Download Chemistry - Rainhill High School

RAINHILL HIGH SCHOOL
MEDIA ARTS COLLEGE
YEAR 9
CHEMISTRY
HALF-TERM 1
This half term I will learn:
The structure of the atom in terms of its sub atomic
particles. How they make elements compounds and
mixture and how they are separated. Groups and
periods and how electronic configuration
contributes to simple bonding models. How the
atom is a model and how it has changed over time
with key players and dates. How different bonding
models use electronic structure as an introduction
to structure and bonding.
Learning Outcomes
Week 1 & 2
Recognise that elements are made from only one
type of particle known as an atom, which is the
Key Terms I will
learn this half term
are:
Atom
Nucleus
Proton
Neutron
Electron
Ionic
Covalent
Alkali metals
Halogens
Transition metals
Compounds
Molecules
Mixtures
Distillation
Filtration
Chromatography.
Homework
Worksheet on inside
atoms formative
assessment.
smallest part of an element
Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will
move through the curriculum at the same pace. Teachers will work together and use their professional judgement to
adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that
stated on the overview document.
Recall symbols for the first 20 elements in the
Worksheet on
periodic table, the elements in Groups 1 and 7, and
arranging the
other elements in this specification
elements
Name the first 20 elements in the periodic table,
the elements in Groups 1 and 7, and other elements
in this specification from their symbols.
Name compounds of these elements from given
formulae or symbol equations.
Write word, formulae and balance chemical
equations for the reactions. Recognise that
elements are made from only one type of particle
known as an atom, which is the smallest part of an
element.
Recall symbols for the first 20 elements in the
periodic table, the elements in Groups 1 and 7, and
other elements in this specification.
Name the first 20 elements in the periodic table,
the elements in Groups 1 and 7, and other elements
in this specification from their symbols.
Name compounds of these elements from given
formulae or symbol equations.
Write word, formulae and balance chemical
equations for the reactions where appropriate,
using the symbols of the first 20 elements in the
periodic table, the elements in Groups 1 and 7, and
other elements named in this specification.
Describe, explain and give examples of the
specified processes of separation.
Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will
move through the curriculum at the same pace. Teachers will work together and use their professional judgement to
adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that
stated on the overview document.
Describe how and why the atomic model has
changed over time.
Describe the difference between the plum-pudding
model of the atom and the nuclear model of the
atom.
Describe why the new evidence from the scattering
experiment led to a change in the atomic model.
In addition rates of reaction will continue every
other week following effect of temperature.
Week 3 & 4
Recall the different charges of the particles that make
up an atom.
Describe why atoms have no overall charge.
Worksheet on
Atom structure
Worksheet on
electronic
configuration
Recall what atomic number represents.
Use the periodic table to identify number of protons in
different elements
Describe the structure of the atom.
Calculate the numbers of protons, neutrons and
electrons in an atom or ion, given its atomic number and
mass number for the first 20 elements
Students should be able to represent the electronic
structures of the first twenty elements of the
periodic table in both forms
Explain how the position of an element in the periodic
table is related to the arrangement of electrons in its
atoms and hence to its atomic number.
Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will
move through the curriculum at the same pace. Teachers will work together and use their professional judgement to
adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that
stated on the overview document.
Predict possible reactions and probable reactivity of
elements from their positions in the periodic table.
In addition rates of reaction will continue every
other week following effect of concentration.
Week 5 & 6
Explain how the position of an element in the periodic
table is related to the arrangement of electrons in its
atoms and hence to its atomic number.
Worksheet on
conservation of
mass.
Predict possible reactions and probable reactivity of
elements from their positions in the periodic table.
Explain how properties of the elements in Group 0
depend on the outer shell of electrons of the atoms.
Predict properties from given trends down the group
Use chemical equations determined from conservation
of mass.
In addition rates of reaction will continue every
other week following effect of surface area.
Week 7
Explain ion formation, Ionic covalent and metallic
bonding in terms of outer electrons. Look at
macromolecular allotropes of carbon. Basic
structure and properties of giant ionic lattices salt
etc.
Worksheet on
basic atom and
bonding
Explain how properties of the elements in Group 1, 7 and
O depend on the outer shell of electrons of the atoms.
Suggest suitable separation and purification
techniques for mixtures when given appropriate
information.
In addition rates of reaction will continue every
other week following effect of catalysis.
Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will
move through the curriculum at the same pace. Teachers will work together and use their professional judgement to
adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that
stated on the overview document.