions and
bonding.
ionic compounds.
3.2.2a Ionic compounds have Describe the NaCl crystal Discuss: Why are ionic compounds NaCl lattice model.
regular structures lattice and why it doesn’t 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/jsat/
electrostatic forces of formation from solution in regular way.
powerpoint/chembond.ppt
attraction in all Knowledge of the
Task: Students could make their own
directions between structures of specific ionic VLE/Interactive software,
model from marshmallows and
oppositely charged compounds other than eg bonding part 1.
spaghetti (or similar).
ions. sodium chloride is not Marshmallows (breakfast
These compounds required. Students draw diagrams to explain size) and spaghetti.
have high melting properties of sodium chloride.
points and high boiling Explain: consequences of how these
points because of the lattices result in high melting and
large amounts of boiling points, and inability to conduct
energy needed to electricity. Students make notes.
break the many strong
bonds.
3.2.2b When melted or Explain the electrical Explain: how ionic substances, when
dissolved in water, conductivity of ionic dissolved in water, can conduct
ionic compounds substances. electricity (and why as solids they
conduct electricity cannot). Students make notes.
timing (lessons)
Suggested
because the ions are

free to move and carry
the current.
3.2.1b Chemical bonding 1 Recap.

involves either
transferring or sharing
electrons in the highest
occupied energy levels
(shells) of atoms in
order to achieve the
electronic structure of
a noble gas.
3.2.1g When atoms share Students should be able to Discuss: Bonding in non-metal View the bonding
pairs of electrons, they represent the covalent compounds. Teacher led discussion PowerPoint presentation at
form covalent bonds. bonds in molecules such as into properties of non-metal http://education.jlab.org/jsat
These bonds between water, ammonia, hydrogen, compounds, relating to the electronic /powerpoint/chembond.ppt
atoms are strong. hydrogen chloride, arrangements of non-metals and that
VLE/Interactive software,
Some covalently methane and oxygen in the electron shells are nearly full.
eg Bonding part 2.
bonded substances, following forms:
Task: Students to show/draw
such as H2, Cl2, O2, Molymods.
structures of, H2, Cl2, O2, HCl, H2O,
HCl, H2O, NH3 and
NH3 and CH4.
CH4, consist of simple
Students draw diagrams to explain
molecules. Others,
covalent bonding. Students should do
such as diamond and
some of these themselves as they
silicon dioxide, have
Students, given appropriate demonstrate understanding.
giant covalent
information, should be able
structures
to draw or complete
(macromolecules).
diagrams to show how
elements form covalent
timing (lessons)
Suggested
compounds by sharing
electrons.
recognise other simple
molecules and giant
structures from diagrams
that show their bonding.
3.2.1h Compounds formed Remember CH4 is

from non-metals made up of two
consist of molecules. elements and is
In molecules, the not just a single
atoms are held element.
together by covalent
bonds.
3.2.2c Substances that 1 Explain: Teacher-led explanation that Be able to explain

consist of simple shared pairs of electrons are covalent that
molecules are gases, bonds; why covalent compounds are intermolecular
liquids or solids that poor conductors of electricity; why forces are weak
have relatively low covalent compounds have low melting in comparison
melting points and and boiling points, and that there are with covalent
boiling points. very weak forces between molecules, bonds.
not strong bonds as in ionic
compounds.
3.2.2d Substances that Students need to Task: Students make notes, or answer
consist of simple understand that questions from DART worksheet,
molecules have only intermolecular forces are including questions about unknown
weak forces between weak compared with substances and their structures.
the molecules covalent bonds.
Homework: Past paper question on
timing (lessons)
Suggested
(intermolecular forces). compound properties and structures.

Suggest the type of
It is these
structure of a substance
intermolecular forces
given its properties.
that are overcome, not
the covalent bonds,
when the substance
melts or boils.
3.2.2e Substances that

consist of simple
molecules do not
conduct electricity
because the molecules
do not have an overall
electric charge.
3.2.2f Atoms that share Recognise diamond and 1 Task: Use a DART worksheet with DART worksheet, and Know that
electrons can also graphite from their some teacher input and access to models and diagrams of graphite is similar
form giant structures or structures. models of diamond, graphite and diamond, graphite and to metals in that it
macromolecules. silicon dioxide to allow students to fullerenes. has delocalised
Diamond and graphite explore and understand how the electrons.
recognise other giant VLE/Interactive software,
(forms of carbon) and structure of each substance relates to
structures or molecules eg bonding. Be able to
silicon dioxide (silica) its properties.
from diagrams showing recognise other
are examples of giant their bonding. Students annotate diagrams and make giant structures or
covalent structures notes to explain structures and macromolecules
(lattices) of atoms. All properties. from diagrams
the atoms in these showing their
Provide students with diagrams for
structures are linked to bonding.
labelling, particularly of fullerenes.
other atoms by strong Concentrate on
timing (lessons)
Suggested
covalent bonds and so the use of

they have very high unknown
melting points. substances and
relate it to the
property using
knowledge of
similar structures
and their
properties.
3.2.1i Metals consist of giant 1 Demo: Show metal lattice structure, View the bonding
structures of atoms demonstrate how atoms can slide over PowerPoint presentation at
arranged in a regular each other and relate to properties. http://education.jlab.org/jsat
pattern. /powerpoint/chembond.ppt
3.2.1j The electrons in the

Models of metallic
highest occupied
structure such as layers of
energy levels (outer closely packed similar-
shell) of metal atoms sized spheres fixed
are delocalised and so together or bubble rafts.
free to move through
the whole structure. Model of metal structure
This corresponds to a with balls to show effect of
structure of positive introducing different atom
ions with electrons size to structure.
between the ions
holding them together
eg bonding.
timing (lessons)
Suggested
by strong electrostatic
attractions. The
View the bonding
bonding in metals is PowerPoint presentation at
represented in the http://education.jlab.org/jsat
following form: /powerpoint/chembond.ppt
3.2.2g Metals conduct heat Explain the flow of an Discuss how atoms in a metal are
and electricity because electric current in terms of really ions in a sea of electrons and
of the delocalised delocalised electrons. this allows electrons to flow (electrical
electrons in their conductivity). Students make notes.
Students should know that
structures. conduction depends on the
ability of electrons to move
throughout the metal.
3.2.2h Use the structure of metals

The layers of atoms in
to explain their ability to
metals are able to slide
bend and be shaped.
over each other and so
metals can be bent
and shaped.
timing (lessons)
Suggested
3.2.3 Structure and bonding of carbon

3.2.3a The element carbon 1
can form four covalent
bonds.
3.2.3b In diamond, each

carbon atom forms
four covalent bonds
with other carbon
atoms in a giant
covalent structure, so
diamond is very hard.
3.2.3c In graphite, each Students should be able to Activity: Investigate the properties of Graphite, apparatus to
carbon atom bonds to explain the properties of graphite, including leaving marks on investigate electrical
three others, forming graphite in terms of weak paper, conduction of electricity, high conductivity, test tubes
layers. The layers are forces between the layers. melting point. and Bunsen burner.
free to slide over each
other because there
are no covalent bonds
between the layers
and so graphite is soft
and slippery.
3.2.3d In graphite, one

Students should realise that
electron from each
graphite is similar to metals
carbon atom is in that it has delocalised
delocalised. These electrons.
delocalised electrons
allow graphite to Explain the differences in
timing (lessons)
Suggested
conduct heat and the properties of diamond

electricity. and graphite.
Know they are examples of
the same element carbon.
Relate the properties of
substances to their uses.
3.2.3e Carbon can also form Students are only required Research fullerenes, models of
fullerenes with different to know that the structure of fullerenes and their uses.
numbers of carbon fullerenes is based on
atoms. Fullerenes can hexagonal rings of carbon
be used for drug atoms.
delivery into the body,
in lubricants, as
catalysts, and in
nanotubes for
reinforcing materials,
eg in tennis rackets.
3.2.4 Nanoparticles
3.2.4a Nanoscience refers to Students should know what 1 Task: Students use internet and other View the ‘nanoscience Be able to
structures that are 1– is meant by nanoscience resources to find out about uses’ PowerPoint describe why a
100 nm in size, of the and nanoparticles and nanoscience, and nanoparticles, and presentation at named and
order of a few hundred should consider some of their current applications. http://nanosense.sri.com/a explained
atoms. Nanoparticles the applications of these ctivities/sizematters/applic nanoparticle
Task: In groups produce mini project/
show different materials, but do not need ations/SM_AppSlides.ppt would be useful in
poster.
properties from those to know specific examples a particular
for the same materials or properties. Alternatively groups give class application.
presentation on one use of
timing (lessons)
Suggested
in bulk and have a nanoparticles they have researched. Note: Students

Questions may be set on
high surface area to do not need to
information that is provided Homework: Student to answer
volume ratio, which about these materials and question on development and know any specific
may lead to the relating their use to their application of new materials. examples.
development of new structure.
computers, new
catalysts, new
coatings, highly
selective sensors,
stronger and lighter
construction materials,
and new cosmetics
such as suntan creams
and deodorants.
3.3 Chemical changes
3.3.1 Metals
3.3.1a Metals are useful 1
Demo: Show metal lattice structure,
materials as they are
demonstrate how atoms can slide over
good conductors of
each other and relate to properties,
heat and electricity.
using e.g. polystyrene balls.
They can also be bent
or hammered into
shape because the
layers of atoms in
metals are able to slide
over each other.
timing (lessons)
Suggested
3.3.1b An alloy is a mixture of Students may be given Demo: Insert a different-sized ball to
at least two elements, information on the show alloy effects make sliding harder
at least one of which is composition of specific to achieve.
a metal. Alloys often alloys so that they can
Task: Students draw diagrams to
have properties that evaluate their uses.
explain metal and alloy structure and
are different from the
properties.
metals they contain.
This makes them more Demo: Compare samples of pure
useful than the pure metals with alloys, eg copper and
metals alone. Steels brass, iron and steel.
are a mixture of iron
with carbon and
sometimes other
metals.
3.3.1c Copper is useful for

electrical wiring and
plumbing because it
has the following
properties:
• it is a good
conductor of heat
and electricity
• it can be bent but
is hard enough to
be used to make
pipes or tanks
• it does not react
with water.
timing (lessons)
Suggested
3.3.1.1 The reactivity series

3.3.1. Metals can be Students should be able to 1 Demo/Starter 1: Heat some Mg ribbon For Demo 1: Mg ribbon,
1a arranged in an order of recall and describe the and then some Cu foil. Ask ‘Why does copper foil, calcium lumps
their reactivity from reactions, if any, of one burn with a bright white light, and (buy new), iron nails, zinc
their reactions with potassium, sodium, lithium, the other simply go black?’ Draw out foil or granules, test tubes,
water and dilute acids. calcium, magnesium, zinc, ideas of reactivity of metals. dilute hydrochloric acid.
iron and copper with water Activity: Students place small pieces For Demo 2: Piece of
or dilute acids, where of calcium, magnesium, zinc, iron and lithium size of a rice grain,
appropriate, to place them copper in different test tubes one-third trough.
in order of reactivity. full of water. Observe result. Any
element that is not reacting vigorously
(this should be all of them except
calcium) after three minutes should
have an equal volume of dilute
hydrochloric acid added.
Activity: Students should now be able
to make a rudimentary reactivity
series, to which they can add further
metals.
Demo 2: Show them the reactions of
potassium, sodium, lithium and
calcium with water. Ask them to add
these metals to their reactivity series.
-3
3.3.1. Displacement Students should be able to 1 Discussion: What use is the reactivity 0.2 mol per dm solutions
1b reactions involving describe displacement series? of magnesium sulphate,
metals and their reactions in terms of copper sulphate, iron(II)
Activity: Students carry out a series of
compounds in oxidation and reduction, sulfate ( freshly made),
reactions between sulfate solutions of
timing (lessons)
Suggested
aqueous solution and to write the ionic metals and the metals. zinc sulfate, test tubes or
establish positions equations. dropping tiles, foils of Cu,
Students should report their findings
within the reactivity Zn, and Mg, iron filings.
Students should be aware and:
series.
that copper can be For the demo. This is a
• describe the pattern using the dangerous demo, which
obtained from solutions of
reactivity series from last lesson you should carry out only if
copper salts by
• write ionic equations for the you are confident and
displacement using scrap reactions
iron. competent to do so.
Demo: If time (and nerves) permit, Dry iron(III) oxide,
demonstrate a thermite reaction eg aluminium powder.
iron oxide with aluminium using a magnesium ribbon,
magnesium ribbon fuse. crucible, bucket of sand.
3.3.1.2 Metal carbonates

3.3.1. The carbonates of Students should be aware 1 Activity: Test each carbonate with Mg, Cu, Zn, Ca, Na,
2a 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 are heated to decompose. tubes, boiling tubes with
heating (thermal at the temperatures Use only Mg, Cu, Zn, Ca, and Na delivery tubes, clamps and
decomposition) in a reached by a Bunsen carbonates. stands, matches and spills
similar way. burner. and limewater.
Homework: Tell students they have
five samples of rock ores each
containing different amounts of copper
carbonate. They use today’s practical
to help them plan an investigation to
determine which ore is most likely to
contain the most copper carbonate.
timing (lessons)
Suggested
3.3.1. Metal carbonates react

2b with acids to produce
carbon dioxide, a salt
and water.
3.3.2 Electrolysis
3.3.2b 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
–3
substances that are elements by using a salt? dm CuSO4 solution,
3
molten, eg lead electricity. 100cm 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
and the substance
www.rsc.org/education/tea
broken down is called Demo: Electrolysis of molten lead
chers/resources/alchemy/i
the electrolyte. bromide.
ndex.htm
Students draw diagrams to explain.
eg useful materials from
rocks.
3.3.2a 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.
timing (lessons)
Suggested
3.3.2c During electrolysis, Know positively charged Discuss: Relating to ions, movement
positively charged ions ions move to the negative and attraction to the positive and
move to the negative electrode, and negative negative electrodes. Students draw
electrode the cathode), ions to the positive diagrams to explain.
and negatively electrode.
Demo: If there is time, demonstrate
charged ions move to
Predict the products of movement of ions, eg the electrolysis
the positive electrode
electrolysing solutions of of a crystal of KMnO4 on filter paper
(the anode).
ions. dampened with sodium chloride
solution.
1 Required practical: Investigate the

products at the anode and cathode in
the electrolysis of copper sulfate
solution.
3.3.2e At the cathode, Explain in terms of 1

positively charged ions oxidation and reduction the
gain electrons; at the changes to ions when
anode, negatively touching the electrodes.
charged ions lose
electrons.
3.3.2f Reactions at Students should be able to Use half equations to show electron
electrodes can be write half equations for the transfers.
represented by half reactions occurring at the
equations, for electrodes during
example: electrolysis, and may be
required to complete and
2Cl → Cl2 + 2e
- -
balance supplied half
or equations.
2Cl - 2e → Cl2
- -
timing (lessons)
Suggested
3.3.2d Oxidation and

reduction can be
defined as the loss
and gain of electrons
respectively.
3.3.2h 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
-3
This may be for Students report their experiment. wires, 1 mol dm NiSO4
3
reasons such as solution and 100 cm
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.
3.3.2i Aluminium is Students should 1 Task: Explore the extraction of VLE/Interactive software, Remember that
manufactured by the understand why cryolite is aluminium, as either video or eg Useful materials from the only reason
electrolysis of a molten used in this process. worksheet, or use RSC Alchemy, or metal ores. that cryolite is
mixture of aluminium mini-project. needed for the
Students should be aware Visit the RSC Alchemy for
oxide and cryolite. process is to
that large amounts of Do students know that in the 1850s more information on
Aluminium forms at the reduce the
energy are needed in the aluminium was the most expensive Aluminium at
negative electrode and melting point of
extraction process. metal in the world (it was extracted www.rsc.org/Education/Te
oxygen at the positive aluminium oxide
from its ore by a thermite reaction achers/Resources/Alchem
electrode. The positive to less than
using sodium metal)? Now, with y/index.htm
electrode is made of 1000°C and save
electrolysis, it is cheap enough to
carbon, which reacts
make cans from. money/reduce
with the oxygen to
energy costs.
produce carbon
dioxide.
timing (lessons)
Suggested
3.3.2g If there is a mixture of Know that in a mixture of

ions: ions, the lowest member of
the reactivity series is the
 at the cathode, the
element formed at the
products formed
negative electrode.
depend on the
reactivity of the
elements involved
 at the anode, the
products formed
also depend on the
relative
concentrations of
the ions present.
3.3.2j The electrolysis of Students should be able to 2 Activity: Electrolysis of NaCl solution Petri dish, carbon
sodium chloride explain, using ideas relating in Petri dish with universal indicator. To electrodes, power pack
–3
solution produces to reactivity, why each of establish split into chlorine (bleaches and wires and 1 mol dm
hydrogen and chlorine. these products is produced. indicator), an alkali (turns indicator NaCl solution.
Sodium hydroxide blue/purple) and an unknown gas.
Hoffman voltameter, test
solution is also Students draw diagrams to show the –3
tubes, 1 mol dm NaCl
produced. These are experiment and the results.
solution, litmus solution,
important reagents for
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.
timing (lessons)
Suggested
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.
3.4 Chemical Analysis
3.4.1 Purity, chromatography

3.4.1a A pure element or Students should be able 1 Activity: Measure the melting and Boiling tubes, distilled
compound contains to identify substances and boiling point of water and of salt water, sodium chloride,
only one substance, assess their purity from solution. thermometers, ice, Bunsen
with no other melting point and boiling burners.
substances mixed in. point information.
3.4.1b Measures of purity

are important in
everyday substances
such as foodstuffs
and drugs.
3.4.1c A mixture consists of 2 Discussion: Reminder about

two or more elements mixtures, elements and compounds.
or compounds not Students write definitions out.
chemically combined
together. The chemical
properties of each
substance in the
mixture are
unchanged. It is
possible to separate
timing (lessons)
Suggested
the substances in a
mixture by physical
methods, including
distillation, filtration
and crystallisation.
3.4.1d Paper chromatography Students should be able to Activity: Using paper Food dyes or inks, filter
can be used to describe how to carry out chromatography. The Rf value for each paper/chromatography
analyse substances paper chromatography of the dyes used should be calculated. paper, pipettes and 250
3
present in a solution, separations and how the cm beaker.
eg food colourings and components of a mixture
inks/dyes. can be identified using Rf
values. They have to be
aware that solvents other
than water can be used.
3.4.1e Chromatography Students should be able to

involves a stationary suggest chromatographic
and a mobile phase methods for distinguishing
and separation pure from impure
depends on the substances.
distribution between
the phase and on the
relative solubility of the
components.
timing (lessons)
Suggested
3.4.2 Identification of common gases

3.4.2a A pop is heard when a Describe the test for each 1 Activity: circus of experiments, testing Zinc, dilute hydrochloric
lighted splint is placed gas. for one gas at each station (chlorine acid, hydrogen peroxide,
near hydrogen gas. should be produced and tested only in manganese (IV) oxide,
a fume cupboard). marble chips, ammonium
chloride, sodium hydroxide
3.4.2b A glowing wooden Recognise each gas from solution, potassium
splint relights in a test its test result.
manganate (VII), conc.
tube of oxygen gas.
hydrochloric acid, lime
3.4.2c Carbon dioxide turns water, red and blue litmus
limewater (calcium paper, wooden splints.
hydroxide solution)
cloudy white.
3.4.2d Ammonia has a

characteristic sharp,
choking smell. It also
makes damp red
litmus paper turn blue.
Ammonia forms a
white smoke of
ammonium chloride
when hydrogen
chloride gas, from
concentrated
hydrochloric acid, is
held near it.
timing (lessons)
Suggested
3.4.2e Chlorine has a

characteristic sharp,
choking smell. It also
makes damp blue
litmus paper turn red,
and then bleaches it
white.
3.4.3 Identification of ions by chemical means

3.4.3a Flame tests can be Recognise the presence of 1 Discuss: Teacher-led discussion Splints or wires, solid Flame colours of
used to identify metal these ions by this test. about forensic crime and the need for samples of compounds: other metal ions
ions. Lithium, sodium, analytical chemistry to determine what are not required
LiCl
potassium, calcium chemicals are present in a variety of knowledge.
and barium situations. NaCl
compounds produce
Activity: Students carry out flame KCl
distinctive colours in
tests on named metal ions to find out
flame tests: CaCl2
the flame colouration. They then use
 lithium compounds the technique to identify two unknown BaCl2
result in a crimson compounds.
flame HCl(aq) (to clean wires in)
Task: Prepare results chart and
 sodium compounds and matches and splints.
result in a yellow complete it.
flame Unknown compounds
 potassium Required practical: Identify the metal
ion in an unknown compound using labelled X, Y, Z, each to
compounds result contain one of the metal
in a lilac flame flame testing techniques.
chlorides in the list.
 calcium compounds
result in a red flame
 barium compounds
timing (lessons)
Suggested
result in a green
flame.
3.4.3b 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 MgCl2
3.4.3c Copper(II), iron(II) and should be warned that adding more to
one solution will produce a further CaCl2
iron(III) ions form
coloured precipitates change. NB: FeSO4 must be freshly
with sodium hydroxide Task: Students prepare and complete produced.
solution. Copper (II) results chart. Remind them that each
forms a blue solid that appears is a precipitate.
precipitate, iron(II) a
green precipitate and
iron(III) a brown
precipitate.
3.4.3d Carbonates react with Recognise the presence of 1 Demo: Teacher-led demonstration of Test tubes and racks,
dilute acids to form these ions in water by effect on acid on carbonates, and silver nitrate solution,
carbon dioxide. these tests. limewater test as a revision and dilute nitric acid, dilute
Carbon dioxide introduction to testing halide and hydrochloric acid, barium
produces a white sulfate ions. chloride, solution, solutions
precipitate with of sodium, sulfate, sodium
timing (lessons)
Suggested
limewater, which turns Activity: Test halide ions, and then chloride, sodium bromide
limewater cloudy sulfate ions. and sodium iodide.
white.
Task: Students prepare a results chart
and complete it:
3.4.3e Halide ions in solution

produce precipitates
name of effect of adding
with silver nitrate compound
solution in the silver nitrate barium
presence of dilute nitric and nitric chloride and
acid. hydrochloric
acid. Silver chloride is acid
white, silver bromide is
cream and silver iodide
is yellow.
Establish reliable tests for each halide
ion and sulfates, using the results of
Sulfate ions in solution the experiment. Students make notes
3.4.3f
produce a white in their books.
precipitate with barium Homework: Write word, then symbol
chloride solution in the equations for each reaction.
presence of dilute
hydrochloric acid.
timing (lessons)
Suggested
3.5 Acids, bases and salts
3.5.1 The properties of acids and bases

-3
3.5.1a Metal oxides and Recall the pH scale. 3 Revise pH scale from KS3. NaOH 1 mol dm , HCl(aq)
-3 3
hydroxides are bases. Know how alkalis are Discuss: What makes an acid and an 1 mol dm , 100cm
Soluble hydroxides are different from bases. alkali in terms of ions. List and produce beaker, indicator paper/pH
called alkalis. formulae for acids and alkalis to get meter, evaporating basin
3
idea that acids have hydrogen (ions), and 25 cm measuring
and alkalis have hydroxide (ions). cylinders.
Students make notes.
eg chemical reactions.
3.5.1b Acids react with bases Know that acid + alkali Activity: making a salt by
to form salts. These makes salt + water. neutralisation of an alkali, eg NaCl (pH
reactions are called sensors could be used here instead of
neutralisation indicator paper or solution to be able to
reactions. crystallise the salt without the need for
boiling with carbon).
+
3.5.1f Hydrogen ions, H (aq), Students should be familiar Homework: Students draw diagrams
make solutions acidic, with the pH scale from 0 to to explain the method.
and hydroxide ions, 14, and know that pH 7 is a Use symbol equation with state
-
OH (aq), make neutral solution. symbols to describe reaction (and
solutions alkaline. The Students should be able to should use state symbols hereafter
pH scale is a measure describe the use of when completing symbol equations).
of the acidity or universal indicator to
alkalinity of a solution. measure the approximate
pH of a solution.
3.5.1d Ammonia dissolves in Activity: ammonia as an alkaline
water to produce an solution in water and how it can
timing (lessons)
Suggested
alkaline solution. It is produce salts for fertilisers (and

used to produce explosives). Students make notes.
ammonium salts.
3.5.1e A solution of calcium Students should be familiar

hydroxide in water with using limewater to test
(limewater) reacts with for carbon dioxide gas.
carbon dioxide to
produce calcium
carbonate.
3.5.1c The particular salt Know which acid makes 1 Revise all reactions to make salts so VLE/Interactive software, Be able to state
produced in any which salt, and which metal far, include writing word and symbol eg chemical reactions. the substances
reaction between an makes which salt. equation (if not already done) for each needed to make
acid and a base or one, including the state symbols. the salt and name
alkali depends on: the salt, given the
suggest methods to make a Task: Students to come up with rules
• the acid used named soluble salt. for making soluble salts, eg nitric acid names of the
(hydrochloric acid makes nitrates etc. Students make metal and acid
produces chlorides, notes. used.
nitric acid produces
Task: Making a salt. Students to be
nitrates, sulfuric
given list of salts to make, and they
acid produces
should state the chemicals needed and
sulfates)
the method to use to make each salt. A
• the metal in the card game could be produced with
base or alkali. names of salts, acids, ions, and
possible ingredients. Students produce
word equation of the reaction needed
to make each salt, add the method of
production, then attempt to write
balanced symbol equation.
timing (lessons)
Suggested
Homework: Making soluble salts.

Students complete a worksheet
naming the reactants needed to make
a named soluble salt, and given the
reactants, name the soluble salt
produced. They also state the method
needed to obtain a solid sample of the
salt.
3.5.2 Preparation of salts

3.5.2a Soluble salts can be Know how to make a salt 4 Activity: Making a salt by reacting a Magnesium ribbon,
3
made from acids by from a metal + acid and metal with hydrochloric acid. Students 100cm beaker, dilute
reacting them with: that this releases hydrogen crystallise the salt and write symbol hydrochloric acid,
• metals – not all gas. equation, using state symbols. evaporating basin, test
metals are suitable; tubes, matches and spills
Write a word equation for Discuss: Suitability of metals for this 3
some are too and 25cm measuring
the reaction. reaction, in terms of reactivity series.
reactive and others cylinders.
Students make notes.
are not reactive Students should know that
enough a lighted spill can be used Activity: Making a salt by
• insoluble bases – to test for hydrogen. neutralisation of an insoluble base
the base is added such as copper oxide to make copper CuO, spatula, dilute
to the acid until no sulfate. Students crystallise the salt, sulfuric acid, stirring rod,
suggest methods to make a 3 3
more will react and and write symbol equation, using state 100cm beaker, 100cm
named soluble salt.
the excess solid is symbols. conical flask, filter funnel,
filtered off Write symbol equation for filter paper, evaporating
Homework: Students draw diagrams 3
• alkalis – an the reaction.
to explain the method.
basin, 25cm measuring
indicator can be cylinders, matches and
Interpret a symbol equation spills and heating.
used to show when Demo: How much is in the solution?
containing state symbols.
the acid and alkali Teacher-led demonstration, followed Burettes, burette funnels,
have completely Describe how to make a
timing (lessons)
Suggested
reacted to produce soluble salt from an by class titration practical to establish measuring cylinder / Note: It should be
3
a salt solution. insoluble base. idea that the volumes of acid and alkali 25cm pipette, conical highlighted that
can be measured using a suitable flask, white tile clamp and averaging out
indicator. Whilst universal indicator will stand solutions of results can give
-3
work, better to use phenolphthalein as 0.5 mol dm , hydrochloric more reliable
the indicator as it gives a definite end acid, sodium hydroxide, results.
3
point. 250cm beakers and
phenolphthalein.
Task: Students draw equipment and
record their results. Calculate the
mean for the titration and then
compare their results.
3.5.2b Salt solutions can be

crystallised to produce
solid salts.
–3
3.5.2c Insoluble salts can be Explain what precipitation 1 Task: Students prepare insoluble salt, 1 mol dm lead nitrate, Note: All students
–3
made by mixing is, and how it can be used eg lead iodide and/or barium sulphate. 1 mol dm potassium need to
–3
appropriate solutions to make insoluble salts. iodide or 0.2 mol dm remember is
Discuss: How precipitation reactions
of ions so that a barium hydroxide, going to a dance
Know how making insoluble can easily remove unwanted ions from –3
precipitate is formed. 0.2 mol dm sodium and swapping
salts can be useful in the drinking water and effluents. Students 3
Precipitation can be sulphate, 25 cm partners to get
water industry as a cheap make notes.
used to remove measuring cylinders, the word
and effective way of 3
unwanted ions from Homework: Making insoluble salts. 100 cm beakers, filter equations right.
removing unwanted ions
solutions: for example, Students complete a worksheet paper and filter funnels.
from water.
in treating water for naming the reactants needed to make
drinking or in treating Students should be able to a named insoluble salt and, given the
effluent. name the substances reactants, name the insoluble salt
needed to make a named produced.
insoluble salt.
timing (lessons)
Suggested
3.6 Quantitative chemistry
3.6.1 Conservation of mass including the quantitative interpretation of chemical equations

3.6.1a Chemical reactions Students should be able to 1 Task: Students write one word VLE/Interactive software,
can be represented by write word and balanced equation to show general reaction. eg chemical reactions.
word equations or by symbol equations for
reactions in the Introduce symbol equations.
symbol equations.
specification. Explain: Show need for balancing the
equation linked to idea of conservation
3.6.1b Information about the Students should be able to
of mass.
states of reactants and use the state symbols (g),
products can be (l), (s) and (aq) in equations Task: Students balance several
included in chemical where appropriate. equations themselves.
equations.
3.6.1c No atoms are lost or Know that all atoms 1 Tasks: Students carry out and report Balances, boiling tubes, Be able to
3
made during a involved in a reaction must precipitation reaction experiments such 25cm measuring calculate the
chemical reaction so be accounted for. as lead nitrate and potassium iodide to cylinders, lead nitrate mass of a
-3
the mass of the Students should be able to observe there is no change in mass on solution 1 mol dm , reactant or
products equals the calculate the mass of a forming products. potassium iodide product from
–3
mass of the reactants. reactant or product from Homework: Students do calculations 1 mol dm information about
information about the the masses of the
using mass of reactants and products
masses of the other other reactants
to find mass formed of one product or
reactants and products in and products in
mass needed of one reactant.
the reaction and the the reaction.
balanced symbol equation.
3.6.1d The masses of Do calculations on masses of

reactants and products reactants and products from balanced
can be calculated from symbol equations. Students make
timing (lessons)
Suggested
balanced symbol notes.

equations.
3.6.1e Even though no atoms 1 Discuss: Class discussion about Calculation worksheets. Be able to
are gained or lost in a result of the experiment from last evaluate and
chemical reaction, it is lessons, and why results are not VLE/Interactive software, make judgements
not always possible to always correct. eg quantitative chemistry. for the data in the
obtain the calculated question.
Include reference to yield, and
amount of a product
percentage yield. Students make notes
because:
on yield and percentage yield.
• the reaction may
not go to
completion
because it is
reversible
• some of the
product may be
lost when it is
separated from the
reaction mixture
• some of the
reactants may
react in ways
different from the
expected reaction.
timing (lessons)
Suggested
3.6.2 Use of amount of substance in relation to masses of pure substances

3.6.2a The relative formula Students are expected to 1 Task: Calculating relative formula Periodic Table and list of Note: Students
mass (Mr) of a use relative atomic masses mass (Mr). Chemists need to be sure formulae. can choose to
compound is the sum in the calculations specified of the amount of a compound present learn the Periodic
VLE / Interactive software,
of the relative atomic in the subject content. in terms of the number of molecules or Table in its
atoms. eg quantitative chemistry.
masses of the atoms in Students should be able to entirety; however,
the numbers shown in calculate the relative Explain: Show how to make the the Periodic Table
the formula. formula mass (Mr) of a calculation for simple, then more is usually given in
compound from its formula. complex formulae. It is a good idea to the exam.
revise what a formula tells you,
especially where brackets are
involved.
Task: Students do examples of
calculations with increasing
complexity.
3.6.2b The percentage by Be able to calculate 1 Explain: Show how to calculate

mass of an element in percentage mass of a percentage by mass of one element in
a compound can be named element in a the formula. Students provide several
calculated from the formula. examples (they can use the same
relative atomic mass of examples as from the previous
the element in the lesson).
formula and the
relative formula mass
of the compound.
3.6.2c The empirical formula Students should be able to 2 Activity: Finding the formula of Magnesium, crucible and Be able to work
of a compound can be calculate empirical magnesium oxide. Students report lid, balance, crucible out the formula of
calculated from the formulae from given their experiment. tongs, spills and matches, a compound from
timing (lessons)
Suggested
masses or information. Explain: Teacher led explanation of tripod, gauze, and Bunsen the reacting
percentages of the how to make the calculation using burner. masses provided
elements in a either the graph method or from mass in the question.
Graph paper.
compound. readings. Students find the formula
using chosen method. VLE / Interactive software,
You could use either a graphical eg quantitative chemistry.
method where each group plots their
result on a graph to establish best fit
line to get answer from, or calculate
mean for the class to process using
atomic masses.
You could also use both methods to
see which gives result closest to the
true value.
Homework: Give a formula
calculation from reacting masses for
another compound. Make sure
students know the method from the
experiment.
3.6.3 The mole concept

3.6.3a Relative atomic mass Students are expected to 1
Ar is the average be able to use balanced
mass of naturally equations to calculate
occurring atoms of an masses of reactants or
element on a scale products.
12
where C has a mass
of exactly 12 units. Students are expected to
calculate empirical
timing (lessons)
Suggested
formulae and molecular

formulae.
3.6.3b Relative molecular

mass Mr is the sum of
the relative atomic
masses in the
compound.
3.6.3c The relative formula Students are expected to Explain: Show how to make the
mass of a substance, use the relative formula calculation for simple, then more
in grams, is known as mass of a substance to complex formulae.
one mole of that calculate the number of
substance. moles in a given mass of
that substance and vice
complexity.
versa.
3.6.3d One mole contains

23
6.023 × 10 atoms or
molecules. This
number is known as
Avogadro’s constant.
timing (lessons)
Suggested
3.6.4 Molar concentrations

3.6.4a The concentration of a 1 Explain: Show how to do the
solution is related to calculations for simple, then more
the mass of the solute complex examples. Mass of solute
(in terms of number of could be introduced, to convert to
moles) and the volume moles.
of the solution. The
concentration of a
solution is calculated
complexity.
as follows:
number of moles
concentration �mol/dm3 �=
volume �in dm3 �
3.6.4b The volumes of acid Students should be able to 2 Required practical: Establish the
and alkali solutions carry out titrations using concentration of an unknown strong
that react with each strong acids and strong acid through titration with a strong
other can be measured alkalis only (sulfuric, base.
by titration using a hydrochloric and nitric acids
suitable indicator. only).
3.6.4c If the concentration of Students should know how Remind students about relative
one of the reactants is to carry out a titration and molecular mass (Mr). Remind them
known, the results of a be able to calculate the that the Mr in grams if dissolved in
titration can be used to chemical quantities in water provides a concentration unit
find the concentration titrations involving that we can use to compare different
of the other reactant. concentrations (in moles solutions.
3
per dm ) and masses (in
Task: Students make brief notes on
molecules and how dissolving different
timing (lessons)
Suggested
3
grams per dm ). proportions of the Mr produces
solutions of different concentrations.
Explain: Using last time’s results,
show how to work out the
concentration of the acid assuming
–3
1 mol dm sodium hydroxide 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 other examples to
calculate the answers for. One should
also involve using grams instead of
moles.
3.6.4d The molar gas volume Students are expected to 1 Explain: Show how to do the
at room temperature be able to calculate the calculations for simple, then more
and pressure is amount of gas in a reaction complex examples. Include mixed
3
assumed to be 24 dm calculations involving masses of
by using molar amounts of
reactants or products as well as gas
gases and their volumes. volumes.
timing (lessons)
Suggested

complexity.
3.7 Periodicity
3.7.1 Group properties

3.7.1a The elements in Group Describe the reactions of 1 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 potassium, sodium and
(known as the alkali air and chlorine. pieces ( rice grain) of alkali
lithium in water, to obtain ideas of
metals): metals Li, Na, K, forceps,
Know that Group 1 metals density in water, release hydrogen and
• are metals with low form 1+ ions. form hydroxides. 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
Homework: Write word and balanced
carries a charge of
equations for the reactions.
+1. The compounds
are white solids that
dissolve in water to
form colourless
solutions
• react with water,
releasing hydrogen
timing (lessons)
Suggested
• form hydroxides
that dissolve in
water to give
alkaline solutions.
3.7.1b In Group 1, the further

down the group an
element is, the more
reactive the element.
3.7.1c The elements in Group 2 Revise Na +Cl2 reaction to get

7 of the Periodic Table halogens as elements that form 1-
(known as the charged ions.
halogens) react with
metals to form ionic
compounds in which
the halide ion carries a
charge of –1.
3.7.1d In Group 7, the further Know that the further down Demo: Students make list of halogens, Samples of chlorine, Be able to write
down the group an the group: their colours and their state at room bromine and iodine in and balance
element is: temperature. Remind students of sealed containers. symbol equations.
• the less reactive the colour of chlorine (seen with NaCl
• the less reactive element is reaction). Show samples of other
the element • the higher its melting halogens if possible, if not use halogen
• the higher its point and boiling point. waters from the class experiment to
melting point and show their colour when dissolved in
boiling point. water.
timing (lessons)
Suggested
3.7.1e A more reactive Know that a more reactive Activity: Displacement reactions – Aqueous solutions of
halogen can displace a halogen can displace a less Students add chlorine water to each of chlorine, and bromine, and
less reactive halogen reactive halogen from an the three compounds and observe iodine solution (iodine in
from an aqueous aqueous solution of its salt. results. Add bromine water to fresh potassium iodide).
solution of its salt. samples of the compounds and Pipettes, test tubes, test
observe results. Add iodine solution to tube racks, solutions of
fresh samples of the compounds and sodium chloride, sodium
observe results. iodide, and sodium
Discuss: Findings from results chart. bromide (alternatively
these could be potassium
Conclude that halogens higher in the compounds).
Group displace halogens that are
lower from their compounds.
Task: Write symbol equations and
balance for one reaction. All reactions
standard.
3.7.1f The trends in reactivity Students should be able to 1 Discussion on reactivity in Group 7 Explain the
within groups in the explain the relative and Group 1. This should be in terms reactivity trends
Periodic Table can be reactivities of the elements of ease of losing/gaining outer within both Group
explained because the in Group 1 and 7. electrons. 1 and Group 7 in
higher the energy level terms of the
Metals easier to lose from outside as
of the outer electrons: distance of the
less attracted to nucleus further down
• the more easily the group. outer electron
electrons are lost from the central,
Non-metals easier to gain up the group positively charged
• the less easily due to stronger attraction from nucleus
electrons are nucleus, and the
as fewer electron shells. attraction of the
gained.
nucleus to those
outer electrons.
timing (lessons)
Suggested
3.7.2 Transition metals

3.7.2a Transition metals are 1 Look at transition metals and their Sealed samples of every
those in the centre of compounds. transition metal compound
the Periodic Table in the chemical store that
Circus of 15 stages with samples of
between Groups 2 and is coloured (avoid zinc
compounds in sealed bottles, and
3. Many transition compounds). Each sample
samples of transition metals, with a
metals have ions with to be labelled and given its
beaker of water.
different charges, form formula.
coloured compounds Task: Students record each base on a
Samples of five transition
and are useful as results chart. For compounds they use
catalysts. this chart: metals: Zn, Fe, Ni, Cu, Ag.
3
5 × 250cm beakers of
3.7.2b Compared with the Know that transition metals name of formula description
compound water.
elements in Group 1, typically:
transition elements: VLE / Interactive software,
• form coloured
eg transition metals.
• have higher melting compounds For metals they use this chart:
points (except for • are used as catalysts name can it can it description
mercury) and • are harder and denser of be float on
higher densities than Group 1 metals. metal bent? water?
• are stronger and • are less reactive with
harder water and oxygen. Discuss: elicit ideas of coloured
• are much less compounds, different properties and
reactive and so do use of transition metals as catalysts
not react as (they have already met MnO2 as a
vigorously with catalyst in Unit 2).
water or oxygen.
Task: Students make notes of
outcomes of transition metals in
comparison to Group 1.
timing (lessons)
Suggested
Homework: DART sheet on melting

points of transition metals and Group
1, to show differences in property and
hence uses.
3.8 The rate and extent of chemical change
3.8.1 Rate of reaction

3.8.1a 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
Record results in a chart and plot a
product formed over the rate of the reaction. tube, washing-up required, but
graph of results of volume of gas
time: bowls/troughs and students will be
produced against time.
stopwatches. Graph paper. expected to have
Analyse the graph to obtain rate of studied examples
reaction at one time. of chemical
Explain clearly what the graph shows reactions and
at each part: processes in
developing their
timing (lessons)
Suggested
amount of product used  Initially rate is fast skills during their

rate of reaction =  Slows down
time study of this
 Reaction is complete. section.
Students make notes on a graph.
amount of product formed
rate of reaction = Homework: Students calculate rate of
time
reaction at two more times to show
change in rate over the experiment.
Or
Students plan an investigation using
the method from lesson into how
concentration of the acid would affect
the rate of reaction.
3.8.1c Increasing the Know how temperature 2 Activity: Investigate the effect of Marble chips, balance,
temperature increases affects rate of reaction. temperature on the same reaction as dilute hydrochloric acid,
the speed of the last lesson. Students report their burette/measuring
Know that for a reaction to
reacting particles so experiment. cylinder/gas syringe,
that they collide more happen particles have to conical flask with delivery
collide. You can get different groups to do the
frequently and more tube, washing up bowl /
experiment using different instruments
energetically. This troughs, stopwatches,
to measure gas volume, eg gas
increases the rate of thermometers and hot
syringe, burette, measuring cylinder
reaction. water beakers to heat acid
etc to develop ideas of precision.
in.
Students plot graph of results.
Compare results between groups. Graph paper.
3.8.1b Chemical reactions Use collision theory to Class discussion on why increasing
can only occur when explain the change in rate temperature might make the reaction
reacting particles in terms of particle faster. Develop hypothesis based on
collide with each other behaviour. collision theory. Suggest we need to
timing (lessons)
Suggested
and with sufficient Know that for a reaction to test out theory to see if it explains how
energy. The minimum happen particles have to rates of reaction change.
amount of energy collide with sufficient
Homework: Explain the difference
particles must have to energy to react, and that
between a guess, hypothesis, and
react is called the this amount of energy is
theory.
activation energy. called the activation
energy.
Know that a hypothesis has
to be successfully tested
before it becomes accepted
scientific knowledge.
3.8.1f Increasing the surface Know how particle size 1 Demo: Use decreasing mass method Large and small marble Note: Allow
area of solid reactants affects rate of reaction. to investigate reacting equal masses of chips, balance, dilute students to ‘do‘
3
increases the large chips and small chips of marble hydrochloric acid, 250 cm the experiment
Use collision theory to
frequency of collisions with dilute hydrochloric acid. conical flask, cotton wool, themselves. A
and so increases the explain the change in rate stopwatch.
in terms of particle Students describe the experiment. video camera
rate of reaction. showing the
behaviour. Graph paper.
Students plot graph of results, and use balance, and stop
the hypothesis of collision theory to VLE/Interactive software, watch, connected
explain the results. eg Rates. to a projector
Discuss: Discussion on why every allows students to
particle doesn’t react at once to get take
idea of minimum (activation) energy measurements
required for a collision to cause a themselves.
reaction. Students make notes.
3.8.1e Increasing the Know how concentration 1 Activity: Disappearing cross method. Sodium thiosulfate Always remember
concentration of affects rate of reaction. solution, hydrochloric acid, to mention how
Task: Students investigate sodium
reactants in solutions conical flasks, the particle speed
timing (lessons)
Suggested
increases the Use collision theory to thiosulfate solution and dilute stopwatches, graph paper. and/or numbers
frequency of collisions explain the change in rate hydrochloric acid. Can be done with and/or
Laminated, photocopied
and so increases the in terms of particle datalogging or by eye. temperature
crosses on paper are a
rate of reaction. behaviour. accounts for the
Use different methods to obtain good idea, to give a
Know that collision theory results/instrumentation. Students standard image for viewing observed change,
has now been successfully explain the results again in terms of through the flask. when asked why
tested. the hypothesis. Teacher-led a rate changes.
discussion, should we make this a
theory rather than hypothesis?
Homework: Students plot graph of
results and interpret it.
3.8.1d 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.
Homework: Make a prediction on the
effect of altering the pressure on a gas
reaction.
Required practical: Investigate

factors affecting the rate of a reaction.
(Any of the above practicals)

timing (lessons)
Suggested
3.8.1g 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 or more of these
reactions need be given
catalysts on hydrogen peroxide: liver, VLE/Interactive software,
different catalysts. information that
potato, manganese(IV) oxide. Students eg transition metals.
report their experiment. they need to
3.8.1h Catalysts are important Describe the benefit of
in increasing the rates evaluate eg Why
using a catalyst for a given Explain: Develop idea of catalysts
of chemical reactions is a catalyst used
process to the industry helping the reaction to take place. You
used in industrial that reduces the
involved. may wish to mention how catalysts
processes to reduce reacting
work, active sites, forming
costs. temperature?
intermediates etc.
Because reducing
Explain: The value to industry of using the temperature
catalysts in terms of reducing costs will save energy
etc. Students make notes. and make the
Homework: Past paper question on process cheaper.
rates.
3.8.2 Factors affecting equilibrium
3.8.2a When a reversible 1 Demo: Show effect of adding acid, VLE / Interactive software, Note: Dynamic
reaction occurs in a then alkali, to bromine water to reversible reaction equilibrium is just
closed system, demonstrate what we mean by an like the latest ride
equilibrium is reached equilibrium. Students to make notes on at a theme park.
when the reactions equilibrium and the use of the symbol There’s always
occur at exactly the to represent reversible reactions. the same number
same rate in each on the ride; it is
Discuss: How equilibrium is only
direction. just that at the
reached when the products are being
timing (lessons)
Suggested
made as quickly as the reactants. end of each trip,

3.8.2b The relative amounts Describe and evaluate the the people on
Demo: Model dynamic equilibrium with
of all the reacting effect of changing the 3
two 25 cm measuring cylinders, each board change.
substances at conditions of temperature with an open ended glass tube but with
equilibrium depend on and pressure on a given different diameters. Put 25 cm of
3
the conditions of the reaction or process. water into one cylinder. Transfer water
reaction. from one cylinder to the other using a
finger over the end of each tube in turn
(keep the tubes in the same cylinder)
3.8.2c If the temperature is until the level in each cylinder does not
lowered, change any more.
 the yield from the

endothermic
reaction decreases
 the yield from the
exothermic reaction
increases.
3.8.2d In gaseous reactions: This is true only under the same

conditions of temperature and gas
 an increase in pressure.
pressure will Use slides from a PowerPoint
favour the reaction presentation and/or the RSC Alchemy
that produces the website to show how changing each
least number of condition affects the equilibrium.
molecules as
shown by the Task: Students make notes on effect
symbol equation of changing temperature for
for that reaction
timing (lessons)
Suggested
 a decrease in exothermic and endothermic reactions.

pressure will
Task: Students make notes on the
favour the reaction
effect of changing pressure for gas
that produces the
reactions to show how gas production
greatest number of
is favoured or inhibited.
molecules as
shown by the Discuss: How we can make the most
symbol equation ammonia, as cheaply as possible, and
for that reaction. as environmentally friendly as
possible.
3.8.2e These factors, together Evaluate the conditions RSC Alchemy worksheet
with reaction rates, are used in industrial processes Video: Show RSC ammonia video can be found at
important when in terms of energy again to refresh and revise process. www.rsc.org/Education/Te
determining the requirements. Homework: Candidates complete achers/Resources/Alchem
optimum conditions in worksheet from RSC Alchemy about y/am/question.doc
industrial processes, impact of conditions on proportions
including the Haber made.
process.
3.8.2f Sulfuric acid is Students should be able to 1 Discuss: How we can make the most Resources and a video on
produced industrially describe the stages in the sulfuric acid, as cheaply as possible, sulfuric acid can be found
using the contact contact process and also to and as environmentally friendly as on the RSC Alchemy
process. It is a three- explain why a catalyst, a possible. website at
stage process, which high temperature and www.rsc.org/Education/Te
incorporates a atmospheric pressure result Explain: Use resources from Royal
reversible process and in more yield of sulfur Society of Chemistry (RSC) Alchemy
to explain and provide activities for y/index.htm
the use of a catalyst. trioxide in Stage 2.
students to understand the basics of
Stage 1: Sulfur is the Contact process. Watch video clip.
burned in air to
produce sulfur dioxide
timing (lessons)
Suggested
S (s) + O2 (g)→SO2 (g)
Stage 2: Sulfur dioxide

reacts with more
oxygen to make sulfur
trioxide
2SO2(g) + O2 (g)
2SO3 (g)
This stage is reversible
and it requires a
catalyst of Vanadium
(V) oxide V2O5, a
temperature of around
450 °C and
atmospheric pressure.
Stage 3: Sulfur trioxide

reacts with water to
make sulfuric acid
H2O(l) + SO3 (g) →
H2SO4(aq)
3.8.3 Production of ammonia

3.8.3a 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. found on the RSC flow chart of each
hydrogen. Nitrogen is requirements. Alchemy website at starting material,
Discuss: Ammonia as an important
obtained from the air www.rsc.org/Education/Te where it comes
chemical in terms of production of
and hydrogen may be achers/Resources/Alchem from and what it
timing (lessons)
Suggested
obtained from natural fertilisers and explosives. How is it y/index.htm becomes.

gas or other sources. 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
3.8.3b Ammonia is a raw Students should be able to from urine)
material in the explain the global need for  explosives and fertilisers were
production of made from bird droppings from the
fertilizers to maximize food
fertilizers. Pacific.
yields.
Explain: Use resources from Royal
Society of Chemistry (RSC) Alchemy
The purified gases are to explain and provide activities for
3.8.3c Evaluate the conditions Understand why
passed over a catalyst students to understand the basics of
necessary in an industrial the temperature
of iron at a high the Haber process. Watch video clip.
process to maximise yield and pressure
temperature (about and minimise Task: Students complete flow charts used are the best
450°C) and a high environmental impact. from RSC Alchemy ammonia to show compromise.
pressure (about 200 process.
atmospheres). Some
of the hydrogen and
nitrogen react to form Discuss: Brief discussion on the need
ammonia. The reaction to minimise energy requirements and
is reversible so release of pollutants, students to make
ammonia breaks down notes.
again into nitrogen and
hydrogen:
nitrogen + hydrogen
ammonia
On cooling, the
timing (lessons)
Suggested
ammonia liquefies and

is removed. The
remaining hydrogen
and nitrogen are
recycled.
3.8.4 Redox reactions

3.8.4a Oxidation can be 1 This is a consolidation lesson of ideas
described as the gain encountered previously.
of oxygen by a
substance and
reduction as the loss of
oxygen from a
substance.
3.8.4b Oxidation can also be Students should be able to Discuss: why a reaction can be
described as the loss describe chemical reaction oxidation and reduction under both
of electrons and within this specification in definitions, by breaking it down into the
reduction as gain of terms of oxidation and ions involved. Use
electrons. reduction using the Mg + CuO → Cu + MgO
definitions above. as an example.
3.8.4c When oxidation and

reduction are
happening at the same
time this is known as a
redox reaction, for
example:
timing (lessons)
Suggested
3.9 Energy changes
3.9.1 Exothermic and endothermic reactions

Knowledge of delta H (ΔH)
-3
3.9.1a When chemical 2 Activity: Circus of reactions. NaOH 1 mol dm ,
-3
reactions occur, conventions and enthalpy HCl(aq) 1 mol dm ,
Students discover what happens to the 3
energy is transferred to changes, including the use 100 cm beaker,
temperature in each reaction:
or from the of positive values for thermometers, balance, 25
3
surroundings. endothermic reactions and  sodium hydroxide solution and cm measuring cylinders,
negative values for hydrochloric acid NaHCO3, citric acid
exothermic reactions, is  mixture of equal masses of sodium powder.
required. hydrogencarbonate, citric acid and
NH4NO3, zinc granules,
ammonium nitrate dissolved in
Describe the differences CuSO4 solution
water -3
between exothermic and (1 mol dm )
 zinc in copper sulfate solution.
endothermic reactions.
Students keep record of results as
equations and changes in temperature.
3.9.1b An exothermic reaction Students should be able to
Discuss: results leading to two types VLE/Interactive software,
is one that transfers give examples of
of reaction exothermic and eg energy transfer.
energy to the exothermic reactions
surroundings. including combustion, many endothermic, and energy transfer
Examples of oxidation reactions and ideas. Students make notes.
timing (lessons)
Suggested
exothermic reactions neutralisation. Everyday

include combustion, uses of exothermic
Demo: Uses of heat changes in
many oxidation reactions include self-
chemical reactions.
reactions and heating cans (eg for coffee)
neutralisation. and hand warmers. Exothermic:
 burning fuel (Bunsen burner)
 concentrated sulfuric acid and
3.9.1c An endothermic Know several exothermic sugar
reaction is one that and endothermic reaction  a thermite reaction
takes in energy from uses.  hand warmer (if available).
the surroundings. Endothermic:
Explain self-heating cans /
Some sports injury
hand warmers, and sports  ammonium nitrate and barium
packs are based upon
injury packs in simple hydroxide.
endothermic reactions.
terms. (No need to recall
chemicals or equations for Sports injury pack.
processes).
Students make brief notes on self-
heating warmers and injury packs.
3.9.1d In some chemical Explain what is meant by a 1 Task: Students carry out circus of Test tube, copper sulfate,
reactions, the products reversible reaction, and its reversible reactions: spatulas, stand and clamp,
3
of the reaction can symbol. pipette and 100cm
 copper sulfate hydration/
react to produce the beaker.
Name a reversible reaction. dehydration
original reactants.
 heating ammonium chloride in a VLE/Interactive software,
Such reactions are
test tube eg reversible reactions.
called reversible
 adding alkali and acid alternately
reactions and are
to bromine water or to
represented as follows:
potassium chromate solution
timing (lessons)
Suggested
A+B C+D  ’blue bottle’ reaction (RSC

Classic Chemistry Experiments
no. 83)
For example:
 oscillating reaction (RSC Classic
Chemistry Experiments no.140).
Students make notes on reversible
reactions and the meaning of the
double headed arrow.
3.9.1e 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
3
direction, it is change takes place in reversible reaction: 100 cm beaker.
endothermic in the either direction.
opposite direction. The
same amount of Homework: Students report their
energy is transferred in experiment.
each case. For
example:
3.9.2 Calculating and explaining energy change

3
3.9.2a The relative amounts Students should be able to 2 Remind students that burning releases Alcohol burners, 250 cm If students are
of energy released calculate and compare the energy, how can we calculate the beakers, measuring required to
when substances burn amount of energy released cylinders, thermometers, convert from
timing (lessons)
Suggested
can be measured by by different fuels given the energy released? balances and samples of calories to joules,
simple calorimetry, eg equation: alcohols for the burners, the conversion
Students list likely variables that will
by heating water in a eg methanol, propanol, factor should be
have impact including:
glass or metal ethanol and butanol. given in
container. This method Q=mc ∆T  mass/ volume of water questions.
can be used to  temperature rise
compare the amount of  how much energy it takes to heat
0
energy produced by the water by 1 C
fuels.
Discuss how these link into the
equation:
3.9.2b Energy is normally Q=mc ∆T
measured in joules (J).
For comparison Activity: Find the amount of energy
purposes, energy produced by different alcohols when
values could be given burned. Suggest alcohol is burned for
in kJ or calories for a two minutes, as a control. Two
given mass or amount practical groups could do each alcohol,
of substance, eg so they can compare their results for
calories per gram, kJ reliability, and analyse errors. Students
per mole or kJ per describe their method and results.
gram. Students should then use their results
to do the calculation and then compare
their results with the other group using
the same alcohol. Students should
discuss causes of error in their
method, and understand the
importance of control variables. They
should jointly produce a list saying how
they could improve their control of the
variables they identify.
timing (lessons)
Suggested
3.9.2c The amount of energy 1 Activity: Measuring energy changes in Expanded polystyrene
produced by a other reactions. cup, glass rod, measuring
chemical reaction in cylinders, dilute acid and
Students do neutralisation reaction in
solution can be alkali and a thermometer.
expanded polystyrene cup. Measure
calculated from the
temperature rise and calculate using:
measured temperature
change of the solution Q = mc ∆T
when the reagents are
Remind students that energy change is
mixed in an insulated
container. This method measured in joules.
can be used for Discuss: Class discussion on how to
reactions of solids with represent the result in the class
water or for experiment graphically.
neutralisation
reactions.
3.9.2d Simple energy level Students will be expected 1 Task: Draw energy level diagram for Be able to
diagrams can be used to understand simple combustion. calculate the
to show the relative energy level diagrams energy change
Task: Students draw their own energy
energies of reactants showing the relative from an energy
level diagram for their neutralisation
and products, the energies of reactants and level diagram.
reaction.
activation energy and products, the activation
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,
timing (lessons)
Suggested
endothermic reactions. positive and it is

endothermic.
3.9.2h Catalysts provide a Students should be able to 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).
Activity: Represent the reaction as an
energy level diagram, showing the
uncatalysed reaction with high
activation energy (hurdle), and the
catalysed reaction having a lower
activation energy (hurdle) to pass.
3.9.2e During a chemical Students should be able to 1 Why do chemical reactions have Molymods. Remember to
reaction: calculate the energy energy changes? Use zinc reacting count every bond
CuSO4 powder, conical
transferred in reactions and with hydrochloric acid as example. as the first step in
 energy must be flask, zinc granules and
interpret simple energy Make molymods to represent the the calculation.
supplied to break dilute HCl(aq).
level diagrams in terms of atoms and molecules in the balanced Students should
bonds
bond breaking and bond equation (useful to get students to give also remember
 energy is released
timing (lessons)
Suggested
when bonds are formation (including the you the equation first). the need to
formed. idea of activation energy multiply bond
Discuss: The need for energy to break
and the effect on this of energies by the
the bonds in hydrochloric acid. Draw
catalysts). number of each
energy level diagram showing the
atoms separated, then ask if energy is type of bond to
needed to break bonds and what is get the right
produced when bonds form? Add answer.
3.9.2f In an exothermic Students should be able to products to the energy level diagram to
reaction, the energy calculate the energy show the reaction is exothermic.
released from forming transferred in reactions
Task: Students construct molymods to
new bonds is greater using bond dissociation
show breaking bonds and re-forming
than the energy energies supplied.
them, then draw energy level diagram.
needed to break
existing bonds. Task: Students explain how they think
an endothermic reaction happens, and
3.9.2g In an endothermic make notes, and draw energy level
reaction, the energy diagram.
needed to break
existing bonds is Explain: That chemists know how
greater than the much energy is needed to break a
energy released from bond between two atoms. Represent
forming new bonds. how to use these to work out the
energy transferred in one reaction, eg:
2 H2 + O2  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).
timing (lessons)
Suggested
3.9.3 Chemical cells and fuel cells

3.9.3a A chemical cell 1 Activity: Investigate the voltage of Strips of copper, zinc,
produces a potential simple cells involving two metals and a magnesium ribbon; dilute
difference until the dilute acid. sulfuric acid, small
reactants are used up. Allow one cell to run down over time beakers, voltmeters.
and monitor the voltage.
The voltage can also be measured

when two different metals are stuck
into a lemon or other fruit.
3.9.3b Fuel cells produce Students should be able to 1 Task: Students research the
electricity through the compare the advantages advantages and disadvantages of fuel
reaction of a fuel with and disadvantages of the cells with other forms of energy. This
oxygen. Hydrogen- combustion of hydrogen could be set as a homework.
oxygen fuels cells use with the use of hydrogen
hydrogen as their fuel, fuel cells from information
and are useful in cars that is provided.
and spacecraft. Water
Students should know and
is the only waste
understand the benefits
product from a
and disadvantages of
hydrogen-oxygen fuel
hydrogen fuel in terms of:
cell, so they cause less
pollution when in use.  storage and use
 products of
combustion.
Knowledge of the details of
the reactions in fuel cells is
not required.
timing (lessons)
Suggested
3.10 Organic chemistry
3.10.1 Carbon compounds as fuels
3.10.1.1 Crude oil

3.10.1 Crude oil is a mixture Know what a mixture is in 1 Recap what a mixture is, and explain Fake crude oil
.1a of a very large number terms of elements and that crude oil is a mixture. (CLEAPSS/Hazcard
of compounds. compounds. recipe), boiling tube with
Demo: Experiment of distillation of
side arm, bung for boiling
3.10.1 Most of the crude oil (CLEAPSS recipe), followed O
Students should know and tube with 0 - 360 C
.1b compounds in crude oil by analysis and burning of obtained
understand the main thermometer, side arm,
are hydrocarbons, fractions. 3
processes in continuous four test tubes, 250cm
which are molecules beaker, four watch
fractional distillation in a Task: Students make diagram of
made up of hydrogen experiment and chart the results from glasses, heat mat,
fractionating column.
and carbon atoms the demonstration: matches and spills and
only. Describe fractional fume cupboard.
3.10.1 The many distillation as based on fraction colour viscosity ease of amount Knowledge of the
each compound having a ignition of smoke Molymods or similar.
.1c hydrocarbons in crude names of specific
different boiling point. Information and videos of
oil may be separated fractions or fuels
fractional distillation can be
into fractions, each of Know that each compound Discuss: Discuss how these is not required.
found on BBC GCSE
which contains vaporises and condenses properties affect how we use Bitesize at
molecules with a at different temperatures, hydrocarbons as fuels, diesel in winter, www.bbc.co.uk/schools/gc
similar number of and so they are separated. amount of soot etc. Students make sebitesize
carbon atoms, by notes.
evaporating the oil and RSC Alchemy disc has a
allowing it to condense Discuss: Differences between the section on Oil Refining.
at a number of demo and fractional distillation as This can also be found at
different temperatures. continuous process. Use video. www.rsc.org/Education/Te
This process is called achers/Resources/Alchem
fractional distillation. y/index2.htm
timing (lessons)
Suggested
3.10.1.2 Hydrocarbons
3.10.1 Some properties of Describe the relationship 1 Refer back to the table of results from
.2c hydrocarbons depend between molecule size and the previous lesson.
on the size of their boiling point, viscosity,
molecules. These ease of ignition, and
properties influence flammability.
how hydrocarbons are Knowledge of trends in
used as fuels. properties of hydrocarbons
is limited to:
 boiling points
 viscosity
 flammability.
3.10.1 Most of the Students should know that 1 Demo /Activity: Name each formula VLE/Interactive software,
.2a hydrocarbons in crude in saturated hydrocarbons and draw methane, ethane and eg ‘organic chemistry‘ and
oil are saturated all the carbon–carbon 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.
3.10.1 Alkane molecules can Describe what the Task: Students draw molecular
.2b 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 —
timing (lessons)
Suggested
represents a covalent bond.

recognise alkanes from
their formulae in any of the
forms, but do not need to
know the names of specific
alkanes other than
methane, ethane and
propane.
3.10.1 Most fuels, including Students should be able to 1 Demo: Burning a candle, and passing Equipment as in diagram. Know that
.2d coal, contain carbon relate products of exhaust gases through anhydrous products of
VLE/Interactive software
and/or hydrogen and combustion to the elements copper sulfate/cooling U tube and combustion
eg, ‘useful air’ and ‘Earth
may also contain some present in compounds in cobalt chloride paper, then limewater. depend on the
and atmosphere’.
sulfur. The gases the fuel and to the extent of elements present
released into the combustion (whether Access to internet. in the fuel (check
atmosphere when a complete or incomplete). the formula) and
fuel burns may include how much oxygen
No details of how the
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
Draw attention to need for control oxygen present
nitrogen. Solid temperatures.
experiment to compare the results. for complete
particles (particulates) combustion, but
Students label diagram and make
may also be released. results chart. really serious
Solid particles may Note: Soot formation by incomplete shortage of
contain soot (carbon) combustion. oxygen makes
and unburnt fuels. soot (carbon).
timing (lessons)
Suggested
3.10.1 The combustion of

.2e hydrocarbon fuels
releases energy.
During combustion, the
carbon and hydrogen
in the fuels are
oxidised.
3.10.1 Ethanol can be made Students should be able to 2 Discuss: Evaluate the advantages Sugar, yeast, limewater,
3
.2f by reacting ethene with compare the two ways of and disadvantages of making ethanol 250 cm conical flask and
steam. making ethanol in terms of from renewable and non-renewable bung with delivery tube.
C2H4 + H2O → type of raw material, type of sources. test tube, distillation
C2H5OH process, labour, rate of apparatus
Homework: Past paper questions/
Phosphoric acid is reaction, conditions
worksheet on advantages and VLE/Interactive software,
used as a catalyst to needed, purity of product
disadvantages of making ethanol from eg organic chemistry.
increase the rate of the and energy requirements.
renewable and non-renewable
reaction.
Students should know that sources.
This is efficient
ethanol for use as a biofuel
because it is a Activity: Making ethanol with yeast.
is produced from a dilute
continuous process. (You could start the culture and in the
solution of ethanol obtained
However, ethene is a second lesson distil the ethanol.)
by the fermentation of plant
non-renewable
materials at a temperature Students make notes on fermentation
resource which may
between 20 °C and 35 °C. and distillation.
run out one day.
Detailed knowledge of the
Ethanol can also be
methods used to produce
made by fermenting
other biofuels is not
sugar:
required.
C6H12O6 →
2C2H5OH + 2CO2 Students should know and
Enzymes in yeast are understand the benefits
natural catalysts for
timing (lessons)
Suggested
this reaction, and this and disadvantages of

is a batch process. biofuels in terms of:
Unlike ethene, sugar is
 use of renewable
a renewable resource.
resources
 their impacts on land
3.10.1 Biofuels, including use
.2g biodiesel and ethanol,  their carbon footprint.
are produced from
plant material, and are
possible alternatives to
hydrocarbon fuels.
3.10.1.3 Obtaining useful substances from crude oil

3.10.1 Hydrocarbons can be Recall that heating large 1 Task: List five products from crude oil, VLE/Interactive software,
.3a broken down (cracked) alkanes with a catalyst or and ask how we get enough of each of eg organic chemistry.
to produce smaller, steam and hot temperature them. It is interesting to tell students
You can find a variety of
more useful molecules. decomposes to make the that 100 years ago petrol was a waste
resources including video
This process involves hydrocarbon smaller product, but now we can’t get enough
clips on the RSC website
heating the molecules. of it!
at
hydrocarbons to Know that some of these Demo: Demonstrate cracking or use www.rsc.org/Education/Te
vaporise them. The smaller molecules are video to show process of cracking. achers/Resources/Alchem
vapours are either called alkenes. Students make notes. y/index.htm
passed over a hot
Explain: That cracking makes larger
catalyst or mixed with
molecules into smaller, more useful VLE/Interactive software,
steam and heated to a
ones, including a group of compounds eg organic chemistry.
very high temperature
called alkenes.
so that thermal
decomposition Task: Students draw diagrams to
reactions then occur. explain cracking.
timing (lessons)
Suggested
3.10.1 The products of Students should know that Be able to

.3b cracking include in unsaturated recognise ‘n’
alkanes and hydrocarbons some of the alkene by the
unsaturated carbon–carbon bonds are double bond in its
hydrocarbons called double covalent bonds. structure, or that
alkenes. The general the name ends in
formula for the –‘ene’.
homologous series of
alkenes is CnH2n.
3.10.1 Unsaturated Students should know that 2 Discuss: Introduce idea of double Molymods. Remember that
.3c hydrocarbon ‘=’ represents a double bond using structural formula of ethene ‘=’ means a
Bromine water, test tubes,
molecules can be bond in the structure. and propene. double covalent
test tube racks, liquid
represented in the bond, and that ‘–‘
alkanes, eg pentane,
following forms: Students should be able to means a single
hexane, liquid alkenes, eg
recognise alkenes from Required practical: Test for the covalent bond. A
C3H6 or hexene, cyclohexene.
their names or formulae, presence of a double bond in an double bond
but do not need to know the unknown hydrocarbon. means that the
names of individual alkenes compound is
other than ethene and Activity: Class practical testing for unsaturated. A
double bonds using bromine water. single bond
propene. Students should test a range of named means that the
alkenes and alkanes. Students make compound is
notes. saturated.
3.10.1 Alkenes react with Know that the presence of Homework: Students predict reactions
.3d bromine water, turning double bonds in a molecule
of a variety of molecules displaying
it from orange to can be tested for by the
single and double bonds with bromine
colourless. decolourisation of bromine
water.
water.
timing (lessons)
Suggested
3.10.1 Some of the products Know that cracking Explain: Show with models how
.3e 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).
3.10.1 Ethanol can be Task: Students draw diagrams to

.3f explain the above.
produced by reacting
ethene with steam in
the presence of a
catalyst.
3.10.2 Synthetic and naturally occurring polymers

3.10.2 Alkenes can be used Students should be able to 1 Demo: Making Perspex. Molymods. Note: Although
a to make polymers such recognise the molecules students will
Use molecular models to demonstrate Paper chain pieces (use
as poly(ethene) and involved in these reactions probably know
how polymers form. Class make own waste paper) and marker
poly(propene). In in the forms shown in the the names of
polymer chain by: pens.
polymerisation subject content. They some common
 each student making a monomer
reactions, many small should be able to represent VLE/Interactive software, polymers, these
either with model or drawn onto
molecules (monomers) the formation of a polymer eg organic chemistry. are not required
front of paper chain piece.
join together to form from a given alkene RSC Alchemy disc has knowledge,
 two students joining their monomer
very large molecules monomer. section on poly(ethene). unless they are
together and drawing on back
(polymers). For Further details of Further information can be included in the
structure at the joining.
polymerisation are not found at subject content
example:  groups joining together to make
required. www.rsc.org/Education/Te for this section.
long chain with monomer structure
on front of each piece of paper and achers/Resources/Alchem Students only
polymer structure on rear of chain. y/index2.htm need to learn the
Students draw diagrams to explain basic
ethene polymerisation. polymerisation of
timing (lessons)
Suggested
Homework: Students to draw ethene, as the

diagrams showing propene propene simply
polymerisation. changes one H
atom for a CH3
group.
3.10.2 The properties of Know that: 1 Review ideas of polymers. Show Selection of polymers with Be able to explain
b 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
they are made. For these differences.
 the differences in
example, low density polymers’ properties Activity: Identifying LD and HD
(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
Discuss: a variety of possible
different catalysts and 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.
when the different monomers
polymerise. Students make notes.
3.10.2 Thermosoftening Students should be able to 1 Demo: Show that there are two types A video on the properties
c polymers consist of explain thermosoftening of polymers, thermosetting and of plastics can be found on
individual, tangled polymers in terms of thermosoftening polymers, by heating the BBC website at
polymer chains. intermolecular forces. in a fume cupboard. Students can see www.bbc.co.uk/learningzo
which of a number of common ne/clips by searching for
Thermosetting
polymers belong to each group. clip ‘903’.
polymers consist of
polymer chains with Task: Students report their More information on
cross-links between experiment. Students suggest possible poly(ethene) can be found
timing (lessons)
Suggested
them so that they do uses for polymers based on their on the RSC Alchemy
not melt when they are properties. website
heated. www.rsc.org/Education/Te
Explain: Develop explanation of the
difference in the polymers’ behaviour
y/index2.htm
in terms of structure. Students make
notes.
3.10.2 Polymers have many Students should consider 2 Activity: Choose from
d useful applications and the ways in which new
 making a polymer from cornstarch
new uses are being materials are being
 testing a polymer’s strength, eg
developed. Example developed and used, but
plastic carrier bag testing strength
include: new will not need to recall the
to breaking point (not a Hooke’s
packaging materials, names of specific
Law investigation)
waterproof coatings for examples.
 testing waterproofing of different
fabrics, dental Know that we use a wide polymer fabrics
polymers, wound range of polymers  investigating the amount of water
dressings, hydrogels developed for specific absorbed by hydrogels.
and smart materials purposes.
Students plan and report their
(including shape
Identify from properties investigation.
memory polymers)
relevant uses for a polymer.
3.10.2 Many polymers are not Realise that polymers are Discuss polymer developments, and
e biodegradable, ie they often hard to dispose of, waste disposal issues.
are not broken down and that biodegradable
Activity: Make notes on need for
by microbes. This can ones offer some solutions
disposal of plastics via recycling and
lead to problems with to these problems.
biodegradability rather than landfill.
waste disposal.
Advantages and disadvantages of
3.10.2 Plastic bags are being Knowledge of specific each disposal method.
f made from polymers named examples is not
timing (lessons)
Suggested
and cornstarch so that required, but students Homework: Recycling plastics – give
they break down more should be aware of the two advantages and two
easily. Biodegradable problems that are caused in disadvantages of recycling plastics.
plastics made from landfill sites and in litter.
cornstarch have been
developed.
3.10.3 Organic compounds – their structure and reactions
3.10.3.1 Alcohols
3.10.3 Alcohols contain the Students should be able to 1 Activity: Name these compounds: Molymods.
.1a functional group –OH. recognise alcohols from
Diagrams of CH4, C2H6, C3H8.
their names or formulae,
Methanol, ethanol and
but do not need to know Produce a blank chart (like the one
propanol are the first
the names of individual below) only showing the headings for
three members of a
alcohols other than each column (shown in bold).
homologous series of
methanol, ethanol and Complete the first three columns with
alcohols.
propanol. students. Leave the ‘alcohol name’
Alcohols can be column until the task listed below.
represented in the
following forms: number of start alkane alcohol
carbon to name name
atoms in name
CH3CH2OH molecule
or 1 meth methane methanol

2 eth ethane ethanol
3 prop propane propanol
Use molymods to make structures of

each alkane.
timing (lessons)
Suggested
Task: Students to draw structural

formulae of methane, ethane and
propane in the left hand side of their
books. Students name the alcohols
and complete the rest of the chart.
Explain: Show students molymods of
both methane and methanol. Students
should spot the differences and then
draw methanol structure alongside
methane, and write formula.
Task: Students should draw what they
think ethanol and propanol will look
like, and write their formulae, again
alongside the alkane.
Review using Molymods to check
answers.
Task: Draw out idea of homologous
series, by using models of all three
alcohols to show that the formulae only
changes by the addition of CH2 to each
successive molecule.
Homework: Predict formulae and
draw structures for alcohols with 5, 6, 7
and 8 carbon atoms (only show
straight chain molecules).
timing (lessons)
Suggested
3.10.3 Methanol, ethanol and Describe key reactions of 2 Discuss: Why are alcohols useful to Methanol, ethanol, Note: Students
.1b propanol: alcohols, and why alcohols us? propanol, sodium, distilled do not need to
are useful. water, universal indicator, write balanced
 dissolve in water to Demo: To show:
form a neutral grass stained fabric, chemical
 alcohols dissolve in water to give a crucibles. equations for the
solution
neutral solution reactions of
 react with sodium
 reactions of alcohols with sodium or alcohols other
to produce
magnesium produce hydrogen gas than combustion
hydrogen
 that they burn in air
 burn in air reactions.
 solvent effect, eg on grass stains.
 are used as fuels
and solvents, and
Add acidified potassium dichromate
ethanol is the main
solution to some dilute ethanol solution
alcohol in alcoholic
until next lesson.
drinks.
Demo: Of 50:50 ethanol/water
mixtures burning without damaging
paper. Soak old book/notepad in 50:50
ethanol water, place in enamel tray,
and set it alight. Let it burn for two
minutes so the flames can be seen,
then put heat proof mat over the top to
extinguish fire. Retrieve book/notepad
and show it is damp, but undamaged.
Students report the experiment and
write symbol equation for combustion
of ethanol with air. Mention use of
ethanol as a drink. Mention it is mildly
poisonous and this is why it is
intoxicating, whilst others are highly
poisonous.
timing (lessons)
Suggested
Homework: Write and balance

equations for the burning of methanol
and propanol in air.
3.10.3 Ethanol can be Students should be aware Activity: Ask students to safely smell Note: Students
.1c oxidised to ethanoic that vinegar is an aqueous some ethanol, and then the flask with do not need to
acid, either by solution that contains ethanoic acid in from last lesson. Ask write balanced
chemical oxidising ethanoic acid. students what has happened, and to chemical
agents or by microbial tell you what has been made. equations for the
action. Ethanoic acid is reactions of
Discuss: The oxidation of ethanol to
the main acid in carboxylic acids.
ethanoic acid, and use molymods to
vinegar.
show what has happened to the
molecule of ethanol as it has been
oxidised. Students should explain why
brewing wine and beer need to ferment
without oxygen present.
3.10.3.2 Carboxylic acids
3.10.3 Ethanoic acid is a Students should be able to 1 Task: Students can now draw the
.2a member of the recognise carboxylic acids structure and formula of ethanoic acid.
homologous series of from their names or Students name carbon-based
carboxylic acids, which formulae, but do not need compounds, and then draw or make
have the functional to know the names of methanoic acid and propanoic acid.
group –COOH individual carboxylic acids
other than methanoic acid,
The structures of
ethanoic acid and
carboxylic acids can
propanoic acid.
be represented in the
following forms:
timing (lessons)
Suggested
CH3COOH
or
3.10.3 Carboxylic acids: Students are expected to 2 Demo: To show: Test tubes, ethanoic acid,
.2b write balanced chemical pipettes, sodium
 dissolve in water to  carboxylic acids dissolve in water to
equations for the reactions hydrogencarbonate,
produce acidic form acidic solutions
of carboxylic acids. spatula, indicator paper,
solutions  sodium carbonate produces CO2
 react with gas. wooden splints and
carbonates to limewater.
Discuss: Carboxylic acids react like
produce carbon
acids, but have a higher pH, and so Test tubes, ethanoic acid,
dioxide
are weaker acids. This is why it is safe
 react with alcohols ethanol, concentrated
to use vinegar in cooking but not H2SO4, pipettes, sodium
in the presence of
hydrochloric acid. hydrogencarbonate,
an acid catalyst to
produce esters Activity: Test dilute ethanoic acid with spatula and indicator
 do not ionise indicator paper, sodium paper.
completely when hydrogencarbonate (and test the gas
dissolved in water produced) and magnesium ribbon (and
and so are weak test the gas produced).
acids
Students make notes on these
 aqueous solutions
reactions, and use equations.
timing (lessons)
Suggested
of weak acids have

Explain properties of carboxylic acids:
a higher pH value
than aqueous  They are not fully ionised so only
solutions of strong make weak acids in water. You
acids with the same may want to show them how the
concentration. molecule dissociates here to
produce H+ ions.
 Their pH is higher (less acidic) than
other acids students may be
familiar with.
Demo: Mix equal quantities of ethanol

and ethanoic acid in test tubes. Add
three drops of concentrated
H2SO4(aq). Leave to stand for 10
minutes, add spatula of sodium
hydrogencarbonate to neutralise the
acid, then ask students to safely smell
it. Pour mixture into a beaker of water
and ask students to smell it again, to
show water helps carry the scent.
Whilst waiting, produce molymods of
ethanoic acid and ethanol. Tell
students that the two react together to
make one molecule of a compound we
call an ester, and a molecule of water.
timing (lessons)
Suggested
3.10.3.3 Esters
3.10.3 Esters have the Students will not be 1 Students make notes on uses of esters
.3a functional group expected to give the names for perfumes and flavourings. Explain
of esters other than ethyl to students that milk goes slightly
–COO–
ethanoate, but should be ‘fruity’ before it goes off because
The structures of able to recognise a esters are produced in the milk by
esters can be compound as an ester from bacteria.
represented in the its name or its structural
following forms: formula.
CH3COOCH2CH3 or
Ethyl ethanoate is the

ester produced from
ethanol and ethanoic
acid.
C2H5OH + C2H5COOH → C2H5COOC2H5 + H2O

Ethanol Ethanoic acid Ethyl ethanoate water
3.10.3 Esters are volatile

.3b compounds with
distinctive smells and
are used as
flavourings and
perfumes.

9202 International Gcse Chemistry Scheme of Work

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

9202 International Gcse Chemistry Scheme of Work

Uploaded by

Copyright:

Available Formats

(9202)

Outline Schemes of Work

3.1 Atomic structure and the Periodic Table

3.1.2b Atoms of each element Know that symbols Be able to use

3.1.2f The number of protons Students will be expected Be able to

3.1.2g Atoms of the same Task: Students to complete a chart

3.1.2k Isotopes are atoms of Students should be able to

3.1.2h Atoms can be Introduce representation of different

3.1.3 The Periodic Table

columns, known as second colour, Group 5 a

pattern re-establishes under P.

3.1.3b Elements in the same

3.2 Structure, bonding and the properties of matter

3.2.1b Chemical bonding

have the electronic electron transfer compound, such as

Students should be able to

3.2.1d The elements in Group Knowledge of the chemical

3.2.1e The elements in Group Knowledge of the chemical

which the halide ions less reactive halogens.

3.2.1f An ionic compound is Students should be familiar 1

forces of attraction ionic compounds.

because the ions are

3.2.1b Chemical bonding 1 Recap.

3.2.1h Compounds formed Remember CH4 is

3.2.2c Substances that 1 Explain: Teacher-led explanation that Be able to explain

(intermolecular forces). compound properties and structures.

3.2.2e Substances that

covalent bonds and so the use of

3.2.1j The electrons in the

3.2.2h Use the structure of metals

3.2.3 Structure and bonding of carbon

3.2.3b In diamond, each

3.2.3d In graphite, one

conduct heat and the properties of diamond

in bulk and have a nanoparticles they have researched. Note: Students

3.3.1c Copper is useful for

3.3.1.1 The reactivity series

3.3.1.2 Metal carbonates

3.3.1. Metal carbonates react

3.3.2a When an ionic Know that in solutions and

1 Required practical: Investigate the

3.3.2e At the cathode, Explain in terms of 1

3.3.2d Oxidation and

3.3.2g If there is a mixture of Know that in a mixture of

3.4.1 Purity, chromatography

3.4.1b Measures of purity

3.4.1c A mixture consists of 2 Discussion: Reminder about

3.4.1e Chromatography Students should be able to

3.4.2 Identification of common gases

3.4.2d Ammonia has a

3.4.2e Chlorine has a

3.4.3 Identification of ions by chemical means

3.4.3e Halide ions in solution

3.5 Acids, bases and salts

3.5.1 The properties of acids and bases

alkaline solution. It is produce salts for fertilisers (and

3.5.1e A solution of calcium Students should be familiar

Homework: Making soluble salts.

3.5.2 Preparation of salts

3.5.2b Salt solutions can be

3.6 Quantitative chemistry

3.6.1 Conservation of mass including the quantitative interpretation of chemical equations

3.6.1d The masses of Do calculations on masses of