Download Year 9 Chemistry Learning Cycle 5 Overview

Year 9 Chemistry Learning Cycle 5 Overview
Understanding atoms helps us explain why chemical reactions take place
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
What are the different ways atoms are held together?
There are many types of molecules
Covalent bonds involve shared protons and neutrons
There are forces between atoms that are not joined together
Polymers are vital to our everyday life
Week 1
Line of enquiry 2:
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
Are atoms needed to explain an elements bulk properties?
State of matter is not linked to temperature
Atoms have the same properties as their element
Diamond has some very useful properties
Graphite and Graphene have different properties
Week 2
Year 9 Chemistry | Learning Cycle 5 | Medium Term Plan | Science 2015/16
Understanding atoms helps us explain why chemical reactions take place
Line of enquiry 1: What are the different ways atoms are held together?
Intentions for learning from AQA DRAFT GCSE Specification:
2.1.4 Covalent bonding

recognise substances as small molecules, polymers or giant structures
from diagrams showing their bonding

draw dot and cross diagrams for the molecules H2, Cl2, O2, N2, HCl, H2O,
NH3 and CH4

represent the covalent bonds in small molecules, in the repeating units
of polymers and in part of giant covalent structures, using a line to
represent a single bond

describe the limitations of using dot and cross, ball and stick, two and
three dimensional diagrams to represent molecules or giant structures

deduce the molecular formula of a substance from a given model or
diagram in these forms showing the atoms and bonds in the molecule.
2.2.4 Properties of small molecules

Students should be able to use the idea that intermolecular forces are
weak compared with covalent bonds to explain the bulk properties of
molecular substances.
Intentions for learning from AQA DRAFT GCSE Specification:
2.2.6 Giant covalent structures

Students should be able to recognise giant covalent structures from
diagrams showing their bonding.
2.2.5 Polymers

Students should be able to recognise polymers from diagrams showing
their bonding.
Lesson 1: There are many types of molecules
Key words: molecules, polymers, giant structures
Learning Intentions:
Students should develop an understanding that:
 There are many different types of molecules in the world
Success Criteria:
 Classify molecules as small molecules, polymers or giant
structures from diagrams
 deduce the molecular formula of a substance from a
given model or diagram in these forms showing the
atoms and bonds in the molecule
Feedback Focus: TBC
Knowledge input | Check | Development | REACH | Improvement
Feedback type –TUTOR MARKED
Lesson 2: Covalent bonds involve shared protons and neutrons
Key words: dot and cross, electrons
Lesson 3: There are forces between atoms that are not joined
together
Lesson 4: Polymers are vital to our everyday life
Key words: polymers, monomers, bonding
Key words: intermolecular, forces, substance
Learning Intentions:
Students should develop an understanding that:
 Covalent bonds hold atoms together through sharing electron
pairs
Success Criteria:
 Draw covalent bonds in small molecules

describe the limitations of using dot and cross, ball and
stick, two and three dimensional diagrams to represent
molecules or giant structures

Describe how to draw dot and cross diagrams for the
molecules H2, Cl2, O2, N2, HCl, H2O, NH3 and CH4
Feedback Focus: TBC
Knowledge input | Check | Development | REACH | Improvement
Feedback type – PEER MARKED
Learning Intentions:
Students should develop an understanding that:
 Even if molecules aren’t connect through covalent or ionic
bonds, there are still forces of attraction between them
Success Criteria:
 Recall the different types of bonds found in molecules
 describe the idea that intermolecular forces are weak
compared with covalent bonds to explain the bulk properties
of molecular substances
Learning Intentions:
Students should develop an understanding that:
 Polymers are a collection of sub unit monomers and are vital
for many applications in the real world
Success Criteria:
 Describe how to draw covalent bonds in the repeating units of
polymers
 Explain how to name polymers based on the name of their sub
unit monomers
Feedback Focus: TBC
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus: TBC
Knowledge input | Check | Development | REACH | Improvement
Feedback type – SELF MARKED
Feedback type –TUTOR MARKED
Year 9 Chemistry | Learning Cycle 5 | Medium Term Plan | Science 2015/16
Understanding atoms helps us explain why chemical reactions take place
Line of enquiry 2: Are atoms needed to explain an elements bulk properties?
Intentions for learning from AQA DRAFT GCSE Specification:
2.2.1/2 The three states of matter/state symbols




predict the states of substances at different temperatures
given appropriate data
explain the different temperatures at which changes of state
occur in terms of energy transfers and types of bonding
recognise that atoms themselves do not have the bulk
properties of materials
explain the limitations of the particle theory in relation to
changes of state when particles are represented by solid
spheres which have no forces between them.
2.3.2 Graphite

Students should be able to explain the properties of graphite in terms
of its structure and bonding.

Students should know that graphite is similar to metals in that it has
delocalised electrons.
2.3.3 Graphene and fullerines
Lesson 5: State of matter is not linked to temperature
Key words: solid, liquid, gas
Learning Intentions:
Students should develop an understanding that:
 You can form links between the temperature of a material and
it’s state of matter at that temperature
Success Criteria:
 predict the states of substances at different temperatures
given appropriate data
 explain the different temperatures at which changes of state
occur in terms of energy transfers and types of bonding
 explain the limitations of the particle theory in relation to
changes of state when particles are represented by solid
spheres which have no forces between them
2.3.1 Diamond

Students should be able to explain the properties of diamond in terms
of its structure and bonding.
Feedback Focus: TBC
Knowledge input | Check | Development | REACH | Improvement
Lesson 6: Atoms have the same properties as their element
Lesson 7: Diamond has some very useful properties
Feedback type – PEER MARKED
Lesson 8: Graphite and Graphene have different properties
Key words: properties, bulk
Key words: carbon, diamond
Key words: graphite, graphene, fullerines
Learning Intentions:
Students should develop an understanding that:
 Atoms on their own do not have the same properties of the
bulk material in question
Learning Intentions:
Students should develop an understanding that:
 diamond is made from carbon bonded in a particular way and
has distinct properties
Learning Intentions:
Students should develop an understanding that:
 graphene and graphite have specific properties that mean they
have specific applications in the real world.
Success Criteria:
 Recall that atoms themselves do not have the bulk properties
of materials
 Describe some properties of key elements from the periodic
table
 Explain why atoms from iron cannot conduct electricity on
their own
Success Criteria:
 recall what diamond is made from
 describe the bonding found within the carbon atoms in
diamond
 explain the properties of diamond in terms of its structure and
bonding.
Success Criteria:
 recall what graphite and graphene are made from
 describe how graphite is similar to metals
 explain the properties of graphite in terms of its structure and
bonding
Feedback Focus: TBC
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus: TBC
Knowledge input | Check | Development | REACH | Improvement
Feedback type – SELF MARKED
Feedback type –TUTOR MARKED
Feedback Focus: TBC
Knowledge input | Check | Development | REACH | Improvement
Feedback type – PEER MARKED
Year 9 Chemistry | Learning Cycle 5 | Medium Term Plan | Science 2015/16
Understanding atoms helps us explain why chemical reactions take place
Practical Opportunities
Lesson
Practical
Opportunity
Modelling
molecules
and making
PVA polymer
slime
Demonstration/Experiment
Details
Experiment for both
Model molecules using
molymod kits and/or lego
bricks.
Making nylon from two
other materials.
2
Modelling
bonds/atoms
Experiment
3
Forces
between
atoms affect
the
properties of
chemicals
Making PVA
polymer
slime (if not
done in
lesson 1.)
Demonstration
Atoms and bonds are
modelled using a variety of
materials if useful.
Show examples of
chemicals/substances
affected by forces between
atoms: hydrogen bonds in
water, cohesion and
adhesion in meniscus.
Making PVE polymer slime
from two other materials.
States of
matter using
water
Demonstration
1
4
5
Experiment
Show the states of matter
using water as an example.
Run through needed/RA
completed?
Run through required, see
hazcards regarding chemicals
though the final product can
be handled.
Run through not required,
no risks.
Run through not required,
no risks.
Run through required, see
hazcards regarding chemicals
though the final product can
be handled.
Run through not required, be
careful of steam/hot water
when boiling the kettle.
Materials Provided

Molymod kits x 9

1000 lego brick set
12 sets of:

Polyvinyl alcohol

Borax (sodium tetraborate)

Fluorescein/food colouring

HCl

NaOH

Beaker 100cm3

Measuring cylinder 50cm3

Disposable plastic cup

Metal spatula

Petri dish

Plastic gloves

Water based pen

Spirit based pen
http://www.rsc.org/learnchemistry/resource/res00000756/pva-polymerslime?cmpid=CMP00006699
Video:
https://www.youtube.com/watch?v=HkRg6Y5sc0Q

Molymod kits x 9

1000 lego brick set
Pipe cleaners

Frozen plastic milk bottle

Water meniscus seen with beaker
Crush cans
See Lesson 1
http://www.rsc.org/learn-chemistry/resource/res00000756/pvapolymer-slime?cmpid=CMP00006699
Video:
https://www.youtube.com/watch?v=HkRg6Y5sc0Q

Ice

Kettle

Electric hot plate/Bunsen burner
Year 9 Chemistry | Learning Cycle 5 | Medium Term Plan | Science 2015/16
Understanding atoms helps us explain why chemical reactions take place
6
7
8
Examples of
elements
Modelling
diamond
Modelling
Graphite and
Graphene
Demonstration (samples
can be handed around but
NOT opened when in
closed containers.)
Experiment
Experiment
N.B. Steam is invisible
which is shown as the ‘gap’
between the top of a kettle
and the water vapour
which forms as the steam
cools to a liquid suspended
in the air.
Samples of solid metals
(some powdered, some
pellets and some pieces),
solid non-metals (in closed
boiling tubes), gaseous
non-metals (in closed
boiling tubes) and liquid
non-metal (bromine in
closed bottle) are provided
for pupils to look at.
Model diamond using
molymods.
Model graphite and
graphene using molymods.
Run through not required,
no risks as long as closed
containers stay closed. See
hazcards for more on
sulphur powder, carbon
powder, bromine water.
Run through not required,
no risks.
Run through not required,
no risks.

Thermometer

Samples of metals ie. Magnesium, aluminium, zinc, iron,
copper.
Samples of non-metals ie. Sulphur, carbon, oxygen, neon etc.


Molymods kits x 9

Molymods kits x 9