Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
GCSE Scheme of Work C2 Rocks and Metals 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 20 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 21 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 22 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. 23 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 24 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 25 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 27