Download GAYNES SCHOOL SCHEME OF WORK – SCIENCE

GAYNES SCHOOL SCHEME OF WORK – SCIENCE
Year Group
KS4
Unit code, title and length
C4 Chemical Patterns 11 lessons followed by revision
Health and Safety
Please refer to individual lesson & activity plans
Assessments
Resources
Please refer to individual lesson & activity plans
Homework
Please refer to faculty homework schedules
Recall tests
End of unit test
Mock Examination covering all Science
Chemistry Units
Six Mark Questions (two stars and a wish)
BLP Collaboration, Making links, Revising, Metalearning
Social – Areas of Focus
Group work
Spiritual
Reflection of learning
Cross-Curricular
Common misconceptions
 Although students often think that atoms are solid,
they are mostly empty space.
 The use of models often leads to
misconceptions. For example, some students
think that atoms have a physical bonding agent
similar to the plastic used in molymods.
 Particles possess the same properties as the
materials they compose. For example, atoms of
copper are “orange and shiny,” gas molecules are
transparent, and solid molecules are hard.
 Melting/freezing and boiling/ condensation are
often understood only in terms of water.
 Particles are viewed as mini-versions of the
substances they comprise.
 Particles are often misrepresented in sketches. No
differentiation is made between atoms and
molecules involving elements, compounds,
mixtures and solutions
Moral – Key Questions
They used to soak the wrists of death row criminals in
salty water before electrocution in the electric chair.
Why?
Cultural
Why do we use fireworks to celebrate?
IT Possibilities
Research on Mendeleev and the periodic table
Research on Rutherford and the structure of the atom
Key Learning Outcomes – per lesson
Lesson
Number
1
Learning outcome
2
 use the periodic table to obtain the information about the elements
 identify elements that are in the same group or period of the periodic table
 use patterns in the periodic table to interpret data and predict properties of elements
 identify periodic patterns that appear when elements are arranged in order of relative
atomic mass
 explain why early attempts to find connections between the chemical properties of the elements and
their relative atomic mass were dismissed by the scientific community
 describe the significant stages in the history of the development of the periodic table
 explain how Mendeleev used his periodic table to predict the existence of unknown elements
 use periodic patterns to predict the formulae of compounds
3
4
5
 describe the structure of an atom
 give the relative masses and charges of protons, neutrons, and electrons
H: use information from the periodic table to work out the number of protons, electrons, and neutrons in
an atom
 describe some of the evidence that electrons in atoms are arranged in a series of shells
 give examples to show how the arrangement of elements 1–20 in the periodic table can be explained
in terms of atomic structure
 explain periods and groups in terms of electron arrangements
H: explain that elements in a group have similar chemical properties because they have the same number
of outer-shell electrons
 use flame tests to show that some elements give flame colours
 recall that the light from a flame gives a characteristic line spectrum
 explain how spectroscopy made it possible to discover helium in the Sun
6
 describe the appearance and physical properties of the Group 1 metals (alkali metals)
 describe the reactions of the Group 1 metals with air, water, and chlorine
 use qualitative and quantitative data to identify patterns and make predictions about the properties of
Group 1 metals
 give examples of the safety precautions that should be taken when working with hazardous chemicals
7




give the chemical symbols for the atoms and molecules of the Group 7 elements (halogens)
describe the appearance and properties of the halogens
describe the reactions of the halogens with iron
describe the precautions necessary to work safely with halogens
8




write word equations for the reactions of the alkali metals
interpret symbol equations including the number of atoms and molecules involved
use state symbols correctly
H: balance unbalanced symbol equations
9
 give an example to show that the properties of a salt are different from the properties of the elements
from which it is made
 test salts to show that they conduct electricity when dissolved in water but not when solid
10 +11
 explain that salts consist of ions
 use ionic theory to explain some of the properties of salts
 use ionic theory to explain the conductivity of salts when molten or in solution
Differentiation Up/Down
Lesson
1
7
8
9
Up
Get students to comment on the pros and cons of
different arrangements. Comment on similarities and
differences. Try Density, Boiling point, Melting point
and RAM.
Work through all 6 questions
Higher worksheets
explain that elements in a group have similar
chemical properties because they have the same
number of outer-shell electrons
n/a
Reactions of the Group I Elements (Alkali Metals)
Higher
AC4.6.2 H
Extended balance equations
Balance equation
10
Higher and further balancing of ionic equations.
2
3
4
5
6
Down
Just do density and RAM. When arranged by
density does it look like the periodic table? Any
similarities, how is it different
There are lower “blank” graphs for Q4 & 5
Lower worksheets
Scaffolded activity sheet.
n/a
Reactions of the Group I Elements (Alkali Metals)
Lower
Ac4.6.2 L (scaffolded)
Balancing foundation sheet
Foundation do not have to balance equation of
sodium+ chlorine
Crib sheet. Help with ionic equations
Key Questions
Lesson
1
Big Question?
Why do we need order?
Starter
How did you group the elements?
2
What number comes next?
Why?
What’s in the box? How can
we tell without opening it?
How are electrons around
an atom similar to a football
team?”
What makes fireworks so
pretty?
What’s the same, what’s
different?
If CAESIUM Is More
reactive than SODIUM, How
reactive is IODINE to
Chlorine?
What is a chemical
reaction?
Would you put sodium and
chlorine on your chips?
Why are salts such as
sodium chloride so
different from their
elements?
How did you work out the missing
numbers?
How do scientists use indirect
evidence?
What happens if a player is in his
wrong position?
3
4
5
6
7
8
9
10 &11
Where are electrons found?
What is the atomic number of an
atom?
What do halogens look like?
Plenary
How did Mendeleev know to
leave a gap?
What is meant by periodicity?
What is a proton, neutron and an
electron?
Re-define the terms period and
group in terms of atomic
structure.
Explain why no two element have
the same line spectra
Give 3 properties of alkali metals
Give 3 properties of the halogens
What is the structure of water?
Balanced or unbalanced?
What do you about salt already?
Give 3 features of a salt
What happens to the atoms of alkali
metals and molecules of halogens
when they react?
What is an ion?