Download GCSE Scheme of Work

GCSE
Scheme of Work
C2 Rocks and Metals
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Each lesson in this scheme of work is intended to be delivered in 50 minutes.
To be followed by Triple award students
This Scheme is intended to aid lesson planning and should be used in conjunction with the Collins Teachers guide and OCR gateway
specification.
Final Draft summer 2011
Assessment
For the SLP tracker complete scientific literacy question from lesson 2 and end of unit
test
Other assessment opportunities
- Practise questions from topic booklets
- Alternative / additional scientific literacy question lesson 11
-
Practise coursework strand analysing and interpreting data lesson 19
Rocks and Metals
L1
Low Demand
How did the
dinosaurs cross the
Atlantic?
Describe the structure of
the Earth as a sphere with
a thin rocky crust, mantle
and core
State that the Earth’s core
contains iron
State that the movement of
tectonic plates results in
volcanic activity and
earthquakes
Standard Demand
High Demand
Describe the lithosphere as
the (relatively) cold rigid
outer part of the Earth that
includes the crust and the
outer
part of the mantle
Describe the mantle as the
zone between the crust and
the core and that it is
relatively cold and rigid just
below the crust but hot and
non-rigid and so able to flow
at greater depths
Describe the outer layer of
the Earth (lithosphere) as
oceanic plates under oceans
and continental plates
forming
Continents
Activities
Connection: Discuss countries
where dinosaur fossils are found in
now, showing stimulus pictures of
structure of the earth,
Discuss what causes volcanoes?
Ppt C2 L1.a
Talk through structure of the earth
and plate tectonics, show movement
from 1 big continent to current day
and highlight where there are
earthquakes and volcanoes (3d)
Activity C2a
Consolidation
Key word bingo – key words from
lesson on ppt
NEW FOR HIGHER:
escribe the mantle as the zone between
the crust
and the core which is:
• cold and rigid just below the crust
• hot and non-rigid at greater depths
2
Ppt C2 L1
Activation
Show brainpop video earth structure
(in resources folder)
Activity
Answer questions on worksheet
(pictures)
extension questions from page 142 143
Explain the problems of
studying the structure of the
Earth
Resources
Worksheet C2
L1
Rocks and Metals
and therefore
able to move.
Describe the theory of plate tectonics:
• energy transfer involving convection
currents in
the semi-rigid mantle causing the plates
to move
slowly
• oceanic crust more dense than
continental crust
• collision between oceanic plate and
continental
plate leads to subduction and partial
melting
• plates cooler at ocean margins so sink
and pull
plates down.
Describe in simple terms the
development of the
theory of plate tectonics:
• Wegener’s continental drift theory
(1914)
• continental drift theory not accepted by
scientists
at the time
• new evidence in 1960s – sea _ oor
spreading
• theory of plate tectonics slowly
accepted by the
scienti_ c community as
L2
Low Demand
What happened to
Pompeii?
Describe magma as
molten rock beneath the
surface of the Earth
Describe how molten rock
can find its way to the
surface through
Standard Demand
High Demand
Explain that magma from the
mantle must have a density
less than that of the crust in
order to rise through it
State that magma can have
different compositions and that
this affects the rock that forms
and the type of eruption, limited
to:
- iron-rich basalt (runny and fairly
‘safe’)
- explosive silica-rich rhyolite
(producing pumice and volcanic
ash and bombs, sometimes with
graded bedding)
Explain how the size of
crystals in an igneous rock is
related to the rate of cooling
of molten rock
Describe that geologists
3
Activities
Resources
Connection
What caused Vesuvius to erupt?
Activation EITHER OR
Candle in sand and water
baking powder and lemon juice volcano
and talk about pressure and why they
erupt, subduction and building pressure
Activity C2b
PPT Plate
tectonic
Rocks and Metals
weaknesses in the crust
Describe lava as molten
rock that erupts from a
volcano
study volcanoes to be able to
predict future eruptions and
to reveal information about
the structure of the Earth
Describe that geologists are now
able to better predict volcanic
eruptions but not with 100%
certainty
State that some of the rock
on the Earth’s surface has
been formed by volcanic
activity
Describe that some
volcanoes give runny lava,
some give thick lava
violently and
catastrophically
Higher: different types of lava and
difference in the flow of lava
Practical demo: explosions with
plastercine and water with pressure
(fill bottle with water and squeeze to
show constant flow and predict where it
will go) lightly stopper top with
plastercine and squeeze to show
unpredictability of volcano and more
explosive)
boardworks
Activity C2c
Connection
Why do people live by volcanoes/ brain
storming (cut and stick advantages and
disadvantages)
State that igneous rock is
made when molten rock
cools down
Activity
Practical: cooling of salol on cold and
hot surfaces, Looking at the crystals
with magnifying glasses
Describe that some people
choose to live near
volcanoes because
volcanic soil is very fertile
Activity
Move around activity size of crystals
Pupils move around room and when
you blow whistle they have to group
together and hold hands but stop the
second time you blow the whistle. Give
long time first and big groups, short
time second and get smaller groups
Higher only: must be able to describe
the difference between rhyolite and
basalt and how they are formed
Consolidation:
Choose the rock from the volcano
powerpoint (link on interactive)
4
Worksheet C2
L2
Activity C2d
Ppt C2 L2
Rocks and Metals
C2
L3
Low demand
Scientific literacy
practise
Structure of the
earth
Standard demand
High demand
Focus of the high demand question is plate tectonic
theory and subduction
Focus of low demand
questions: Describe
the structure of the
earth and the effects
of the plate
techtonics
activities
resources
Starter
Look back at targets set in C1
topic about how to improve their
long answers
Activity
Show them the long answer
question and writ their first go at
the answer
Self mark the question
Go through the scientific literacy
activity
Low Demand
L4
What is the most
useful rock? Granite,
marble and limestone
State that some rocks are
used to construct buildings:
granite, limestone, marble
State that some
construction materials are
manufactured from rocks in
the Earth’s crust
Standard Demand
As lower
High Demand
Explain why granite, marble and
limestone have different
hardness: limestone is a
sedimentary rock; marble is a
metamorphic rock made by the
action of high pressures and
temperatures on limestone;
granite is an igneous rock
State the balanced symbol
equation for the decomposition of
5
Consolidation
Attempt the question again and
mark from mark scheme
Activities
Connection
What problems can you see with
limestone quarrying?
What can you do with the quarry
after its finished?
Activation
Practical / demo making rocks using
crayons crush up, melt and show
Resources
PPt C2 L3
Activity C2e
Instructions C2e
Rocks and Metals
Describe that marble is
much harder than
limestone
limestone
difference between sedimentary
igneous and metamorphic,
explain how limestone is made and
why it is weaker etc
Describe that granite is
harder than marble
Activity
Practical/ (Demo with poor groups):
thermal decomposition of limestone
heating chips on strong heat, then
add to water. Filter half and use to
test for carbon dioxide. Test other
half for pH.
State that limestone and
marble are both forms of
calcium carbonate
Describe that limestone
thermally decomposes to
make calcium oxide and
carbon dioxide
Describe thermal
decomposition as a
reaction in which when
heated one substance is
chemically changed into at
least two new substances
Activity:
Questions rock cycle, properties of
different types of rocks
or
Creative writing describe the life
story of a piece of limestone!!
Stages on ppt to help
State the word equation for
the decomposition of
limestone
Consolidation
Order statements into correct order
for life of limestone
L5
Low Demand
Man-made rocks
State the names of some
construction materials:
aluminium, iron, cement,
concrete, glass, granite,
limestone, marble
Standard Demand
High Demand
Describe that concrete is
made when cement, sand or
gravel and water are mixed
together and allowed to set
Activities
Connection
list as many building materials as
you can / competition 2 mins
Activation
Assess prior knowledge of what and
how these materials are made and
6
Activity C2f
Ppt questions C2
L3
Life cycle
limestone ppt
Life cycle of
limestone ppt
slide 2
Resources
Rocks and Metals
Describe that cement is
made when limestone and
clay are heated together
raw materials made from!!
Show short video, making bricks
and cement google video(?)
Activity
Class practical making mortar and
concrete and reinforced concrete
Activity C2g
Higher
Discuss strength of concrete and
reinforced concrete under tension
All
Discuss the fact concrete is a
mixture not a compound and why
Activity C2g
Activity
Using stimulus materials and book
what material would you use to
make (KC stadium, Humber bridge
etc.)
Consolidation
what would you use to make……….
a high raised building?
A house in earthquake vally?
Another bridge over the humber?
A school in Africa?
A fast car?
Why?
What is needed to make………..
Concrete, glass, cement, steel, etc
7
Worksheet c2 L4
Rocks and Metals
L6
Low Demand
Metal rocks
State that copper can be
extracted by heating its ore
with carbon
State that copper can be
purified by electrolysis
Describe that recycling
copper is cheaper than
making copper and that it
saves resources
Standard Demand
High Demand
Label the apparatus needed
to purify copper by
electrolysis
Activities
Resources
Connection:
element, compound and mixture recap key words and separation of
compounds requiring a chemical
reaction but mixtures not,
Describe the use of
electrolysis in the purification
of copper
_ impure copper as anode
_ pure copper as cathode
_ copper(ll) sulfate solution as
electrolyte
Activation: Thermite
extraction of iron displacement from
its compound ore to the pure
element
its an example of a displacement
reaction, showing how a more
reactive metal can displace a less
reactive one from its ore.
Activation
Flash animation on extraction of
iron ore Clipbank
Or ppt extracting iron
Describe some of the
problems of recycling copper
activity
electrolysis of copper sulphate to
show appearance of impurities at the
bottom,
Can do task: C2CDT11: 2 points
Activity C2l
consolidation
Moving around activity, to model
the electrolysis cell.
8
Activity C2h
Instructions C2h
Ppt extracting
iron
Activity C2i
Activity C2j
Activity C2k
Rocks and Metals
(Drop the black card and partner up
at the cathode)
Copper needs 2 electrons (sweets) to
give up and a black card.
Instructions sheet
Activity
Worksheet / diagram to help
remember and questions to assess
understanding
L7
Low Demand
Testing concrete
Describe that concrete can
be reinforced, by allowing
the concrete to set around
a steel bar
Standard Demand
High Demand
Explain why reinforced concrete
is a better construction material
than non-reinforced concrete
Consolidation: what’s the key word?
Part of the electrolysis cell
Activities
Connection
Which wall is stronger? Why?
(concrete breeze blocks, and
reinforced concrete wall)
Activity C2l
Instructions c2I
Worksheet c2 l6
Resources
Activation
Discuss tension and compression
and composite materials (define)
Describe reinforced
concrete as a composite
material containing
concrete and a solid steel
support
Activity:
Testing concrete bars and reinforced
concrete bars for tensile strength
If their concrete hasn’t formed as
a bar then just have a look at it
and see how you could improve!
Activity
Explaining why reinforced concrete
is stronger than concrete.
(Keywords: tensile strength, force,
9
Activity C2m
Rocks and Metals
composite material)
Explain the differences between
building materials re-capping
previous lessons
Consolidation
Questions7-10 from textbook page
140-141
L8
Low Demand
Why don’t spoons
rust?
State that an alloy is a
mixture of two elements,
one of which is a metal
Recognise that brass,
bronze, solder, steel and
amalgam are alloys
Standard Demand
Describe that alloys often
have properties that are
different from the metals they
are made from and that
these properties may make
the alloy more useful than
the pure metal
High Demand
Explain why metals, including
alloys, are suited to a given use
given appropriate data (no recall
expected)
Explain how the use of ‘smart
alloys’ such as those with a
shape memory property have
increased the number of
applications of alloys, e.g. nitinol
(nickel and titanium)
State one important large
scale use for each of the
following alloys: amalgam,
brass and solder
Recognise that the
properties of an alloy are
different from the
properties of the metals
from which it is made
Activities
Connection
How many different metals can you
name?
Then: Use the periodic table to put a
star next to all the elements in you
list
Activation
What are the metals you have left?
Discuss the fact if they are not
elements what else can they be?
(compounds or mixtures)
Steel, brass, bronze, solder,
amalgam
Define an alloy and show
information on m.p. of alloys and
10
Resources
Activity C2n
Rocks and Metals
the metals that are in them
Interpret data about the
properties of metals,
including alloys, e.g.
hardness, density, boiling
point and strength
Demonstration
Test the difference in strength iron
and steel by hammering a small
piece of each and showing
difference
State the main metals in
each of the following
alloys: amalgam, brass,
solder
Activity C2o
Activity
memory alloys and smart alloy
properties
Suggest properties needed
by a metal or alloy for a
particular given use
Activity:
Research five alloys, what metals
they contain, key properties of each,
uses of each
ICT or use the
gateway books
Consolidation
which alloy would you use
for…………? E.g. tooth filings,
instruments, medals, bridges,
cutlery, welding, electronic circuit
boards
Homework
AFL: Science in the news activity:
copper extraction
11
AFL copper
extraction
Rocks and Metals
Low Demand
Standard Demand
High Demand
L9
What makes iron
rust?
State that rusting needs
iron, water and oxygen
State that aluminium does
not corrode in moist
conditions
Explain that aluminium does
not corrode in moist
conditions because it has a
protective layer of aluminium
oxide which does not flake
off the surface
Describe rusting as an oxidation
reaction where iron reacts with
water and oxygen to form
hydrated iron(III) oxide
State the word equation for
rusting
Activities
Connection
On desks when come in different
conditions and rusting (test tubes
ready made up).
What two conditions are needed for
rusting to happen?
What could we do to reduce rusting?
Resources
Activity C2p
Activity C2x
Interpret data about the
rate of corrosion of
different metals in different
conditions (no recall is
expected)
Activation:
Show results and how they would
look on a table like in an exam
question and practise exam like
questions
State that salt water and
acid rain accelerate rusting
Show the difference between
greased and un-greased iron wool
Interpret data about the
rate of corrosion of
different metals in different
conditions (no recall is
expected)
Describe similarities and
differences between the
properties of iron and
aluminium
OCR Gateway
science book
Worksheet c2e5
Activity C2q
Activity:
Speeding up rusting and slowing it
down discuss ideas and draw
conclusions (higher / standard link
back to collision theory)
Consolidation
Rust or no-rust picture stimulus
power point
12
Ppt c2 l9
Rocks and Metals
L10
Low Demand
Cars for scrap
List the major materials
needed to build a car
Describe the advantages
of recycling materials
Standard Demand
Suggest properties needed
by a material for a particular
use in a car
Explain why a material used
in a car is suited to a given
use given appropriate data
(no recall expected)
High Demand
Evaluate information on materials
used to manufacture cars (no
recall expected)
Explain advantages and
disadvantages of building car
bodies from aluminium or from
steel
Describe advantages and
disadvantages of building car
bodies from aluminium or
from steel
Explain the advantages and
disadvantages of recycling
the materials used to make
cars
Activities
Connection
What materials do you find in a car?
(standard and higher, why are these
materials chosen for that job?)
Activation
Introduce properties of iron and
aluminium (comparing density,
strength, electrical conductivity)
include the comparison of how they
are extracted
Activity C2z
Resources
Worksheet c2e7
Activity C2r
Activity:
comparing iron and aluminium
worksheet c2e6
Explain that new laws will
soon specify that a minimum
percentage of all materials
used to manufacture cars
must be recyclable
Activation
Life cycle of car iron
Activity
Draw a storyboard of iron going
through, extraction, purification,
manufacture, rust, scrap, recycling,
Higher: compare rusting of
aluminium and iron
Consolidation
Why is recycling a good idea?
Homework
How much of a car is recyclable?
13
Powerpoint c2
L10
Worksheet L10a
Rocks and Metals
Low demand
L13
Standard demand
Higher demand
activity
resouces
Acids and Bases
Starter
Small group work: think of as many
names of different acids as possible. Give
a stamp or green card to the group who
can come up with the most.
Recognise that solutions
with a pH of less than 7 are
acids
Recognise that solutions
with a pH of more than 7
are alkalis
Introduction: Recap what an acid is on the
board, maybe as a brain storm. Explain
that alkalis are the opposite of acids and
list their properties. Introduce the idea that
an alkali is a base dissolved in water. Do
this by demonstrating Activity C4A.
BW Chemistry KS4 Chemical Reactions.
Slide 34.
Recognise that solutions
with a pH of 7 are neutral
Describe how Universal
Indicator can be used to
estimate the pH of a solution
Activity C4A
Worksheet C4a3
(Alkalis and
Bases) teacher
reference only.
Recap what indicators are and the pH
scale.
Describe an alkali as a
soluble base
State that acids in solution
contain hydrogen ions
Higher - Discuss the presence of
hydrogen ions in acids and hydroxide ions
in alkalis in solutions.
State that alkalis in solution
contain hydroxide ions
Activity: Class experiment – Testing acids
and alkalis. Students test common
substances using pH indicator using
Worksheet C4a1
Plenary:
BW Chemistry KS3 7E Acids and Alkalis.
Slide 9.
Homework task (not low ability): research
and report the uses of sulphuric acid.
14
Activity C4B
Worksheet C4a 1
(testing acids and
alkalis)
Rocks and Metals
Low Demand
L15
Standard Demand
High Demand
Activities
Resources
Acids and Bases Neutralisation
Starter:
What will happen if you add an acid to an
alkali?
Describe the change in pH
when an acid is neutralised
by an alkali or vice versa:
pH increases when alkali is
added, pH decreases
when acid is added
State that an acid can be
neutralised by a base or
alkali, or vice versa
State that in neutralisation:
acid + base → salt + water
Explain the change in pH
when an acid is neutralised
by an alkali, or vice versa
Introduction: Recap Acids and Alkalis and
the pH scale from last lesson. Demo the
pH of sodium hydroxide, hydrochloric acid
and water. Recap the idea of acid and
alkalis / bases and determine which of the
reactants is which. Ask students how you
could make a neutral solution from
hydrochloric acid and sodium hydroxide.
Activity C4C
Activity: Class experiment – Neutralising
acids and alkalis. The students explore
the concept of neutralisation using acids
and alkalis using worksheet C4a2.
Activity C4D
Worksheet C4a 2
(neutralising acids
and alkalis)
Consolidation:
Bring the work to a conclusion by
discussing what has happened in the
reaction. To change the pH a new
substance must have been made. Explain
that this is a chemical reaction. Get the
students to come up with the general
equation for neutralisation and the specific
equation for this reaction.
Describe neutralisation using the
ionic equation: H+ + OH- → H2O
Higher: Discuss neutralisation in terms of
hydrogen and hydroxide ions giving the
equation for this.
Plenary
Ask the students to name as many acids,
alkalis, and bases which are not alkalis
as possible.
15
Rocks and Metals
Low Demand
C4
L16
Standard Demand
High Demand
Acids and Bases –
Reactions of Acids
Activities
Resources
Starter:
Ask students to suggest safety
procedures for dealing with a spill of
bench acid on the skin. Repeat for
concentrated acid.
Describe some of the uses
of sulfuric acid: preparation
of metal surfaces,
manufacture of fertilisers,
car battery acid
Low ability group: Ask the students to
research the uses of sulfuric acid.
Text book
Books from the
library on Sulphuric
acid ( book in
advance from Kate
or library)
Introduction: Recap neutralisation from
last lesson and what bases are from
lesson 1.
Recall that metal oxides and
metal hydroxides neutralise
acids because they are
bases
Recall that carbonates
neutralise acids to give
water, a salt and carbon
dioxide
Demo – Acids and carbonates. The
teacher tests sodium carbonate with
hydrochloric acid and shows that the gas
produced is carbon dioxide. Students
complete worksheet C4a5. Set Qu 4 and
extension for homework.
Activity C4E
Worksheet C4a 5
(acids and
carbonates)
Predict the name of the salt
produced when a named
base or carbonate is
neutralised by a laboratory
acid: sulfuric acid, nitric acid,
hydrochloric acid
Consolidation:
Explain how to name the salt produce in a
neutralisation reaction. Use
BW Chemistry KS4 Chemical Reactions.
Slide 38.
Activity C4F
Worksheet C4a 6
(acids and salts)
Higher only: Write word equations for the
reaction of acids and carbonates. Take
this a step further by producing symbol
equations for these. Use
BW Chemistry KS4 Chemical Reactions.
Slide 40 - 42.
Construct word equations to
show the neutralisation of acids
by bases and carbonates (without
being given the
16
Ask the students to use the student book
to help them balance the acid/base
equations on Worksheet C4a 7.
H: STUDENTS MUST BE ABLE TO
Rocks and Metals
names of the products)
Construct balanced symbol
equations for the neutralisation of
acids by bases and carbonates
limited to: sulfuric
acid, nitric acid, and hydrochloric
acid; ammonia, potassium
hydroxide, sodium hydroxide and
copper oxide; sodium
carbonate and calcium carbonate
WRITE EQUATIONS USING THE
FOLLOWING:
Sulphuric acid, nitric acid, hydrochloric
acid, ammonia, potassium hydroxide,
sodium hydroxide, copper oxide, sodium
carbonate, calcium carbonate AND
WRITE THE FORMULA TOO
Worksheet C4a 7
(Naming Salts)
Plenary:
Foundation: BW Chemistry KS4 Chemical
Reactions. Slide 39.
Higher: BW Chemistry KS4 Chemical
Reactions. Slide 43-44.
Homework:
worksheet C4a5 Question 4 and
extension.
L17
fertilisers: introduction
Discuss the role of fertilisers, emphasising
that they are not ‘plant foods’, but
compounds that plants need to make their
own food. Refer to essential
elements and NPK.
Ask the students to produce posters about
fertilisers, including what they contain
and where they are absorbed by plants.
Ask the students to survey a range of
fertiliser packets and identify the essential
elements in each packet.
State that fertilisers make
crops grow faster and
bigger
State that plants absorb
minerals through their
roots
Describe fertilisers as
chemicals that provide
plants with essential
chemical elements
Recall that nitrogen,
phosphorus and potassium
are three essential
elements needed for plant
growth
17
Students to look at sheet with formula of
fertilizers given and establish the essential
elements they provide
Worksheet
(fertilizer formulae)
Summarise the discussion from the starter
activity on how we can measure
whether fertilisers are doing any good.
Data re increase
crop yield :
worksheet
Rocks and Metals
Recognise the essential
elements given the formula
of a fertiliser
Discuss crop yields. Stress that the
essential elements must be in the form of
compounds, not elements. Discuss the
need for solubility.
Explain that fertilisers must
first dissolve in water before
they can be absorbed by
plants
Extend the low-demand survey of fertiliser
packets by asking the students to
calculate the relative formula masses of
each fertiliser given the formula.
State that fertilisers increase
crop yield
Calculate the relative formula
mass of a fertiliser given its
formula and the appropriate
relative atomic masses
Explain how the use of fertilisers
increases crop yield: replaces
essential elements used by a
previous crop or
provides extra essential
elements, more nitrogen gets
incorporated into plant protein so
increased growth
Describe the process of
eutrophication: run-off of fertiliser,
increase of nitrate or phosphate
in river water, algal
bloom, blocks off sunlight to other
plants which die, aerobic bacteria
use up oxygen, most living
organisms die
Calculate the percentage by
mass of each essential element
of a fertiliser given its formula and
the appropriate relative atomic
masses
18
Discuss the role of fertiliser in more detail.
Ask the students to complete Worksheet
C4c 1 to produce a diagrammatic
sequence to describe eutrophication.
Extend the standard-demand survey of
fertiliser packets to include percentage by
mass of a given element within a
compound.
Worksheet C4c 1
Rocks and Metals
Low Demand
L18
Standard Demand
High Demand
Making a fertilizer
Activities
Starter:
Recap what a fertiliser is. Individual: List
fertilizers and identify what they may
contain and are they synthetic or natural.
Lead to group discussion.
Draw and label the apparatus
needed to make a fertilizer by
neutralisation (some groups
may require a diagram to
label)
Introduction:
Main elements in fertilizers are NPK.
What chemical compounds may contain
these elements, Discuss or research.
State the name of two
nitrogenous fertilizers made
from ammonia (ammonium
nitrate, ammonium
phosphate, ammonium
sulphate, urea)
Main:
Class Practical
Preparing a fertiliser via neutralisation.
Simply add alkali drop wise to acid until
neutral. Record amount
Identify the name of the acid
and alkali needed to make
each of the following
fertilizers: ammonium nitrate,
ammonium phosphate,
ammonium sulphate,
potassium nitrate
All demands: Heat neutral solution until
solution halves and then leave to cool.
Crystals can be collected next lesson.
Describe the preparation of a
synthetic fertiliser via
neutralization including:
 Reactants
 Method
 Obtaining neutral
 Obtaining the solid
salt
Plenary:
Wsht C4c 6 interactively on board.
Recap practical, what did we do, what did
we find out.
Write up wrt to level of demand. (optional
homework)
Wsht C4c 5 name the fertilizer from the
reactants
STUDENTS MUST BE ABLE TO
DESCRIBE HOW TO PREPARE A
FERTILISER FOR ANY GIVEN ACID
AND ALKALI
19
Resources
Rocks and Metals
Low Demand
L19
Standard Demand
High Demand
Ammonia and The Haber
Process
State that ammonia is made
from nitrogen and hydrogen
State that the nitrogen
needed for the manufacture
of ammonia is obtained
from the air
State that the hydrogen
needed for the Haber
process can come from 2
sources:
 Natural gas
 Cracking oil
fractions
Identify the symbol used for
reversible reactions
State that a reversible
reaction can proceed in
both directions
Describe how ammonia is
made in the Haber process
including the following
points:
 Nitrogen +
hydrogen↔
ammonia
 Iron catalyst
 High prerssure
 Temperature 450°C
 Unreacted
reactants and
recycling
Describe how ammonia
production is important
when linked to world food
production
Activities
Resources
Starter: Quick quiz, where can we get
nitrogen from and why are fertilizers
difficult to make.
Introduction:
Video clip of the Haber process. Do all
reactions always just go one way?
Main: Independent study: Find out about
the Haber process and reversible
reactions to relevant level of demand.
Make a powerpoint and present to the
class. Could also do a class display.
Plenary:
Feedback from groups. Haber diagram on
interactive and do as a class.
Class definition of the Haber process
Templates for
groups
Opportunity to practice the coursework
strand of analyzing and interpreting
data by looking at the trends and
patterns of the haber process graph
Explain the conditions used in
the Haber process with respect
to yield
State the balanced equation for
the manufacture of the
ammonia
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Activity C4M
Co-ordinated
chemistry
textbook
Rocks and Metals
Low Demand
L20
Standard Demand
High Demand
Describe that the cost of
making a new substance
depends on:
 Price of energy
 Cost of starting
material
 Wages
 Equipment
 How quickly we can
make the new
substance
Describe some of the uses
of ammonia
 Manufacture of
fertilizers
 Manufacture of
nitric acid
 Cleaning fluids
Activities
Starter:
Introduction:
Pose the question: You want to build a
fertiliser factory. Which part of the country
should you build it and why?
General ideas
Costs of ammonia
production
Resources
Range of
Household
chemicals
containing
ammonia
Main:
Low demand: Students work in pairs to
decide where the costs are for the plant,
why and produce a sound bite on why we
need to make ammonia (link to number of
household chemicals that include it). What
are the uses of ammonia
Standard demand: Interpret the data on
worksheet C4d 4. Describe where the
main costs arise from and why.
Include the following factors that influence
the cost of making ammonia:
 Plant cost
 Energy cost
 Catalysts
 Recycling
 Automation and wages
Describe how different
factors affect the cost of
making a new substance:
 Pressure
 Temperature
 Catalyst
 Recycling
unreacted material
 Automation
Interpret data in tabular and
graphical form relating to
percentage yield in
reversible reactions and
changes in conditions
Explain that economic
considerations determine the
conditios used in the manufacture
of chemicals
Interpret data about rate,
percentage yield and costs for
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High demand: As standard demand but
also to include the following points in
detail:
 Percentage yield
 Rate
 Optimum conditions to achieve
lowest cost
 Low yield is good, When?
 Costs for alternative industrial
processes
Plenary:
Brainstorm: How can we reduce the
schools running costs? Want to reduce
Worksheet C4d 4
Worksheet C4d 5
Rocks and Metals
alternative industrial processes
L21
Chemistry
of NaCl 1
Describe that
sodium chloride
(salt) is an
important raw
material in the
chemical industry
State that the
products of
electrolysis of
molten sodium
chloride are sodium
and chlorine
Recall that sodium
chloride is used:
• as a preservative
• as a flavouring.
Understand that
sodium chloride is
an important raw
material in the
chemical industry,
including use as a
source of chlorine
and sodium
hydroxide.
Recall that
household bleach,
pvc and solvents
are made from
substances derived
from salt.
Recall that chlorine
is used to sterilise
water and to
make solvents,
household bleach
cost per student.
Starter
Ask the following questions and then
discuss the answers
What is the chemical name for salt?
Where are the nearest salt mines? What
is produced if you electrolyse sodium
chloride?
Uses of sodium chloride
Introduction
Describe how it can be
mined as rock salt and as
solution mining in Cheshire
Discuss the need for raw materials as
starting points for the production of
chemicals on an industrial scale
Explain that mining for salt
can lead to subsidence
Main
Recall the electrode reactions
that occur during the
electrolysis of molten sodium
chloride
Low demand:
Electrolysis process and conditions.
Review from C2 and C3. Independent
research activity.
Standard and High demand:
Show some pictures of Cheshire salt
mines and discuss the development of
chemical industry in that area. Research
the mining of rock salt and slat solution
in the UK, effects of mining and
strategies to avoid these drawbacks.
Electrolysis of solution and molten salt:
What is produced, benefits of each,
what’s formed at each electrode.
Higher only: Electrode reactions
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Video clip from
Countryfile
available
Rocks and Metals
and plastics.
Recall that
hydrogen is used in
the manufacture of
margarine.
Recall that sodium
hydroxide is used
to make soap.
Class demo: Melting salt. Show how
much energy is needed to melt salt.
Plenary
5 min research activity: Each student
near a computer and each person has to
give either a chemical industry around
the Cheshire salt mines or a chemical
produced or to say how rock salt is
formed.
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Activity C6P
Rocks and Metals
Low Demand
L22
Chemistry
of NaCl 2
Standard Demand
High Demand
Activities
State the products of
electrolysis of
concentrated sodium
chloride
Starter
Describe the chemical
test for chlorine
Introduction
Resources
What is produced when we electrolyse
HCl (aq) and NaCl (aq)
Review the work on copper electrolysis
State that sodium
chloride is an
important source of
chlorine and sodium
hydroxide
Main
All demands demonstration:
Electrolysis of sodium chloride. Collect
the gases and identify the products. The
electrolysis should be stopped when the
smell of chlorine is detected. Test the
solution and identify the pH.
State that household
bleach, PVC and
solvents are made
from substances
derived from salt
Or show the video of this from clip
bank if time is short
State that chlorine is
used to sterilise water,
and to make bleach,
solvents and plastics
Low demand: Research the uses of
chlorine, hydrogen and sodium
chloride. Produce an information
leaflet.
State that hydrogen is
used in the
manufacture of
margarine
State that sodium
hydroxide is used to
make soap
Standard and high demand: Go through
the electrolysis and link this to the
electrolysis of brine.
Higher demand: Go through the
products of dilute and concentrated in
terms of preferential discharge. Write
the half equations to show the reactions
at the anode and cathode.
Describe the key features of
the electrolysis of sodium
chloride solution
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Activity C6Q
Rocks and Metals
Describe what household
bleach is made from
Plenary
Explain using half equations
the electrolysis of sodium
chloride solution
Explain that electrolysis of
concentrated sodium
chloride solution produces
chlorine at the anode but
dilute sodium chloride
solution produces oxygen
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Worksheet C6d 2.
Tell me what you have learnt about
electrolysis.
Explain the importance of the chloralkali industry
Rocks and Metals
L23
Low Demand
Revision if time!!!!!
Recall information
from previous lessons
Standard Demand
Use information from
previous lessons to solve
problem based questions
High Demand
Activities
Resources
Connection
Power point pictures: key questions
of the topic – pupils answer and list
Ppt c2 l19a
Explain, using particle
theory and previous lessons key words from topic
knowledge, how to solve a
Activation
problem from the topic
Go through each question
highlighting key points and checking
for understanding and any questions
Activity
Block busters quiz
Techers direct resources, quiz buster
http://www.teachersdirect.co.uk/resources/quiz-busters/
26
Activity
Complete the concept map
Worksheet c2
l19
Consolidation
Who wants to be a millionaire
(powerpoint)
Ppt c2 l19
Rocks and Metals
L24
Low Demand
Test
Foundation level
DO NOT WRITE on test
paper
Standard Demand
High Demand
Test
Higher level
DO NOT WRITE on test paper
Activities
Resources
Starter activity: concept map revision
using the concept map from the textbook
Foundation c2 test
Test
Higher c2 tests
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