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AEO «Nazarbayev Intellectual Schools» Educational Program – NIS-Program
Chemistry
Course Plan
Grade 10
Contents
| |Page |
|Long term plan |1 |
|Introduction to language objectives |3 |
|Medium term plans | |
|Unit 10.1A Group 15 – Nitrogen and phosphorus |4 |
|Unit 10.1B Oxidation and reduction |8 |
|Unit 10.1C Important industrial chemicals |13 |
|Unit 10.2A Electricity and chemicals |18 |
|Unit 10.2B The transition elements |24 |
|Unit 10.2C Limestone and carbonates |28 |
|Unit 10.3A Introduction to organic chemistry |33 |
|Unit 10.3B Hydrocarbons |37 |
|Unit 10.3C Fuels |41 |
|Unit 10.4A Alcohols and organic acids |45 |
|Unit 10.4B Synthetic polymers (Plastics) |49 |
|Unit 10.4C Biochemicals |54 |
|Short term plan | |
|Lesson plan |59 |
Long term plan
Subject: Chemistry Grade: 10
|Units | Theme/Contents |Learning objectives |
|Term 1 |
|10.1A Group 15 – |Nitrogen molecule, unreactivity |10.2.1.1 appreciate the position of nitrogen in the Periodic Table; |
|Nitrogen and |Oxides of nitrogen as pollutants |10.2.1.2 understand the structure of the nitrogen molecule; |
|phosphorus |Obtaining nitrogen from the air |10.2.1.3 know and, where appropriate, understand, the preparation and reactions of |
| |Preparation and properties of ammonia|ammonia gas and solution |
| |Nitrogen as a fertiliser/Nitrates in |10.2.1.4 understand the effects of nitrogen compounds in the environment; |
| |the environment |10.2.1.5 be able to appreciate the position of nitrogen and phosphorus in the |
| |Phosphorus: allotropes, combustion |Periodic Table; |
| |Phosphates as fertilisers/phosphates |10.2.1.6 understand the structure of phosphorus - the element and its allotropes; |
| |in the environment |10.2.1.7 know the products of combustion of phosphorus; |
| | |10.2.1.8 know that there are phosphorus compounds in the environment and understand |
| | |their origins; |
| | |10.4.1.1 test for phosphate ion |
| | |10.2.1.9 know and understand the effects of phosphorus compounds on the environment |
| | |10.2.1.10 be able to balance the benefits and problems with their compounds in the |
| | |environment; |
|10.1B |In terms of gain/loss of oxygen |10.2.2.1 recognise oxidation as addition of oxygen or removal of hydrogen; |
|Oxidation and |In terms of electron transfer |10.2.2.2 recognise reduction as addition of hydrogen or removal of oxygen; |
|reduction |(“OILRIG”) |10.2.2.3 understand that the processes are interdependent and always take place |
| |In terms of change of oxidation |together; |
| |number |10.2.2.4 understand that the processes can also be defined in terms of electron gain|
| |Potassium manganate (VII) and |and loss; |
| |potassium dichromate (VI) as |10.2.2.5 be able to use the concept to classify reactions; |
| |oxidising agents |10.2.2.6 understand that oxidation and reduction occur in aqueous solution; |
| | |10.2.2.7 be able to identify and write ion electron half equations for oxidations |
| | |and reductions; |
| | |10.2.2.8 understand the idea of oxidation number and its use in compound names; |
| | |10.2.2.9 be able to balance equations using the oxidation number method; |
| | |10.2.2.10 understand the use of potassium manganate (VII) and potassium dichromate |
| | |(VI) as oxidising agents; |
|10.1C |The chemical industry in Kazakhstan |10.4.2.1 know about the major extraction and manufacturing processes in Kazakhstan; |
|Important industrial |Sulfuric acid: manufacture and uses |10.2.3.1 make calculations on reaction product yield based on theoretical yield and |
|chemicals |Ammonia: manufacture and uses |calculate reaction product, if one of the reactants contains impurities |
| |Understanding the processes as |10.4.2.2 know the process for the manufacture of sulfuric acid; |
| |equilibria: predicting the effect on |10.4.2.3 understand this process as an equilibrium and be able to predict the effect|
| |yield of changing conditions |on yield of changing conditions; |
| |Iron and steel |10.4.2.4 know the major industrial uses |
| | |of sulfuric acid; |
| | |10.4.2.5 understand the environmental implications of manufacture and the ways in |
| | |which sulfuric acid plants can minimise emissions; |
| | |10.4.2.6 know the process for the manufacture of ammonia; |
| | |10.4.2.7 understand this process as an equilibrium and be able to predict the effect|
| | |on yield of changing conditions; |
| | |10.4.2.8 know the major industrial uses |
| | |of ammonia; |
| | |10.4.2.9 understand the environmental implications of manufacture and the ways in |
| | |which ammonia plants can minimise emissions; |
| | |10.4.2.10 understand that reducing iron ore with carbon produces iron; |
| | |10.4.2.11 know how this is done on an industrial scale; |
| | |10.4.2.12 understand that pure iron is not useful and that most uses of iron involve|
| | |alloys; |
| | |10.4.2.13 know steel making; |
| | |10.4.2.14 steel as an alloy of iron and carbon; |
| | |10.4.2.15 know stainless steels; |
|Term 2 |
|10.2A Electricity and |Conductivity of ionic compounds in |10.2.2.11 revise ionic compounds and their behaviour in solution |
|chemicals |aqueous solution and in a melt |10.2.2.12 revise ionic compounds and their behaviour in solution; |
| |Use of the reactivity (redox) series |10.2.2.13 understand the reactions at electrodes in terms of oxidation and |
| |to predict electrode products |reduction; |
| |Ionic reactions at electrodes |10.2.2.14 examine what happens when an electric current is passed through a solution|
| |Electrolysis of water: use to produce|containing ions; |
| |hydrogen as a fuel |10.2.2.15 understand and predict electrode products in electrolysis; |
| |Electroplating |10.2.2.16 understand the electrolysis of ‘water’ and its potential importance as a |
| |Electrolysis in the production of |source of hydrogen fuels; |
| |useful chemicals: aluminium, copper, |10.2.2.17 understand the use of electrolysis for electroplating; |
| |chlorine, sodium hydroxide |10.2.2.18 understand the role of electrolysis in the commercial production of |
| | |copper; |
| | |10.2.2.19 be able to use electrolysis to copper or nickel plate an object; |
| | |10.2.2.20 know and understand the chemistry of the manufacture of aluminium; |
| | |10.2.2.21 know and understand the chemistry of the manufacture of chlorine and |
| | |sodium hydroxide; |
| | |10.2.2.22 understand general principles of industrial production of important |
| | |chemicals and the chemical principles on which they are based; |
|10.2B The Transition |Typical properties |10.2.1.11 recognise the transition metals as ‘typical metals’; |
|elements |Coloured compounds |10.2.1.12 recognise that transition metals are good catalysts and know some |
| |Catalytic activity |examples; |
| | |10.2.1.13 know that transition metals form coloured compounds and recognise |
| | |compounds of the common transition elements by their colour; |
|10.2C Limestone and |Natural occurrence |10.2.1.14 recognise and understand that calcium carbonate occurs extensively in |
|carbonates |Hard and soft water |nature in a variety of chemically identical forms and that other carbonates also |
| |Thermal decomposition |occur naturally; |
| |Lime burning: use of quicklime |10.2.1.15 understand how naturally occurring acid in rain dissolve calcium (and |
| |(calcium oxide) and slaked lime |magnesium) compounds into the water supply; |
| |(calcium hydroxide) as a soil |10.2.1.16 understand the effects of hard water and how to remove hardness; |
| |improver and to neutralise industrial|10.2.1.17 know and understand that limestone has been extracted for millennia |
| |waste products |10.2.1.18 know and understand its conversion into ‘quicklime’ and ‘slaked lime’ |
| |Use in iron and cement making |10.2.1.19 will know and understand the chemistry of its major uses |
| | |10.2.1.20 will know its use to make mortar and cement |
| | |10.2.1.21 will recall its use in iron making |
|Term 3 |
|10.3A |Bond formation in inorganic chemistry|10.4.3.1 understand the electronic structure of the carbon atom and its implications|
|Introduction to |Carbon’s ability to form chains |for compound formation; |
|organic chemistry |Formation of homologous series |10.4.3.2 organic compounds in three dimensions; |
| |Isomerism |10.4.3.3 understand carbon’s ability to form chains and the implications of this for|
| |Functional groups |the diversity of organic compounds; |
| |Nomenclature |10.4.3.4 understand the formation of homologous series; |
| | |10.4.3.5 understand the potential to form isomers; |
| | |10.4.3.6 be able to identify and draw the structure of isomers of simple compounds; |
| | |10.4.3.7 understand the concept of functional groups and apply it to a range of |
| | |simple classes of compounds; |
| | |10.4.3.8 understand and be able to use the IUPAC system of nomenclature; |
|10.3B |Alkanes: structure and bonding, |10.4.3.9 understand the structure of alkanes and that they are hydrocarbons; |
|Hydrocarbons |combustion, chlorination to make |10.4.3.10 know that the alkanes are largely unreactive; |
| |solvents etc. |10.4.3.11 know the combustion products of alkanes; |
| |Alkenes: structure and bonding, |10.4.3.12 understand the chlorination of alkanes to make solvent and the dangers of |
| |saturation (including test), |these solvents; |
| |manufacture by cracking |10.4.3.13 understand the bonding in alkenes and the structures and isomers of |
| |Reaction with steam to make ethanol |alkenes and that alkenes are unsaturated; |
| | |10.4.3.14 know how to test for an alkene (unsaturation); |
| | |10.4.3.15 understand the importance of manufacture by cracking; |
| | |10.4.3.16 know and understand the importance of addition reactions; |
|10.3C Fuels |Hydrocarbon fuels (coal, petroleum, |10.4.3.17 recognise that carbon-containing compounds can be used as fuels; |
| |natural gas) |10.4.3.18 know the occurrence of coal, oil and natural gas in Kazakhstan; |
| |Separation of petroleum by |10.4.3.19 know the extraction, and understand the separation, of crude oil; |
| |fractionation: uses of fractions |10.4.3.20 know the uses of the products of crude oil distillation; |
| |Sources of hydrocarbon fuels in |10.4.3.21 plan an investigation to compare the efficiency of fuels; |
| |Kazakhstan |10.4.3.22 understand that reserves of fossil fuels are limited; |
| |Environmental pollution by burning |10.4.3.23 recognise the pollution and the effects on climate caused by burning |
| |hydrocarbons |hydrocarbon fuels; |
| |Alternative fuels |10.4.3.24 be aware of alternatives and understand their disadvantages and |
| | |advantages; |
|Term 4 |
|10.4A |Ethanol |10.4.3.25 know that the -OH function denotes an alcohol; |
|Alcohols and organic |Structure and bonding |10.4.3.26 understand the structure and bonding of ethanol; |
|acids |Fermentation |10.4.3.27 understand the synthesis by fermentation or addition of steam; |
| |Combustion |10.4.3.28 know the combustion products and its use as a biofuel; |
| |Use as a fuel |10.4.3.29 understand the social and health implications of drinking alcohol; |
| |Social implications of drinking |10.4.3.30 recognise a compound containing -CO2H as an acid; |
| |ethanol |10.4.3.31 know and understand the simple reactions and properties of ethanoic acid; |
| |Ethanoic acid |10.4.3.32 know the reaction with an alcohol to produce an ester; |
| |Structure and bonding | |
| |Synthesis by oxidation with potassium| |
| |manganate (VII) | |
| |Action as a weak acid | |
| |Esterification: uses of esters | |
|10.4B Synthetic |Addition polymerisation: poly(ethene)|10.4.3.33 understand and investigate the wide range of ‘plastic’ materials in the |
|polymers (Plastics) |and poly(propene) |modern world; |
| |Condensation polymerisation: Nylon, |10.4.3.34 understand the idea of polymers and polymerisation; |
| |Terylene |10.4.3.35 be able to write polymer structures as block diagrams; |
| |Structures as block diagrams |10.4.3.36 understand the main differences between addition and condensation |
| | |polymerisation; |
| | |10.4.3.37 recognise the long lifetime of plastics in the environment and the |
| | |problems it is causing; |
| | |10.4.3.38 understand that the problems can be reduced by recycling and by |
| | |biodegradable plastics; |
|10.4C |Proteins, fats and carbohydrates: |10.5.1.1 know the occurrence of proteins, fats and carbohydrates in foods; |
|Biochemicals |occurrence in foods |10.5.1.2 be able to test for proteins, carbohydrates (sugars and starch) and fats; |
| |Tests for proteins and carbohydrates |10.5.1.3 recognise their importance for a healthy diet; |
| |Structure of protein and hydrolysis |10.5.1.4 recognise amino acids and their importance |
| |to amino acids |10.5.1.5 understand how amino acids build into proteins; |
| |Hydrolysis of carbohydrates to sugars|10.5.1.6 know how to hydrolyse a protein and be able separate its constituent amino |
| |and fermentation |acids; |
| |Fats as esters: hydrolysis to soap |10.5.1.7 be able to hydrolyse a carbohydrate and identify the products; |
| | |10.5.1.8 know that fats are esters and that they can be hydrolysed; |
| | |10.5.1.9 be able to hydrolyse a fat to make soap; |
| | |10.5.1.10 understand the reaction of soap with hard water; |
Introduction to language objectives
By teaching subject content through an additional language, NIS aims to build a school environment that supports the learning of both subject content and language. Each subject has its own register of language that can be referred to as the ‘academic language’ of that subject. Academic language is a key tool used for learning subject content and for improving the capacity to think about and work with subject content concepts. Most learners learning through an additional language require support throughout their education to become proficient users (of second or third language) academic language, and to become proficient learners of subject content through an additional language. In a trilingual education context, the development of first language academic language also requires systematic attention to ensure that the reduced time allotted to learning through the first language is used effectively and efficiently.
Language objectives are an important tool used in planning for and managing the learning of academic language. Clear and concise language objectives explain to learners what is expected of them. In addition, language objectives help teachers and learners to build, to measure and to maintain the motivation to learn. Subject teachers who maintain a consistent, dual focus on subject content and academic language learning help learners to do the same and to better manage the learning of both.
In order to support the learning of academic language, it is suggested that teachers systematically incorporate the following teaching objectives into lesson plans:
• making visible and drawing learners’ attention to academic language (e.g. vocabulary including terminology and sets of phrases required to achieve the subject learning objectives)
• providing learners with the classroom language needed for working with subject content concepts (e.g. phrases required for doing group work, posing inquiry questions, analysing a situation and conducting discussions/debates)
• pre-teaching and above all pre-using in a meaningful context vocabulary including terminology and sets of phrases required to master the use of content concepts
• having learners use all four language skills in a variety of combinations (e.g. reading-listening, reading-writing, reading-speaking, listening-writing, etc.) for a variety of meaningful purposes
• having learners engage in exploratory dialogue (e.g. avoiding answers to questions that simply demonstrate knowledge and instead using knowledge for sustained discussion, and providing rich language scaffolding so learners can sustain dialogue)
• teaching learning skills specific to language (e.g. selective listening, asking for clarification, developing metalinguistic and metacognitive awareness, paraphrasing, dictionary skills)
• encouraging critical thinking about language (e.g. comparing languages, prompting students to use language more precisely, assessing progress in learning language)
• setting a language objective at the start of a lesson and discussing progress made in achieving it at the end of a lesson.
A sample language objective for a subject learning objective is provided in each course plan unit. The sample language objective also includes some of the academic language that learners need support in noticing, using and learning. This language is shown under the headings: (1) subject-specific vocabulary and terminology, (2) useful set(s) of phrases for dialogue/writing. Making this language clear to learners will help them to achieve both the subject content and language learning objectives.
Other language objectives can be created using, for example, the following words: analyse, categorise, choose, classify, compare, connect, contrast, copy, create, critique, define, describe, elaborate, evaluate, explain why, give examples, hypothesise, identify, justify, negotiate, predict, produce, propose alternative solutions, provide reasons why, redefine, reorganise, rephrase, retell, revise, rewrite, role-play, summarise, synthesise and write, use for different purposes, write in own words a definition of...and illustrate this.
Even though some of the language objectives could also be considered subject content objectives, the act of separating out content and language will help students to maintain a dual focus on both content and language. It will also help counterbalance the attention given to answers/solutions versus processes used to find answers/solutions. In particular, focusing on those processes will support the exact use of language and increased precision in thinking.
In a subject class the majority of learning objectives would be content focussed, yet at least one would be language focussed.
Medium term plans
|Chemistry Secondary Grade 10 |
|10.1A Group 15 - Nitrogen and phosphorus |
|Recommended prior knowledge |
|Almost all prior units have some relevance |
|Structure of the atom 2 (7.1B) |
|Patterns in chemical reactions (7.2B) |
|Patterns in chemical reactions 2 (9.1C) |
|Context |
| |
|Learners continue to develop their knowledge of systematic inorganic chemistry within the framework of the Periodic Table. They understand the chemistry of these important elements in the context of their structure and the trends |
|within the Periodic Table. They are approaching the end of systematic study of the elements and they will then have an overview of chemical behaviour underpinned by a sound understanding of its governing principles. The role of |
|nitrogen compounds in living systems and the effects of its compounds in the environment offer links with the biology curriculum. |
|Language objectives of chemistry in this unit |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful sets of phrases for dialogue/writing |
|learning objective | | | |
|Learners will: |Learners can: |nitrogen – cycle, compound, oxide |What happens when...? |
| | | |…there is an excess of nitrogen in rivers and |
|understand the effects of nitrogen compounds in the environment |use appropriate topic vocabulary correctly to ask and answer |nitrate, fertiliser, living systems, plant |streams? |
| |questions and to discuss the nitrogen cycle |growth, ammonia, nitrogen fixation, algal |…organisms die/deposit waste? |
| | |blooms, oxygen, excess, environment(al) | |
| | | |When there is an excess of nitrogen, … |
| | |remove, fix, break down, take up |When organisms die/deposit waste, … |
| | | | |
| | | |How… |
| | | |-are nitrates taken up/used by...? |
| | | |- do farmers use nitrogen compounds? |
|Outline |
| |
|Learners examine the structure of the nitrogen molecule and understand its lack of reactivity. They look at various nitrogen compounds as environmental pollutants and their positive benefits as fertilisers. A similar study of |
|phosphorus follows together with a comparative study of the two elements and their place in the Periodic Table. (NB the chemistry of ammonia is covered in this unit, but manufacture of ammonia is dealt with in unit 10.1C) |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- understand the structure of|(I) (f) Learners should find the number of outer shell electrons | | |
| |the nitrogen molecule |and draw the dots and crosses picture of the nitrogen molecule. | | |
| | | | | |
| | |(W) discuss the implications of the triple bond: great strength | | |
| | |leading to low reactivity |Perhaps this accounts for the high proportion of nitrogen | |
| | | |in the atmosphere? | |
| |- appreciate the position of |(G) (f) Learners should look at the position of nitrogen and | | |
| |nitrogen in the Periodic |phosphorus in the Periodic Table and use their knowledge of trends |Return to this at the end of the unit to discuss the | |
| |Table |within the table to predict the properties of nitrogen and |accuracy of the predictions. | |
| | |phosphorus. | | |
| | | | | |
| |- know and, where |(D) Demonstrate the preparation of ammonia and fill a number of gas| | |
| |appropriate, understand, the |jars to demonstrate the properties. | | |
| |preparation and reactions of | |There are many: ensure that solubility and alkalinity, | |
| |ammonia gas and solution |(D) Demonstrate the ‘fountain experiment’ |salt formation, reaction with hydrogen chloride, catalytic| |
| | | |oxidation and burning in pure oxygen are covered at a | |
| | |(G, I) Ask them to draw dots and crosses diagrams of ammonia and to|minimum | |
| | |model the molecule | | |
| | | |( Ammonia is toxic and very irritating to eyes and lungs. | |
| | | |Ensure that the preparation is carried out in a fume | |
| | | |cupboard and only covered jars are moved into the | |
| | | |laboratory. Wear eye protection. | |
| | | | | |
| | | |( Ammonia solution is corrosive. Learners should use only| |
| | | |dilute solutions and should wear eye protection. | |
| | | | | |
| |- understand the effects of |(W) Remind learners of the importance of nitrogen in living systems|Links with biology |Illustrated resource about the nitrogen |
| |nitrogen compounds in the |and as a vital factor in plant growth. Discuss the nitrogen cycle.| |cycle: |
| |environment | | |
| | |(G) Give learners statistics on crop yields with and without | |ience/add_ocr_pre_2011/chemicals/biocompound|
| | |nitrogenous fertilisers. Ask them to decide how important nitrogen| |srev4.shtml |
| | |compounds are to farmers. | | |
| | | | |Nitrogen cycle diagram: |
| | |(W) Discuss with learners what will happen to the excess of | |
| | |nitrogen compounds which are used on the land. Show video/ photos | |resource/view.php?id=1919 |
| | |of eutrophication and algal blooms in lakes etc. and what happens | | |
| | |when the algal blooms demand more oxygen than the water can supply.| |Eutrophication animation video: |
| | | | | |
| | | | | |
| | |(G) (f) Supply learners with various product labels and ask them to| |A useful summary of NOx and the environment:|
| | |comment on the nitrogen compound/ nitrate content. | |
| | | |Mineral water labels and other water analyses are |nvironment/nitrogen_oxide.htm |
| | |(G) Supply learners with data about nitrogen oxide (NOx) levels in |particularly useful. | |
| | |the atmosphere and ask them where they think it comes from. | | |
| | | | | |
| | |(W) Show them a video about NOx levels and exhaust pollution from |Particularly good if there is data about city and | |
| | |cars etc. |countryside levels. | |
| | | | | |
| | | | | |
| | | |Contribute to acid rain and respiratory problems. | |
| |- understand the structure of| (G) Learners should look at the number of outer electron which |The dots and crosses diagram may be too complicated |Useful background information at: |
| |phosphorus - the element and |phosphorus has. Explain that phosphorus is one of the elements | |
| |its allotropes |which has allotropes. Let learners make a model of the P4 molecule.| |m1298w.htm |
| | |This is present in white phosphorus: ask learners why they think it|Very strained structure: releases a lot of energy on | |
| | |is so reactive |combustion. |Animated phosphorus cycle at: |
| | | | |
| | | |Mention the other allotropes: red, scarlet, violet, black |ons/content/phosphorouscycle.html |
| | | |- without detail. | |
| |- know the products of | | |PowerPoint on the structure and chemistry of|
| |combustion of phosphorus |(D) Demonstrate the burning of white phosphorus (in a closed gas |Introduce briefly phosphoric acids and phosphates. |phosphorus: |
| | |jar). Dissolve the oxide and test with indicator. Ask learners | |
| | |what the product will be and what will form when it is dissolved in|( White phosphorus is very toxic and highly flammable. |4 |
| |test for phosphate ion |water. |Eye protection must be work and the products of combustion| |
| | | |must be confined to a closed vessel. | |
| | | | | |
| | | | | |
| |- know that there are |(W) Refer to the labels etc. from the previous lesson and ask | | |
| |phosphorus compounds in the |learners to identify phosphates. They should research the uses of | | |
| |environment and understand |phosphorus compounds. Mention phosphorus in the human body and its| | |
| |their origins. |role (refer back to unit 9.4B) | | |
| | | | | |
| |- know and understand the | | | |
| |effects of phosphorus |(W) Relate the effects of phosphorus on the environment to the | | |
| |compounds on the environment |effects of nitrogen in the previous lesson. | | |
| | | | | |
| | | | | |
| | | | | |
| |- be able to appreciate the |(G) (f) Learners should compare and contrast nitrogen and | | |
| |position of nitrogen and |phosphorus. They should look at their position in the Periodic | | |
| |phosphorus in the Periodic |Table and use their knowledge of trends in the table to test the | | |
| |Table |predictions they made in lesson 1. | | |
| | | | | |
| |- be able to balance the |(I or G) (f) Learners should draw up a chart or make a poster or a | | |
| |benefits and problems with |mind map which gives the advantages and disadvantages of using |These should be large enough for display. |Useful background information for a learner |
| |their compounds in the |nitrogen on phosphorus compounds, and how they enter the | |information sheet on nitrates and phosphates|
| |environment |environment. They should consider what damage they do and suggest | |in water: |
| | |ways of minimising environmental damage. | |
| | | | |ty/quality1/1-what-nitrate-and-phosphate-do.|
| | | | |htm |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.1B Oxidation and reduction |
|Recommended prior knowledge |
|Almost all prior units have some relevance |
|Burning in air - oxidation (7.4A) |
|Competition between metals 1 (8.1A) |
|Competition between metals 2 (8.1B) |
|The behaviour of electrons in atoms (8.2A) |
|Hydrogen and oxygen (8.2B) |
|Patterns in chemical reactions 2 (9.1C) |
|Context |
|Oxidation and reduction (redox) is one of the most important processes in chemistry and learners are introduced to the idea. They use it as a new lens through which to examine and understand chemistry with which they are already |
|familiar. It will be used as a theoretical framework to underpin much of the chemistry they will study in coming units and in the high school. |
|Language objectives for chemistry in this unit |
|Subject learning objectives |Language learning objectives |Subject-specific vocabulary and terminology |Useful sets of phrases for dialogues or writing |
|Learners can: |Learners can: |oxidise/oxidation, reduce/reduction, hydrogen |What is the difference between...? |
| | | | |
|recognise reduction as addition of hydrogen or removal of|ask and answer questions about reduction and oxidation |addition, removal, process, lose, gain, reverse, take |Oxidation is…whereas reduction is… |
|oxygen |and make oral/written comparisons between them |place | |
| | | |Oxidation / reduction takes place when… |
| | | | |
| | | |In the process of oxidation / reduction… |
| | | | |
| | | |X/Y is gained / lost when... |
|Outline |
| |
|This unit introduces redox reactions: a key concept in advanced chemistry. Learners are reminded of familiar oxidations and then helped to define oxidation and reduction in terms of oxygen and hydrogen. The concept is then widened|
|to cover redox in terms of electron transfer and the idea of ion-electron half equations is introduced. Finally, oxidation numbers, a very useful general concept, is introduced and learners will continue to develop their |
|understanding of writing substance formulae. In addition, they will learn to balance equations using the very widely applicable oxidation number approach. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- recognise oxidation as |(E and D) Repeat the burning of substances in oxygen first carried | |A useful supporting explanation: |
| |addition of oxygen or removal|out in unit 7.4A. | |
| |of hydrogen | | |efinitions.html |
| | |(I) (f) Ask learners to write balanced equations for these | | |
| |- recognise reduction as |reactions | | |
| |addition of hydrogen or | | | |
| |removal of oxygen |(W) (f) Remind them of the term ‘oxidation’. Ask them whether they|They will recognise that a chemical reaction needs to be | |
| | |know how to reverse the process. Tell them that the opposite |carried out and in some cases may be able to suggest an | |
| |- understand that the |process is known as ‘reduction’. Help them to understand that |appropriate one. | |
| |processes are interdependent |oxidation is gain of oxygen, reduction is loss of oxygen. |Make clear that this is an initial working definition. | |
| |and always take place | | | |
| |together. |(D) Demonstrate the reduction of copper oxide using hydrogen (see |It is oxidised. | |
| | |unit 8.4A). This ‘reverses oxidation’ - but what happens to the | | |
| | |hydrogen? | | |
| | | | | |
| | |(W) Ensure that learners understand that whenever oxidation takes |This is a crucial point and it is essential that learners | |
| | |place, there is reduction also - and the processes are inseparable.|understand it. | |
| | | | | |
| | |(W) Discuss the idea of oxygen and hydrogen as “chemical | | |
| | |opposites”. Define oxidation as gain of oxygen OR loss of hydrogen| | |
| | |and reduction as gain of hydrogen OR loss of oxygen. | | |
| | | | | |
| | |(G) (f) Give learners a range of reactions, starting with some | | |
| | |with which they are familiar and ask them to explain to each other | | |
| | |what is oxidised and what is reduced, explaining why in each case. | | |
| | | | | |
| |- understand that the |(G) Ask learners to draw dots and crosses diagrams of a few simple |Some simple hydrogen reductions could be included. | |
| |processes can also be defined|oxidations. What has been oxidised (why?) and what has been | | |
| |in terms of electron gain and|reduced (why?). What has happened to electron numbers during the |Learners will see that the oxidised species has lost | |
| |loss |reaction? |electrons and the reduced species has gained them. | |
| | | | | |
| |- be able to use the concept | |In English, the mnemonic “OILRIG” (Oxidation Is Loss, | |
| |to classify reactions |(W) Explain that the definition of oxidation and reduction can be |Reduction Is Gain”) is very useful. | |
| | |improved (expanded) by defining oxidation as a loss of electrons | | |
| | |and reduction as a gain. | | |
| | | |Introduce the terms ‘oxidising agent’ and ‘reducing | |
| | |(E and D) (f) Repeat some of the reactions encountered in unit |agent’. In your discussions, ensure that learners | |
| | |8.1A. Ask learners to write balanced ionic equations for them. |understand the meaning and can use the descriptions | |
| | |Ask them in terms of electron gain and loss what is being oxidised |confidently. | |
| | |and what is being reduced. | | |
| | | | | |
| |- understand that oxidation |(E) (f) Allow learners to repeat some of the displacement | |A good supporting explanation: |
| |and reduction occur in |reactions carried out in unit 8.1B. Ask them to write balanced | |
| |aqueous solution |ionic equations for the reactions. | |quations.html |
| | | | | |
| |- be able to identify and |(W) Introduce learners to the symbol for the electron) and ask them| |Balancing equations using the half equation |
| |write ion electron half |to show the electron losses and gains for the metals separately by |e- or as preferred |method: |
| |equations for oxidations and |equations. Explain that these are called ion-electron half | |
| |reductions |equations. | |stry/bal_equations_rules.html |
| | | |It would be possible to introduce equation balancing by | |
| | |(I) (f) Give as wide a range of examples for learners to write as |the use of ion-electron halves - or this might be delayed | |
| | |time permits. Use mini- whiteboards. |until the high school where it will be used more often. | |
| | | | | |
| |- understand the idea of |(W) Remind learners about elements near the middle of the periodic | | |
| |oxidation number and its use |table which form covalent bonds and do not fully lose or gain | | |
| |in compound names |electrons. | | |
| | | | | |
| | |(W) Explain the idea of oxidation number (and that some elements | | |
| | |can display several). Give learners a table of oxidation numbers, | | |
| | |starting with the fixed ones and including the most common | |A useful explanation: |
| | |oxidation number for elements which have a variable ON. Work | |
| | |through some examples to show that ONs balance in a compound. | |xidnstates.html |
| | | | | |
| | |(W) Show how known oxidation numbers can be used to calculate the | |A periodic table with oxidation numbers: |
| | |ON of elements whose ON may be unknown (e.g. S in H2SO4). | | |
| | | | | |
| | |(I) (f) Ask learners to assign oxidation numbers in a range of |Ensure that learners recognise that some ONs can be |A very good animation which explains the use|
| | |compounds, always ensuring that they add up to zero in a compound. |greater than 4. |of oxidation numbers in naming compounds: |
| | | | |
| | |(W) Explain that oxidation numbers are used in compound names to | |t.aspx?ID=GCH3204 |
| | |make sure that the correct one is specified. (E.g. sulfuric (VI) | | |
| | |acid and sulfuric (IV) acid, manganese (IV) oxide etc.) | |A detailed summary with some online test |
| | | | |problems: |
| | |(I) (f) Give learners examples to ‘code’ and ‘decode’ using | |
| | |mini-whiteboards. |Roman numerals - ensure that learners understand the |eview/bp/ch2/oxnumb.html |
| | | |convention. | |
| | | | | |
| | | | | |
| | | | | |
| | | |Formula from name, name from formula. | |
| |- be able to balance | (W) Explain the oxidation number method of balancing equations. |Define oxidation as an increase in oxidation number and |A good animation of the rules for assigning |
| |equations using the oxidation| |reduction as a decrease in oxidation number. |oxidation numbers: |
| |number method |(I) (f) Give learners many examples, familiar and unfamiliar. | |
| | | |( Potassium manganate (VII) is harmful and eye protection |t.aspx?ID=GCH7704 |
| | |(E) (f) Learners carry out oxidations using aqueous potassium |should be worn. | |
| |- understand the use of |manganate (VII) and potassium dichromate (VI). They should fully | | |
| |potassium manganate (VII) and|interpret their observations, noting colour changes, products and |( Potassium dichromate (VI) is very toxic. Eye protection| |
| |potassium dichromate (VI) as |what is oxidised and what is reduced. They should write ionic |and nitrile gloves should be worn. Ensure that spills are| |
| |oxidising agents. |equations for the reactions and then extract the ion-electron half |cleaned up and that they are not allowed to dry out and | |
| | |equations for the processes. |form dust. | |
| | | | | |
| | |When performing this task learners should: | | |
| | |- identify potential risks to work with necessary chemical | | |
| | |equipment and substances safely; | | |
| | |- collect qualitative and quantitative data and present the results| | |
| | |obtained in the form of table, demonstrating only visible changes; | | |
| | |- write a simple conclusion, using scientific language; | | |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.1C Important industrial chemicals |
|Recommended prior knowledge |
|Almost all prior units have some relevance |
|Simple chemical reactions (7.2A) |
|Chemicals from the earth (7.3B) |
|Competition between metals 2 (8.1B) |
|Reversible reactions (8.3B) |
|Non-metals and their compounds: Groups 16 and 17 (9.3B) |
|Context |
|This unit is the first of three which introduce the industrial extraction processes for a range of substances which are of great importance to a modern manufacturing economy. Learners will understand the chemistry of these |
|processes and examine them in the light of chemical principles previously studied. There are possible links to geography in terms of the occurrence of iron ore etc. There are many possible opportunities to visit industrial sites. |
|Language objectives of chemistry in this unit |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners can: |Learners can: |sulfuric acid, manufacture |Most / some / a small amount of / sulfuric acid is used for… |
| | | | |
|know the major industrial uses |describe orally and in writing how sulfuric acid is |phosphorus, fertilisers, chemical industry, paint, |x% of world production is used to manufacture/make… |
|of sulfuric acid |used |enamel, ink, paper, explosives, batteries | |
| | | |The fertiliser/chemical industry uses x% of world production. |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
| |
|Outline |
|The background to this unit is information on chemical extraction and manufacture in Kazakhstan. In this unit, three key processes are introduced: the manufacture of sulfuric acid, ammonia and iron and steel. There are three key |
|points: |
|(1) Emphasis on understanding the chemistry of these processes, especially in applying learners’ knowledge and understanding of equilibrium processes |
|(2) These are industrial processes and so it is appropriate to keep in mind the economics of production |
|(3) The processes studied should be presented as an integrated whole rather than three separate and unrelated units (though in principle they could be taught in any order). |
|Environmental considerations of major chemical manufacturing processes are studied. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- know about the major |(W) on the basis of previously learned material to acquaint |Oil and natural gas should not be included: these are | |
| |extraction and manufacturing |students with the main deposits of zinc compounds, iron, chromium, |covered in unit 10.3C | |
| |processes in Kazakhstan |steel on the territory of the Republic of Kazakhstan; | | |
| | |Show the practical application of knowledge in life; ask the | | |
| | |students to carry out projects, through which develops logical | | |
| | |thinking, worked through the ability to apply the methods of | | |
| | |comparison, he explains, draws conclusions, observes, raises | | |
| | |interest in science. | | |
| | | | | |
| |- know the process for the |(W) Show a video of a sulfuric acid plant. Discuss the raw |The contact process should be taught rather than the |The chemistry is usefully summarised at: |
| |manufacture of sulfuric acid |materials and their preparation/ purification and the production of|obsolete lead chamber process. |
| | |SO3. | |ia/contact.html |
| |- understand this process as | |Ask learners where the oxygen supply will come from. | |
| |an equilibrium and be able to|(G) Show the SO2 - SO3 reaction as an equilibrium and ask learners | |A good explanatory video: |
| |predict the effect on yield |to predict what conditions will favour a good yield of SO3. | |
| |of changing conditions | |They form chemical companies (they can choose a name, logo|ia/contact.html |
| | |(G) Remind learners that this is an industrial process which must |etc.) and discuss the most economical ways of producing | |
| | |be profitable: give them data sheets on the catalysts available, |sulfuric acid. They present their findings to the rest of|A very detailed video from the British RSC |
| | |their cost and efficiency, the cost of building chemical plants |the class and the ‘winner’ is the group which comes |(17:40 min): |
| | |etc. to operate at various pressures and other relevant information|nearest to the actual conditions in use in the industry. |
| | |(such as the costs of feedstock). Groups (of three or four) | |eature=related |
| | |discuss and balance the various costs to see who can produce | | |
| | |sulfuric acid cheapest. | |An interactive simulation of the process can|
| | | | |be purchased from: |
| | |When performing this task learners should: | |
| | |- Identify correct number of figures and corresponding units of SI | |lfuricAcidProduction/?site=au |
| | |If necessary, convert corresponding units of measure correctly | |(A free 7-day teacher trial is available) |
| | | | | |
| |- know the major industrial |(W) Learners should know the major uses of sulfuric acid (with |They can make a pie chart of the uses. |Some data (for the EC): |
| |uses |percentages). | |
| |of sulfuric acid | | |phuric_acid/1SulphuricAcidAP.htm |
| | | | | |
| |- understand the |(G) (f) Learners should consider the environmental effects of this | | |
| |environmental implications of|process. They might produce a poster or leaflet protesting against| | |
| |manufacture and the ways in |the building of a new plant on environmental grounds. | | |
| |which sulfuric acid plants | | | |
| |can minimise emissions. | | | |
| | | | | |
| | | | | |
| |- know the process for the |(W,G) (f) Remind learners of the reaction of nitrogen and hydrogen.|Teach the effects of equilibrium using fundamental |Useful basic information: |
| |manufacture of ammonia |Give them information about energy changes and ask them to predict |particle theory principles rather than Le Chatelier’s |
| | |good conditions to manufacture high yields of ammonia. |principle. |ia/haber.html |
| |- understand this process as | | | |
| |an equilibrium and be able to|(D) Show learners the formation of ammonia using three | |A quite useful video: |
| |predict the effect on yield |interconnected gas syringes. | | |
| |of changing conditions | | | |
| | |(W) Show learners the video (or otherwise) discuss the formation of| |A comprehensive BBC video: |
| | |ammonia, the reaction conditions, the source of the raw materials | |
| | |etc. Mention that the process is known as the Haber process. |Data sheets, flow diagrams etc. may be alternatives. |eature=results_video&playnext=1&list=PL47DE8|
| | | | |FAE50CAB1B1 |
| | | | | |
| | | | |A complete learner work book for this topic:|
| | | | |
| | | | |.pdf |
| | | | | |
| |- know the major industrial |(W) show learners the video of the uses of ammonia, refer back to | |Video on the uses of ammonia: |
| |uses |the uses of fertilisers in unit 10.1A | | |
| |of ammonia | | | |
| | |(G) (f) Learners might prepare and role play the manager of an | | |
| |- understand the |ammonia plant talking to environmentalists about the environmental | | |
| |environmental implications of|safety of the plant. | | |
| |manufacture and the ways in | | | |
| |which ammonia plants can | | | |
| |minimise emissions. | | | |
| | | | | |
| |- understand that reducing |(W, E) (f) Remind learners of the reactivity series established in |Use of a magnet. Ensure that learners recognise this as |Very good background information: |
| |iron ore with carbon produces|units 8.1A and B. Allow learners to heat a range of metal oxides |reduction. | |
| |iron |with carbon and establish the place of carbon in the series. In | | |
| | |the case of iron (III) oxide, ask learners how they can be sure | | |
| | |that iron is produced. | | |
| | | | | |
| | |(G) Ask learners to ‘brainstorm’ the uses of iron in the modern | | |
| | |world. |They might present this as a ‘spider diagram’. There is | |
| | | |no need to distinguish between iron and steel at this | |
| | | |stage. | |
| |- know how this is done on an|(W) Discuss with learners how this might be done on an industrial | | |
| |industrial scale |scale to produce the iron we need. Ask what the likely source of | | |
| | |the carbon needed is. | | |
| | | | | |
| | |(W) Using a video and other supporting material, explain the | |A very good video explaining the whole |
| | |extraction of iron in the blast furnace. | |process (a corporate video for an American |
| | | |It is important that learners understand the chemistry and|steel company): |
| | | |do not lose sight of the fact that this is essentially a | |
| | |(D) Demonstrate the brittleness of cast iron: show the learners the|simple reduction of iron (III) oxide by carbon | |
| |- understand that pure iron |crystalline structure of the fracture. | | |
| |is not useful and that most | |A microscope (perhaps linked to a computer and a | |
| |uses of iron involve alloys |(I) (f) Learners summarise the process using a worksheet such as |projector) will be useful here. |Learner assessment worksheet: |
| | |the one opposite. | |
| | | | |ryCode=6035282 |
| | | | | |
| |- steel making |(W) Refer to the poor strength of cast iron from the previous |Emphasise the chemistry - another oxidation. |The relevant portion of the above video: |
| | |lesson. This is due to a high proportion of dissolved carbon. | | |
| |-steel as an alloy of iron |Using a video, show how this can be reduced. | | |
| |and carbon | | |Basic Oxygen steelmaking: |
| | |(W) Refer back to previous work on alloys (unit 9.3C) and remind | | |
| |- stainless steels |learners that the properties of metals can be changed by alloying | | |
| | |them. Ask learners to suggest potential drawbacks of steel and | |Background information on stainless steel |
| | |explain that they can be changed by adding small amounts of other | |plus a useful video: |
| | |metals. One example is ‘stainless steel’. Use a video to show the| |
| | |manufacture and uses of stainless steel. | |.php |
| | | | | |
| | | | |A more detailed video (but it has Romanian |
| | | | |subtitles): |
| | |(I) (f) Use a plenary ‘game’ (e.g. the stainless steel card sort | |
| | |opposite) or an iron-making sequencing exercise or diagram | |eature=results_video&playnext=1&list=PL8C5EB|
| | |labelling exercise to revise and assess learners’ understanding. | |30B194C10F2 |
| |- make calculations on | | | |
| |reaction product yield based | | |Stainless steel card-sort exercise: |
| |on theoretical yield and | | |
| |calculate reaction product, | | |-of-steel-cardsort-6046423/ |
| |if one of the reactants | | |(registration necessary) |
| |contains impurities | | | |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.2A Electricity and chemicals |
|Recommended prior knowledge |
|Almost all prior units have some relevance |
|Water as a solvent (6.2B) |
|Structure of the atom (7.1B) |
|Solutions and solubility (7.3C) |
|Competition between metals 2 (8.1B) |
|Dissolving and solutions (9.2A) |
|Oxidation and reduction (10.1B) |
|Context |
| |
|Learners have knowledge and understanding of the behaviour of ionic compounds in solution and oxidation and reduction in terms of electron gain and loss. In this unit, the effects of electric current on ions in solution and in a |
|melt are studied, along with some important industrial processes which use electrolysis. |
|Language objectives of chemistry in this unit |
| |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners can: |Learners can: |anode, cathode, (electro)plate, electrolysis, current,|When an ionic compound is dissolved in water it… |
| | |cells, product, samples, ignition, ions | |
|examine what happens when an electric current is |draw conclusions from evidence, orally or in writing | |When a current is passed through the solution, X happens. |
|passed through a solution containing ions | |predict, pass through | |
| | | |X happened so Y must be / can’t be Z. |
| | | | |
| | | |We predicted X, but Y happened. |
| | | | |
| | | |This result means that when… |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
|Outline |
|This unit begins with a treatment of the conductivity of molten ionic compounds and then extends it to the more complex case of ionic compounds in solution, concentrating on the theoretical principles which govern the observed |
|behaviours. A number of important specific electrolysis processes are then considered. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- revise ionic compounds and |(I) (f) Quick-fire revision of ionic compounds and ionisation in | |Resource materials for the electrolysis of |
| |their behaviour in solution |solutions. | |melts: |
| | | | |
| | |(W) Remind learners that metals conduct electricity: what about |Not when solid. What about when melted or dissolved? |apter13.html |
| |- understand the behaviour of|other substances? | | |
| |ions in a melt | |This is a safer alternative than the commonly-used lead |Useful video on the electrolysis of melts: |
| | |(D) Demonstrate the electrolysis of molten zinc chloride. Ask the |bromide. |
| | |learners to explain what they see and suggest what the products | |ectrolysis-of-melt.html |
| | |might be. Test for chlorine. |( Chlorine is evolved at the anode: this must be carried | |
| |- understand the reactions at| |out in a fume cupboard. |Instructions for an interesting |
| |electrodes in terms of | | |demonstration of ionic migration: |
| |oxidation and reduction |(W, G) Ask learners to write equations for the electrode processes.| |
| | |Their explanations should include oxidation and reduction at the | |July/ExhibitionChemistry.asp |
| | |electrodes and the mobility of ions in the melt. | | |
| | | | | |
| | |(E) (f) Learners observe the migration of ions in aqueous solution.| | |
| | |They should note and carefully explain their observations, writing |Cover a microscope slide with wet filter paper. Connect | |
| | |electrode equations where possible. |it using crocodile clips and place various crystals of | |
| | | |water soluble coloured compounds on the paper. | |
| | |(I) (f) Ask learners to predict observations, with reasons, for | | |
| | |substances not tested. |( Choose compounds carefully and observe the relevant | |
| | | |safety precautions. | |
| | | | | |
| |- examine what happens when |(E) Learners carry out electrolysis of simple solutions. - (W) |Cells are made from short lengths of wide glass tubing |Use simple solution electrolysis cells: |
| |an electric current is passed|Revise tests for gases - (E) Learners identify products and draw up|with a 2-hole stopper and carbon rods. Gas samples can be|[pic] |
| |through a solution containing|a chart of results. |collected in ignition tubes. A piece of insulating | |
| |ions | |material is recommended between the crocodile clips. | |
| | |When performing this task learners should: | | |
| |- understand and predict |- identify potential risks of this work to work safely with |The presence of H+ and OH- ions gives a ‘choice’ of ions | |
| |electrode products in |chemical substances, glass ware, electrical equipment when heating |to discharge. | |
| |electrolysis |and processing materials; | | |
| | |- select and use equipment safely and accurately; |This should be in terms of the position of the dissolved | |
| | |- make a hypothesis on the results of this experiment; |positive ion being above or below hydrogen in the | |
| | |- collect qualitative data accuratelly; |reactivity series. | |
| | |- write a simple conclusion, using scientific language and | | |
| | |highlighting how the data support or dispose the hypothesis stated;| | |
| | | | | |
| | | | | |
| | |(G) (f) Ask learners why they think the electrode products for | | |
| | |compounds in solution are more complicated than for melts. Ask | | |
| | |learners to generalise their results and synthesise a ‘rule’ for | | |
| | |the products at the cathode and at the anode. | | |
| | | | | |
| |- understand the electrolysis|(D) Ask learners what they think will happen if a current is passed| | |
| |of ‘water’ and its potential |through water. Show them that water does not conduct and explain | | |
| |importance as a source of |that adding a little dilute sulfuric acid will help the water | | |
| |hydrogen fuels |conduct without changing the products. | | |
| | | | | |
| | |(D) Demonstrate the electrolysis of water and collect samples of | | |
| | |the gases evolved. Show that they are in the ratio 2:1 and test |If time permits, learners can identify the products by | |
| | |them to show that they are hydrogen and oxygen. |using the apparatus above to collect small samples of the | |
| | | |gases discharged themselves. | |
| | |(W, G) Point out that this process could be used to produce large | | |
| | |amounts of hydrogen as a fuel. Ask learners to discuss the | | |
| | |benefits of hydrogen as a fuel and any possible drawbacks. | | |
| | | |How will the required electricity be generated? | |
| | | | | |
| |- understand the use of |(W) Ask learners what they saw when they electrolysed copper | | |
| |electrolysis for |sulfate solution using carbon electrodes. Could they use this | | |
| |electroplating |process to coat an object with copper? What would happen when all | | |
| | |the copper in the copper sulfate solution was used up? | | |
| | | | | |
| | |(E) Learners electrolyse copper sulfate solution with copper | | |
| | |electrodes. Weigh the electrodes before and after and show that | | |
| | |the anode loses the same mass as the cathode gains. |Careful washing and drying is needed so as not to | |
| | | |remove/lose any of the deposited copper. | |
| | |(W) Tell learners that copper is another important mineral where | |Background material at: |
| | |electrolysis plays a vital part. There are three main steps: |( Copper sulfate is harmful. Eye protection must be worn |
| | |mining, crushing and concentrating the ore, reducing it to copper |and hands must be washed after the experiment. |tml |
| |-understand the role of |using carbon, and purifying the copper using a version of the | | |
| |electrolysis in the |process they tried in the previous lesson. Videos will show this | |An interactive resource on copper |
| |commercial production of |well. | |production: |
| |copper | | |
| | | | |cu.asp |
| | | | | |
| | | | | |
| |- be able to use electrolysis|(E) Learners copper and/ or nickel plate a metal object |( Copper sulfate is harmful. Eye protection must be worn |A large resource of all kinds of education |
| |to copper or nickel plate an | |and hands must be washed after the experiment. |materials concerning aluminium production, |
| |object | | |recycling and uses at: |
| | | |Nickel plating solution can be made by mixing equal | |
| | | |volumes of 0.2 mol dm-3 nickel sulfate solution and 0.4 | |
| | | |mol dm-3 ammonium sulfate solution. |A good learners workbook on the manufacture |
| | | | |of aluminium: |
| | | |( Nickel sulfate is harmful. Eye protection should be |
| | | |worn. |ore.pdf |
| | | | |(Also includes equally useful sections on |
| | | |Not in solution - perhaps in a melt? |iron and copper) |
| |- know and understand the |(W) (f) Ask learners to remind you how common aluminium compounds | | |
| |chemistry of the manufacture |are in the earth’s crust - and how high aluminium is in the | |Video of aluminium production in Kazakhstan |
| |of aluminium |reactivity series. Would chemical reduction be a good way to | | |
| | |produce aluminium? What about electrolysis? | | |
| | | | |Video animation of aluminium production: |
| | |(W) Use one of the videos opposite to show the production of | | |
| | |aluminium. | | |
| | | | | |
| |- know and understand the |(D) Show learners the simple electrolysis of sodium chloride |A single electrolysis process produces hydrogen, chlorine |An interesting and unusual version of the |
| |chemistry of the manufacture |solution and ask them how to identify the products. What will be |and sodium hydroxide. |demonstration: |
| |of chlorine and sodium |left over when all the chlorine has been discharged? (Ask learners | |
| |hydroxide |to write the half equations). |( Chlorine is toxic. Eye protection should be worn and |chemistry/colourful-electrolysis |
| | | |the experiment should take place in a fume cupboard. | |
| | | | |BBC resource on brine electrolysis |
| | |(W) All the products of this electrolysis are commercially |The modern diaphragm cell is used: the mercury cell |(”chlor-alkali”): |
| | |important chemicals and the process can be used industrially. |released very toxic mercury into the environment and is no|
| | | |longer used. |ience/add_aqa_pre_2011/ions/electrolysisrev4|
| | |(W) Ask learners how large quantities of sodium chloride can be | |.shtml |
| | |obtained: tell them about brine pumping if they are not familiar | | |
| | |with it. Discuss the principles of the electrolysis with the | |Very useful revision/assessment materials |
| | |learners, concentrating on electrode reactions and their | |from the BBC: |
| | |explanation, and on equations for the process. | |
| | | | |ience/aqa_pre_2011/rocks/metalsrev1.shtml |
| | |(W, G, I) Various engaging activities for assessment purposes. | | |
| |- understand general | | |(1) |
| |principles of industrial |(1) Electrolysis loop game opposite. | |
| |production of important | | |ryCode=6091810 |
| |chemicals and the chemical |(2) Extracting metals flash cards opposite | | |
| |principles on which they are | | |(2) |
| |based. |(3) Copper extraction sort cards | |
| | | | |cting-Metals-Flash-Cards-6108491/ |
| | |(4) Electrolysis loop game | | |
| | | | |(3) |
| | | | |
| | | | |r-Extraction-Card-Sort-Starter-Plenary-60681|
| | | | |83/ |
| | | | | |
| | | | |(4) |
| | | | |
| | | | |rolysis-6178989/ |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.2B The transition elements |
|Recommended prior knowledge |
|Almost all prior units have some relevance |
|The structure of the atom 2 (7.1B) |
|Patterns in chemical reactions (7.2B) |
|Competition between metals 1 (8.1A) |
|Competition between metals 2 (8.1B) |
|Patterns in chemical reactions 2 (9.1C) |
|Metals and alloys (9.2C) |
|Oxidation and reduction (10.1B) |
|Electricity and chemicals (10.2A) |
|Context |
|This unit completes the systematic study of the Periodic Table, underpinned by understandings of structure and bonding. Whilst it is not developed further at this level, it lays the foundations for further study in the high school.|
|Language objectives of chemistry in this unit |
| |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners can: |Learners can: |transition metal |X is more / less ductile / lustrous / flexible than Y. |
| | | | |
|recognise the transition metals as ‘typical metals’ |compare properties of transition metals, and compare |lustre / lustrous, ductility / ductile, flexibility / |X is not as … as Y. |
| |transition metals with other groups |flexible, conductivity / conductive, magnetic / | |
| | |magnetism |The transition metals are more / less… than other groups. |
| | | | |
| | |wires, foils, response, properties |A typical metal will… |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
|Outline |
|In this unit learners are introduced to the transition metals, a block of very similar elements. They recognise them as ‘typical’ metals and learn their two main characteristics: the formation of coloured compounds and their |
|catalytic activity. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- recognise the transition |(W) (f) Ask learners to locate the transition elements on their |It will help to ‘capture’ this so that it can be discussed|A very good animated activity from the BBC: |
| |metals as ‘typical metals’ |periodic table. Using a ‘spider diagram’ on the board, gather all |further at the end of the topic. |
| | |their knowledge ideas which they have acquired to date. | |ience/edexcel_pre_2011/patterns/transitionme|
| | | | |talsact.shtml |
| | |(E) Give learners samples of as many transition element foils or | | |
| | |wires as possible. Ask them to draw up a table and note their | |A transition metals jigsaw (registration |
| | |properties: lustre, flexibility/ductility, conductivity of heat and|Nickel, copper and iron at a minimum |required): |
| | |electricity, response to magnetism, effects of hot and cold water | |
| | |and dilute acid. Ask them to draw comparisons between the other |Learners see how much they will flex and bend without |ryCode=6067740 |
| | |groups in the periodic table which they have studied. How are they|breaking | |
| | |similar? How are they different? | | |
| | | |Teach the words ‘malleable’ and ‘ductile’ | |
| | |(I or G) Allow learners to explore other transition metals via the | | |
| | |interactive online periodic tables used previously. | | |
| | | | | |
| | |(W) What is different about the transition metals from other groups| | |
| | |studied? | | |
| | | | | |
| | | | | |
| | | | | |
| | | |They have little or no changes of properties down the | |
| | | |group, very little difference between adjacent members in | |
| | | |each period - they are all very similar. | |
| | | | | |
| |- recognise that transition |(D) Catalysis demonstrations: | |Instructions for the traffic light reaction:|
| |metals are good catalysts and|(1) Platinised kaowool igniting hydrogen at room temperature |( Ammonia is toxic. Eye protection should be worn |
| |know some examples |(2) Platinum wire catalysing the decomposition of ammonia gas | |July/Exhibitionchemistry.asp |
| | |(3) Various transition metal compounds (particularly manganese (IV)|( Hydrogen is extremely flammable. Eye protection should | |
| | |oxide) catalysing the decomposition of hydrogen peroxide |be worn |A transition metals learners game sheet with|
| | |(4) The traffic light reaction (oxidation of potassium sodium | |a cryptic code to solve and a word search |
| | |2,3-dihydroxybutanedioate by hydrogen peroxide, catalysed by cobalt|( Hydrogen peroxide is harmful. Eye protection should be |(registration required): |
| | |chloride) |worn |
| | | | |ition-metal-wordsearch-6027403/ |
| | | |( Cobalt chloride is toxic. Eye protection should be worn| |
| | |(5) The decomposition of potassium chlorate (V) using various | | |
| | |transition metal oxides (comparison of activity) |Copper (II) oxide, manganese (IV) oxide, iron (III) oxide | |
| | | | | |
| | |When performing this task learners should: |( Transition metal oxides are variously harmful or toxic. | |
| | |- write a conclusion, based on evidences and show how experimental |Take appropriate precautions and wear eye protection. | |
| | |data obtained prove it | | |
| | | | | |
| | |(W) Discuss catalysed reactions with the class, noting the wide | | |
| | |range of catalytic activity shown by the transition metals and the | | |
| | |fact that catalysts tend to be specific to particular reactions. | | |
| | | | | |
| |- know that transition metals|(E) Provide learners with as many transition metal carbonates as |Sodium carbonate should be provided for comparison. They |A useful transition metals learner revision |
| |form coloured compounds and |possible. They should add dilute hydrochloric acid to a very |should write balanced (ionic) equations wherever possible.|worksheet (registration required): |
| |recognise compounds of the |small sample and record their results. They should then add dilute|Help learners to see that formation of coloured compounds |
| |common transition elements by|ammonia solution carefully until it is in excess and record all |is virtually unique to transition metals. |ition-Metals-Worksheet-6074304/ |
| |their colour. |further changes. They should try heating small samples of the | | |
| | |solids strongly in an ignition tube and record their results. | |A webquest which revises all metals: |
| | | | |(registration required): |
| | |When performing this research learners should: | |
| | |- identify potential risks to work safely with chemical equipment | |s-Webquest-6009911/ |
| | |and substances; | | |
| | |- perform a multistage experiment following written and oral | | |
| | |instructions; | | |
| | |- select an appropriate method to represent the results; | | |
| | |- write a simple report on the experiment, including the method | | |
| | |used, equipment, results and conclusion; | | |
| | | | | |
| | |(D, I or G) Show learners closed samples of as many transition | | |
| | |metal compounds as possible. They should record the colours and | | |
| | |compare them with their list from the previous experiment and | | |
| | |should them make a table of the colours of the common compounds of | | |
| | |the transition elements. | | |
| | | | | |
| | |(G) (f) Ask learners to prepare posters or brochures about the | | |
| | |properties of the transition elements. | | |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.2C Limestone and carbonates |
|Recommended prior knowledge |
| |
|Almost all prior units have some relevance. |
|Carbon compounds (6.2C) |
|Rocks and the rock cycle (7.3A) |
|Chemicals from the earth (7.3B Introduction to carbon and its inorganic compounds (7.4C)) |
|Carbon and its compounds (8.4B) |
|Context |
| |
|This unit completes the ‘inorganic carbon’ thread of the course by looking at the many uses of limestone etc. and hardness in water. There are possible links with geography and ‘limestone scenery’ and the possibility of visits if |
|limestone occurs relatively close at hand. |
|Language objectives of chemistry in this unit |
| |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners can: |Learners can: |calcium/magnesium/ ions, soap solution, sodium |Hard water causes a build-up of… |
| | |carbonate, soft/hard water, minerals | |
|understand the effects of hard water and how to remove|draw conclusions about the effects of hard water on | |When temporary hard water is boiled, calcium/magnesium carbonate is|
|hardness |homes and industry, and explain orally how to remove |temporary, permanent, properties, response, remove, |deposited/builds up on… |
| |hardness |chemical process, build up, deposit, dissolve, | |
| | |add/addition |Hardness is removed by…-ing |
| | | | |
| | | |X can be removed by the addition of Y. |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
| |
|Outline |
| |
|This unit looks in detail at limestone and other naturally occurring carbonates. Causes, effects and removal of hardness in water are considered before moving to the limestone cycle and the study of a series of inter-related |
|compounds. Uses of limestone and its derivatives are examined and the whole unit is assessed by means of a number of active learning ‘games’. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- recognise and understand |(W) (f) Ask learners to describe the rock cycle and the formation | |Water hardness video: |
| |that calcium carbonate occurs|of sedimentary rocks. Tell them that if limestone undergoes a | | |
| |extensively in nature in a |metamorphic phase, it will crystallise to form marble. | | |
| |variety of chemically | | |Testing for water hardness: |
| |identical forms and that |(D, I) Allow learners to handle unpackaged samples of limestone, | | |
| |other carbonates also occur |several types of marble and a single crystal of calcite. |Make it clear that, chemically, all these are calcium | |
| |naturally |Demonstrate the birefringence of calcite. Ask learners to draw up |carbonate. | |
| | |a comparison chart. Ask them if they can account for the colours of| | |
| | |marble. Mention that magnesium carbonate also occurs naturally, as| | |
| | |does copper carbonate - the mineral malachite. |Transition metal compounds as impurities - refer to the | |
| | | |previous unit | |
| |- understand how naturally |(E) Allow learners to react calcium carbonate with a dilute acid |In the range of mountains called ‘The Dolomites’ - and | |
| |occurring acid in rain |and ask them to explain what happens. |hence, is called ‘dolomite’ | |
| |dissolve calcium (and | | | |
| |magnesium) compounds into the|When performing this task learners should: |( Dilute acids are corrosive. Eye protection should be | |
| |water supply |- identify potential risks to work safely with chemical equipment |worn. | |
| | |and substances; | | |
| | |- make observations using all sensory organs and necessary |They will talk about sulfur compounds in the atmosphere: | |
| | |equipment; |remind them that carbon dioxide dissolved in rain will | |
| | |- write a simple report on the experiment, including the method |make it acidic. | |
| | |used, equipment, results and conclusion; | | |
| | | |Show pictures of (or visit) an area of ‘limestone | |
| | |(W) Ask learners how natural rainfall becomes acidic. Ask them |scenery’. | |
| | |what will happen when this rain falls on parts of the country where| | |
| | |there is limestone. | | |
| | | | | |
| | |Calcium (and/or magnesium) compounds will dissolve into the water, | | |
| | |leaving an eroded landscape. Learners should write a balanced | | |
| | |equation for the production of the Ca+ and HCO3- ions in water. | | |
| | |Mention that some areas have calcium sulfate which will also | | |
| | |dissolve slightly in water. | | |
| | | | | |
| |- understand the effects of |(E) Ask learners whether they know what effect the dissolved | |A very long and detailed video on water |
| |hard water and how to remove |calcium ions have on water. Allow them to drip soap solution into | |hardness with many learner test questions |
| |hardness |temporary and permanent hard and soft water samples. Allow them to| |(1h:09m:43s): |
| | |boil hard and soft water and observe the results. (Testing with |When learners have seen that there are two types of hard | |
| | |soap solution to see whether the hardness has been removed). |water, explain permanent and temporary hardness. | |
| | | | |A shorter version of the above (9m:00s): |
| | | | | |
| | |(W) Tell learners that hardness can be removed by any chemical | | |
| | |process which removes the dissolved calcium, magnesium or iron | | |
| | |ions. | | |
| | |Temporary hardness is removed by boiling. Both types are removed | | |
| | |by the addition of sodium carbonate. Ask learners to write the | | |
| | |equation and explain how this works. Mention ion exchange resins | | |
| | |and phosphate-based methods without detail. | | |
| | | | | |
| | |(G) (f) Ask learners to summarise the direct effects of hardness on| | |
| | |water and the implications in the home and in industry. | | |
| | | | | |
| |- know and understand that |(W) Limestone has been used as building stone, to make mortars and |The common names suggest that they have been known since | |
| |limestone has been extracted |on the land since early times. |before chemistry was formalised. | |
| |for millennia | | | |
| | | | | |
| |- know and understand its | | | |
| |conversion into ‘quicklime’ |(E) Learners should heat a piece of limestone very strongly for |The limestone can be held in a loop of nichrome wire. | |
| |and ‘slaked lime’ |some minutes. They show that it loses mass. Add drops of water | |Useful PowerPoint to support this session |
| | |and note the reaction. Add a piece of the heated limestone to |( Calcium oxide is corrosive. Eye protection should be |with additional learner activities |
| | |water in a test tube, leave for a while and filter. When they blow|worn |(registration needed): |
| | |into the filtrate, it turns cloudy. | |
| | | |Ask learners to remind you about the test for carbon |happens-to-limestone-6152433/ |
| | |(E) Learners should be allowed to blow (or otherwise pass carbon |dioxide. | |
| | |dioxide) into limewater for a prolonged period to see that the | | |
| | |cloudy precipitate will re-dissolve. | | |
| | | |( Eye protection should be worn | |
| | |(I) (f) learners should construct a web diagram of the interactions| | |
| | |between limestone, lime (quicklime), slaked lime and carbon dioxide|Learners should be introduced to the common names for | |
| | |showing the chemistry and the routes for inter-conversion. |these substances | |
| | | | | |
| |- will know and understand |(E) Learners add calcium carbonate powder to a dilute acid to show |( Hydrochloric acid is corrosive. Eye protection should |BBC Video on limestone and its uses: |
| |the chemistry of its major |that it will neutralise it. Extend this idea to the use of ‘lime’ |be worn. | |
| |uses |to neutralise acid soils. | | |
| | | | | |
| |- will know its use to make |(E) Learners make a sample of lime mortar (1 part calcium hydroxide| | |
| |mortar and cement |to 4 parts sand) and allow it to set over a period of days. |( Calcium hydroxide and cement are corrosive; the powders | |
| | |Explain the chemistry (absorption of carbon dioxide from the |irritate the respiratory system and skin. Eye protection | |
| |- will recall its use in iron|atmosphere). |must be worn, nitrile gloves should be worn and care | |
| |making | |should be taken not to cause unnecessary dust. | |
| | |(W) Explain the manufacture of cement | | |
| | | |Lime mortar has been used since the times of the Roman | |
| | |(E) Learners make a cement mortar (1 part cement to 5 parts sand) |Empire. Cement mortars have been used since the 19th | |
| | |and allow it to set over a period of hours. |century. | |
| | | | | |
| | |(W) Remind learners of the use of limestone in iron making, glass | | |
| | |making and to neutralise excess acids in many industrial processes.| | |
| | | | | |
| | |(I or G) (f) Learners use a limestone cycle card sort (example | | |
| | |opposite) or play “Limestone bingo” or Limestone “Who wants to be a| | |
| | |millionaire?” (based on a popular UK television game show). | | |
| | | | | |
| | | | | |
| | |When performing this research learners should: | | |
| | |- plan the research; | |PowerPoint with revision material and a |
| | |- evaluate validity and actuality of scientific information from | |number of learner activities (registration |
| | |scientific articles, advertisement, or stories from Mass Media; | |needed): |
| | |-identify questions, arisen during the research, which needs | |
| | |further consideration; | |of-Limestone-lesson-powerpoint-with-quiz-604|
| | |- prepare a report, which logically, in an orderly way, accurately | |0528/ |
| | |and to necessary extent reveals the point of the research so it is | | |
| | |clear even for the person who does not have any relation to the | |“Limestone bingo” (registration required): |
| | |work; | |
| | | | |tone-Bingo-6131729/ |
| | | | | |
| | | | |“Who wants to be a millionaire” |
| | | | |(registration required): |
| | | | |
| | | | |tone-Millionaire-PowerPoint-6046274/ |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.3A : Introduction to organic chemistry |
|Recommended prior knowledge |
| |
|Carbon compounds 1 (6.3C) |
|The behaviour of electrons in atoms (8.2A) |
|Carbon and its compounds (8.4B) |
|Structure of compounds (9.1B) |
|Context |
| |
|The secondary school course ends with a block of units introducing organic chemistry and some elementary systematic organic chemistry. The basis is laid for a much more detailed understanding of the chemistry of carbon compounds in|
|the high school. There is strong national relevance as Kazakhstan has a large petrochemicals industry. |
|Language objectives of chemistry in this unit |
| |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners can: |Learners can: |electronic structure, carbon, covalent bonds, organic |The carbon atom consists of / is made up of… |
| | |compounds, electrons, outer shell, nucleus | |
|understand the electronic structure of the carbon atom|explain to others, and answer questions about, the | |There are X/Y electrons in a carbon atom / the outer shell. |
|and its implications for compound formation |electronic structure of the carbon atom |form, structure, made up of, consists of | |
| | | |It can form X bonds / covalent bonds. |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
| |
|Outline |
| |
|This unit provides an introduction to the language of organic chemistry. The tetrahedral configuration of carbon atoms leads to chain formation, homologous series, structure diagrams and basic IUPAC nomenclature. It provides the |
|framework of understanding requires for the next group of organic chemistry units. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- understand the electronic |(I) (f) Using mini-whiteboards, learners revise the electronic |It is NOT intended that orbital hybridisation should be |Sets of molecular models (one per group) are|
| |structure of the carbon atom |structure of carbon, the number of bonds which it is able to form |taught at this level: this is for the high school. |virtually essential for these units: simply |
| |and its implications for |and the covalent nature of those bonds. | |showing learners ready-made models will not |
| |compound formation | | |promote a good understanding. |
| | | | | |
| | |(W) Introduce the idea that many compounds are essential to living |You may mention the ‘vital force’ theory and the things |A wide range of introductory PowerPoint |
| | |organisms - hence the general description of “organic’ compound. |which distinguish organic compounds from the inorganic |resources at: |
| | | |compounds learners have met previously. |
| | | | |ic-chemistry |
| | | | |(also useful for later units) |
| |- organic compounds in three |(W, E, I) Discuss with learners that the bonds consist of negative |Use molecular model kits if available otherwise | |
| |dimensions |electrons and so the bonds will tend to repel each other. Ask |polystyrene spheres (or plasticene) and toothpicks. | |
| | |learners what configuration they will adopt. Allow them to model | | |
| | |it using any convenient system. It is important that they model it| | |
| | |themselves rather than simply see a model. | | |
| | | | | |
| | |(W) Discuss the problems of representing this on paper and show | | |
| | |them various ways of doing it. Discuss the advantages and |At this stage, do not go beyond the configuration at a | |
| | |shortcomings of each. |single carbon atom. |A very useful resource on this topic: |
| | | | |
| | | | |ons/draw.html |
| | | | | |
| |- understand carbon’s ability|(W) Introduce the unique property of carbon - its ability to form | |A very useful PowerPoint introduction: |
| |to form chains and the |stable bonds with itself. | |
| |implications of this for the | | |gorgpps.pps |
| |diversity of organic |(W, G) Allow learners to explore the implications of chain |Allow branches and cyclic compounds, but do not introduce | |
| |compounds |formation using models. Explain that in the simplest compounds, |these at this stage if learners do not build or draw them.| |
| | |other bonds are to hydrogen. They should discuss with other | | |
| | |learners whether the compounds meet the ‘rules’. They should also | | |
| | |represent those which do on paper. | | |
| | | | | |
| |- understand the formation of|(I or G) Ask learners to draw the first four compounds in a series | |A useful video on homologous series: |
| |homologous series |where the only other element is hydrogen (methane - butane). They | | |
| | |should also write the formulae. Ask them whether they think the | |A short, simple video (uses American |
| | |compounds will be very different in chemistry. | |pronunciation): |
| | | | | |
| | |(W) Explain that such series of related compounds are known as | | |
| | |‘homologous series’. Ask learners how each member of the series | | |
| | |differs from the previous one. Ask learners if they can see a | | |
| | |general formula which represents all possible members of the | | |
| | |series. Ask them to write formulae for much lager compounds using | | |
| | |the general formula. Given the huge number of possible compounds, | | |
| | |is organic chemistry very complicated? - No, because all the | | |
| | |members of one homologous series have very much the same |e.g. “what would the formula be for the eighth member of | |
| | |properties, which allows the chemistry to be very systematic. |the series? The fifteenth? The twenty-seventh? etc.” | |
| | | | | |
| | | | | |
| |- understand the potential to|(W, I or G) Return to butane. Using models, can learners see any |Conformational (geometrical and optical) and functional | |
| |form isomers |alternative arrangements of carbon atoms? Learners count the |isomerism should be left for the high school. | |
| | |hydrogen atoms and see that the formula is the same. Ask them to | | |
| |- be able to identify and |do the same for pentane (and perhaps, hexane). | | |
| |draw the structure of isomers| | | |
| |of simple compounds |(W) Explain that such compounds with the same name and different | | |
| | |structures are known as ‘isomers’. Raise, but do not yet answer |They may care to know that C20H42 has 366,319 isomers! | |
| | |the issue of how to deal with possible confusion in the compound | | |
| | |names. | | |
| | | | | |
| |-understand the concept of | (W, I or G) Introduce the possibility of elements other than |Possibly confine this to chlorine, alcohols, alkenes, |Thorough introduction to IUPAC names for |
| |functional groups and apply |hydrogen in the compounds. Ask learners to draw structures. Remind|acids? |alkanes (14m:38s): |
| |it to a range of simple |them (in carefully chosen examples) to draw the isomers. | | |
| |classes of compounds | |Help learners to see that as more elements are present, | |
| | | |the number of possible isomers increases. |Next in the above series, covers branching |
| |- understand and be able to | | |and substituents (14m:31s) |
| |use the IUPAC system of | | | |
| |nomenclature |(W) Return to the matter of unique names for isomers with the same | | |
| | |formula. Allowing learners to work with many examples, teach | | |
| | |enough of the IUPAC system to allow learners to name the compounds | | |
| | |they will encounter at this level. | | |
| | | | | |
| | |(G) (f) Learners work in pairs taking it in turn to name a compound| | |
| | |which the other has drawn, or draw a compound which the other has | | |
| | |named. | | |
| | | | | |
| | |(f) Assessment and reinforcement can be continued using many | | |
| | |‘games’ e.g. “organic dominoes” etc. | | |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.3B Hydrocarbons |
|Recommended prior knowledge |
| |
|Carbon compounds 1 (6.3C) |
|The behaviour of electrons in atoms (8.2A) |
|Carbon and its compounds (8.4B) |
|Structure of compounds (9.1B) |
|Introduction to organic chemistry (10.3A) |
|Context |
|This unit builds on the general chemistry studied earlier in the course and specifically, it develops the ideas met in unit 10.3A. Learners look at alkanes and alkenes, forming the foundation for the study of the remaining four |
|units in the course. They also study a number of reactions which are of importance in the petrochemical industry, suggesting cross-curricular links to geography and the possibility of visits to chemical plants. |
|Language objectives of chemistry in this unit |
| |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners can: |Learners can: |alkanes, hydrocarbon, saturated, unsaturated, |Alkanes are/contain X only. |
| | |(thermal) cracking, addition, viscosity, flammability,| |
|understand the structure of alkanes and that they are |define and state the properties of alkanes |isomers, boiling point, carbon, hydrogen |Properties vary with the number of… |
|hydrocarbons | | | |
| | |plot, data table, rises, falls, contain |Boiling point / viscosity / flammability rises / falls with the |
| | | |number of… |
| | | | |
| | | |The more carbon atoms there are, the more / higher the… |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
| |
|Outline |
| |
|This unit begins with a look at the alkanes as the ‘base’ series for a study of organic chemistry. The properties are explored by learners and there is a useful determination of enthalpy of combustion which will be developed in the|
|next unit. The alkenes are presented next and learners have an opportunity to examine their properties practically. Cracking and addition reactions, which are industrially important, conclude the unit. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- understand the structure of|(W) (f) Revise alkane structures and isomerism from the previous |The definition of a hydrocarbon is important: contains |Some parts of this PowerPoint are good and |
| |alkanes and that they are |unit. Ensure that learners understand these they are hydrocarbons.|carbon and hydrogen ONLY. |relevant: |
| |hydrocarbons | | |
| | |(I or G) Give learners a data table for the alkanes and ask them to|Densities, boiling point, enthalpy of combustion etc. |gorgpps.pps |
| | |plot properties vs. number of carbon atoms. What conclusions can |Learners should become familiar with the names. | |
| | |they draw? | |A useful learner resource from the BBC: |
| | | | |
| | |(W) Discuss reactions in terms of reactants being able to attack | |ience/aqa_pre_2011/rocks/fuelsrev1.shtml |
| |- know that the alkanes are |the molecule. Explain that the C-H bond is strong and not easily | | |
| |largely unreactive |attacked, so the hydrocarbons have few reactions. | |A short but very useful revision PowerPoint |
| | | | |(registration necessary): |
| | |(E) Discuss the combustion products of the alkanes. Learners use | |
| |- know the combustion |spirit lamps filled with hexane to heat a boiling tube containing a| |lkanes-powerpoint-6065029/ |
| |products of alkanes |known amount of water. They calculate a value for the enthalpy of |( Hexane is highly flammable and harmful. Quantities in | |
| | |combustion. They can compare it to the one in their data table. |the spirit lamps must be small and eye protection should | |
| | |It will be much less. They should discuss carefully the possible |be worn. | |
| | |reasons for this and produce a list of errors to which this simple | | |
| | |method is prone. | | |
| | | | | |
| | |(G) (f) Learners play “Alkanes - Who am I?” (information opposite) | | |
| | | | |Alkanes Who am I? (registration necessary): |
| | | | |
| | | | |m-I-alkanes-6091831/ |
| | | | | |
| |- understand the chlorination|(W) Tell learners that alkanes will react with chlorine to form |Be careful not to say that the reaction is catalysed by |Useful background data on toxicity: |
| |of alkanes to make solvent |chloroalkanes. The reaction is faster (sometimes explosive) if |light: the light acts as an energy source. | |
| |and the dangers of these |ultra-violet light is shone on the reactants. Ask them to write | | |
| |solvents |equations for the successive chlorination of methane to eventually | | |
| | |form tetrachloromethane. | | |
| | | | | |
| | |(I or G) Learners research chloroalkanes (chlorinated solvents), | | |
| | |their former uses and their environmental effects. They produce a | | |
| | |poster, brochure or presentation to warn of the dangers of these | | |
| | |chemicals in the environment. | | |
| | | | | |
| |- understand the bonding in |(W, G) Explain to learners that some compounds contain double |Learners might draw structures up to pentene to allow them|Some parts of this PowerPoint are good and |
| |alkenes and the structures |carbon-carbon bonds. Learners make a model of ethene. They will |to see the possibilities for isomerism in the alkenes. |relevant: |
| |and isomers of alkenes and |see that the double bond is strained and that the molecule is | |
| |that alkenes are unsaturated |likely to be much more reactive than the corresponding alkane. | |gorgpps.pps |
| | |Explain that these compounds are also hydrocarbons, that the | | |
| | |homologous series is known as the alkenes. Ask learners to draw | |A useful learner resource on alkenes (and |
| | |the structures of some more alkenes and to deduce the general | |alkanes): |
| | |formula of the group. | |
| | | | |stry/Chemical_Reactions/Hydrocarbons/Alkanes|
| |- know how to test for an |(E) Learners should explore the properties of the alkenes: | |_and_alkenes.htm |
| |alkene (unsaturation) |flammability, pH, reactions with potassium manganate (VII) and | | |
| | |potassium dichromate (VI) solutions, bromine water. Hexane could |Use previously prepared test tubes of ethene, or | |
| | |be included for comparison. Learners should write equations for |cyclohexene or hex-1-ene | |
| | |the reactions where possible and name the (organic) products. They| | |
| | |should recognise the reaction with bromine water as a test for |( Alkenes are highly flammable and some are irritant or | |
| | |unsaturation in an organic compound. |harmful. They should be used in a well-ventilated room, | |
| | | |eye protection should be worn and care must be taken to | |
| | | |keep bulk supplies away from ignition sources. | |
| | | | | |
| | | |( Bromine water is toxic and irritant. Eye protection | |
| | | |should be worn. | |
| | | |[pic] |
| |- understand the importance |(D) Demonstrate the process of cracking an alkane by passing |Liquid paraffin is a mixture of alkanes of around C16 - C20 |
| |of manufacture by cracking |liquid paraffin vapour over strongly heated unglazed pottery and | |
| | |collecting the products over water. Use the bromine water test to | |
| | |demonstrate that the product is unsaturated. Explain that a | |
| | |similar process is used industrially to crack alkanes into more | |
| | |chemically versatile alkenes. | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| |- know and understand the |(W) Explain that addition reactions are used industrially to obtain| |
| |importance of addition |useful products from alkenes. Explain the general principle to | |
| |reactions. |learners and then ask them to write equations for, and name the | |
| | |products of addition of hydrogen, steam and bromine. | |
| | | | |
| | | | |
| | | | | |
| | | | |A useful BBC resource on cracking: |
| | | | |
| | | | |qa_pre_2011/oils/polymersrev1.shtml |
| | | | |Learner resources on addition reactions: |
| | | | |
| | | | |Jun%20org%20-%20alkene%20react |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.3C Fuels |
|Recommended prior knowledge |
| |
|Carbon compounds 1 (6.3C) |
|The behaviour of electrons in atoms (8.2A) |
|Carbon and its compounds (8.4B) |
|Structure of compounds (9.1B) |
|Introduction to organic chemistry (10.3A) |
|Hydrocarbons (10.3B) |
|Context |
| |
|Learners extend their chemistry knowledge of hydrocarbons to the production and uses of hydrocarbon fuels. They recognise that there are limited supplies of such fuels and they note the changes which carbon dioxide pollution is |
|causing to the world’s climate. They examine and evaluate some alternatives. There are cross-curricular links to biology and geography and opportunities for visits to an oil refinery. |
|Language objectives of chemistry in this unit |
| |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners will: |Learners can: |crude oil, viscosity, luminosity, petrol, diesel, |Kerosene, which is used in X… |
| | |kerosene, gasoline, bitumen, tar, petroleum gas, | |
|know the uses of the products of crude oil |listen to and note key points from a |aviation fuel, liquefied petroleum gas (LPG) |X, which is used in cars… |
|distillation |presentation/video about the products and uses of | | |
| |crude oil distillation |distil, use in / by / to do |LPG, such as X or Y, is used in / by / to do Y. |
| | | | |
| | | |X boils at a higher/lower temperature than Y. |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
| |
|Outline |
| |
|Learners look at the occurrence of fossil fuels in Kazakhstan. They examine fractional distillation of crude oil in the laboratory and in the oil refinery and survey the uses of the products. They recognise that fossil fuels are a|
|limited resource and look at the effects of fossil fuel pollution on climate. They list alternative energy sources and consider their viability, advantages and disadvantages. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- recognise that |(W) (f) Ask learners to remind you about the measurement of the | |Instructions for the fractional distillation|
| |carbon-containing compounds |energy produced by burning hexane from the previous unit. Discuss | |of crude oil as a class experiment: |
| |can be used as fuels |with them that compounds with a high percentage of carbon can be | |
| | |used as fuels. Ask them about the occurrence of such compounds in | |chemistry/fractional-distillation-crude-oil |
| | |Kazakhstan. | | |
| | | | |Instructions for making ‘safe crude oil’ are|
| | | | |on the CLEAPSS recipe card no 20 and here: |
| |- know the occurrence of |(W) Show a video of the production of crude oil. | |
| |coal, oil and natural gas in | | |messages;jsessionid=8E94D4E159A9EA52713536B3|
| |Kazakhstan |(D) Demonstrate the fractional distillation of crude oil, | |B791331B?list=filter&mid=1018790 |
| | |collecting at least four liquid fractions. | | |
| |- know the extraction, and | | |An excellent PowerPoint to support this |
| |understand the separation, of|(E) Allow learners to observe the fractions closely (allow them to | |teaching: |
| |crude oil |sniff - cautiously!, observe the colour, observe the viscosity, and| |
| | |by dipping a splint in each, test how well they burn and observe | |goilpps.pps |
| | |the flame). Observations should be recorded in a table. | | |
| | | | |Video of drilling and production: |
| | |(G) Learners should use their results to draw general conclusions |( Genuine crude oil is too high in benzene to be permitted|
| | |(e.g. about the carbon content and the flame luminosity, viscosity |in schools. Use one of the safe substitutes which can be |eature=related |
| | |vs. molecule size etc.) They should give structural and energetic |bought, or make your own. | |
| | |reasons to justify their conclusions. | |A video of the laboratory fractionation: |
| | | |( Some fractions of this mixture are very highly | |
| | |(W) Use the PowerPoint (opposite) to show learners what the |flammable: an electric heater must be used and the room | |
| | |products of distillation are. Use a video to show the uses of the |must be well-ventilated. |
| |- know the uses of the |products | |goilpps.pps |
| |products of crude oil | |( Eye protection must be worn. | |
| |distillation |(W) (f) Loop game on crude oil and its products | |Video of refining and the products: |
| | | | |
| | | | |eature=related |
| | | |Use the internationally recognised names for the fractions| |
| | | |of crude oil. | |
| | | | | |
| | | | | |
| | | | | |
| |- plan an investigation to |(W, G) In this lesson, learners plan and carry out an investigation|The fuels can include hexane, cyclohexane and a range of | |
| |compare the efficiency of |to compare various fuels. The fuels are in spirit lamp and |alcohols. | |
| |fuels |learners use them to heat water. They should give careful thought | | |
| | |to the experimental design, fair testing, minimising heat loss etc.|( The liquid fuels are very flammable. Only small | |
| | | |quantities should be used in the spirit lamps and eye | |
| | | |protection should be worn. | |
| | | | | |
| |- understand that reserves of|(G) Provide learners with data on fossil fuel consumption over the | | |
| |fossil fuels are limited |last 100 years and on consumption by country. Ask them to make a | | |
| | |poster about the future of energy from fossil fuels. | | |
| | | | | |
| | |(G) Diminishing resources simulation. Hide 200 1 tenge coins | | |
| | |around the classroom. Ensure that some are very well hidden. | | |
| | |Learners have four paper cups per pair. Give four 30 second | | |
| | |opportunities to collect coins. Count the coins in each cup and | | |
| | |plot a bar chart. Share results and draw conclusions. | | |
| | | | | |
| | |(W) Explain the idea of greenhouse gases and that the carbon | | |
| | |dioxide from fossil fuel burning is one of the most important | | |
| | | | | |
| |- recognise the pollution and| | | |
| |the effects on climate caused|(I) (f) Give learners a ‘screen shot’ of a bulletin board on which |Ensure that learners are not confused between the |A very good resource on climate change: |
| |by burning hydrocarbon fuels |a learner is asking for help with homework on the greenhouse |greenhouse effect and the effects of holes in the ozone |
| | |effect. With the aid of an information sheet (or by learners’ own |layer caused by gaseous pollutants. |rsguide.htm |
| | |research), compose an answer. | | |
| | | |An example of this is the activity “JJ Needs your help” is|A very complete resource pack on teaching |
| | | |the SATIS pack opposite |the greenhouse effect from SATIS: |
| | |(G) (f) Use an adapted version of the worksheet from BMW | |
| | |(opposite). Learners prepare for a press conference on climate | |rbonfootprints/CF&GE.zip |
| | |change. | | |
| | | | |BMW worksheet: |
| | | | |
| | | | |fs/Activites_A1.pdf |
| | | | | |
| |- be aware of alternatives |(G) Ask learners to ‘brainstorm’ possible alternatives to fossil |Use five groups of six or four groups of five etc. If |A very good animated PowerPoint comparing |
| |and understand their |fuels. After a discussion, divide the various energy sources up |there are more alternative energy sources than groups, |renewable energy sources: |
| |disadvantages and advantages |between groups. Ask each group to research one of them, finding |some or all groups will need to research two. |
| | |out its advantages and disadvantages. | |ile/view/KS4_Renewable_energy.ppt |
| | | | | |
| | |(G) (f) “Envoy activity” One person from each group remains as an | |A useful resource pack of activities on |
| | |information provider at a ‘stall’ . The other group members move | |renewable energy: |
| | |round the other stalls and gather information. They then return to| |
| | |their group and pass on the information they have gathered. | |ploads/2010/11/KS4-Science.pdf |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.4A Alcohols and organic acids |
|Recommended prior knowledge |
|Carbon compounds 1 (6.3C) |
|The behaviour of electrons in atoms (8.2A) |
|Carbon and its compounds (8.4B) |
|Structure of compounds (9.1B) |
|Introduction to organic chemistry (10.3A) |
|Hydrocarbons (10.3B) |
|Context |
|This unit extends learners’ knowledge and understanding of organic chemistry by looking at alcohols, acids and esters. The use of ethanol as a biofuel is explored and the consumption of ethanol and its wider social and health |
|implications are examined. In this unit, learners encounter a range of substances which they will have met in real life (vinegar, alcoholic drinks, food flavours, nail varnish remover etc.) and they will begin to see the relevance |
|of organic chemistry to their everyday lives. There are cross-curricular links with biology and with the health and social education programme. There are possibilities for visits to breweries and distilleries etc. |
|Language objectives of chemistry in this unit |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners can: |Learners can: |alcohol, methylated spirit, health, social, poison |The least poisonous alcohol in the list is… |
| | | | |
|understand the social and health implications of |express orally cause-effect relationships when |large amounts, excess(ive), moderate, causes, is |Excessive consumption of alcohol causes health problems such as… |
|drinking alcohol |describing the social and health problems associated |caused by, leads to, consume, consumption | |
| |with alcohol consumption | |Excessive / Moderate drinking of alcohol |
| | | |does / does not lead to social / health problems. |
| | | | |
| | | |A lot of health /social problems are caused by X. |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
| |
|Outline |
|This unit begins with an academic study of alcohols (concentrating on ethanol) and moves to the wider uses and abuses of alcohol in society, including biofuels and alcoholic drinks. Organic acids and their compounds are introduced.|
|Together with many compounds which learners will already have encountered in their everyday lives. The simple chemistry of ethanol and ethanoic acid is explored. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- know that the -OH function |(W, I) Explain that if a compound contains an |Learners will see that the inclusion of a functional group|There is a very wide range of teaching |
| |denotes an alcohol |-OH group attached to a carbon atom, it is an alcohol. The -OH is |greatly increases the number of possible isomers. |resources, activities and games related to |
| | |described as a ‘functional group’ and there is a homologous series | |alcohols at: |
| |- understand the structure |of alcohols. Ask learners to draw and name the first four members | |
| |and bonding of ethanol |of the group, including isomers. | |ndary-46651/chemistry-47001/ks4-carbon-chemi|
| | | | |stry-47033/alcohols-and-halogenoalkanes-4703|
| |- understand the synthesis by| | |4/ |
| |fermentation or addition of |(E) Learners make ethanol by fermenting sugar with yeast. | |(registration required) |
| |steam | | | |
| | |When performing this experiment learners should: | | |
| | |- make a decision on a glass ware and equipment, which would be |You may wish to prepare a sample in advance rather than | |
| | |used to measure volume and mass in order to obtain as precious |wait for a week. | |
| | |results as possible; | | |
| | |- be careful when working with measuring equipment to obtain the | | |
| | |most precious results; | | |
| | |- evaluate advantages/disadvantages of methods used, obtained data | | |
| | |and suggest ways to improve them |The knowledge gained here will be developed as the unit | |
| | | |progresses | |
| | |(D) Demonstrate fractional distillation to produce ethanol. | | |
| | | |( Potassium manganate (VII) is oxidising and harmful. Eye| |
| | | |protection should be worn. | |
| | |(W) Remind learners of the reaction of ethene and steam which they | | |
| | |met in unit 10.3B. |( Potassium dichromate (VI) is toxic. Eye protection | |
| | | |should be worn and learners should wear nitrile gloves. | |
| | |(E) Learners explore the reactions of ethanol: flammability, | | |
| | |miscibility with water, pH, reaction with potassium manganate (VII)|The equations for oxidation are complex and might be | |
| | |and potassium dichromate (VI) solutions. They should know the |better left for the high school. | |
| | |products and write equations wherever possible. Reaction with | | |
| | |potassium dichromate is the basis of the ‘breathalyser’ alcohol | | |
| | |tester. | | |
| |- know the combustion | (W) (f) Ask learners about the flammability of ethanol and its |Already problems are being encountered with food prices |Useful background information resource: |
| |products and its use as a |possibilities as a fuel. Consider the two methods of production: |and availability as grain is being used for conversion to |
| |biofuel |which would be “greener”? |bioethanol fuel. |/02-03/biofuels/what_bioethanol.htm |
| | | | | |
| | | | |A very interesting and useful video on |
| | | | |bioethanol versus gasoline: |
| | | | | |
| | | | | |
| | | | |A good video on the making and distilling of|
| | | | |vodka (7m:16s): |
| | | | | |
| |- understand the social and |(G) Ask learners to ‘brainstorm’ all of the alcoholic drinks that |It would be a good idea to set the investigation part of | |
| |health implications of |they know. Make a list and include in the list the percentage |this task as homework for the previous lesson so that | |
| |drinking alcohol |alcohol. |learners can find out alcohol content. | |
| | | | | |
| | | | | |
| | |(W) Explain that, although labels usually refer to ‘alcohol’, it is| | |
| | |ethanol. Remind them that all alcohols are poisonous, but ethanol | | |
| | |is the least poisonous. Explain also that ethanol for non-drinking| | |
| | |purposes is “poisoned” by the addition of some methanol and | | |
| | |(usually) a purple dye to warn people not to drink it. | | |
| | | | | |
| |- recognise a compound |(W) Introduce the -CO2H group as the “acid” functional group. |The detail of the structure of the -CO2H group should be |A very good resource on esters etc. from the|
| |containing -CO2H as an acid |Learners should draw the structures (and isomers of) the first four|left for the high school. For the moment it is best |BBC: |
| | |members and name them. |represented as |
| |- know and understand the | |-C(=O)-OH |ience/ocr_gateway_pre_2011/carbon_chem/3_sme|
| |simple reactions and |(E) Learners should carry out the following reactions and note | |lls1.shtml |
| |properties of ethanoic acid |their observations: smell (cautiously!), flammability, pH, reaction|They will recognise the characteristic smell of vinegar. | |
| | |with sodium carbonate, reaction with magnesium ribbon and (f) | | |
| | |should compare these observations with those for ethanol. |( Ethanoic acid is corrosive and a respiratory irritant. | |
| | | |Eye protection should be worn and it should be used in a | |
| | |When performing this task learners should: |well-ventilated room. | |
| | |- identify potential risks to work safely with chemical equipment | | |
| | |and substances; | | |
| |- know the reaction with an |- make decisions on the equipment to be used in the research; | | |
| |alcohol to produce an ester |- make observations using all sensory organs and necessary | | |
| | |equipment; |Advice: Mix 5-10 drops of an ethanoic acid with 5-10 drops| |
| | |- select an appropriate method to represent the results; |of ethanol and add 1-2 drops of concentrated sulfuric | |
| | |- write a simple report on the experiment, including the method |acid. After warming in a bath of hot water, cool under the| |
| | |used, equipment, results and conclusion; |tap before adding the mixture to sodium carbonate solution| |
| | | |in a beaker. Learners should be shown how to smell the | |
| | |(D) Show the learners ‘glacial’ (concentrated) ethanoic acid and |ester carefully. Learners could be provided with test | |
| | |demonstrate its freezing point |tubes containing 1 drop of concentrated sulfuric acid. | |
| | |(17oC) | | |
| | | |( Concentrated sulfuric acid is corrosive. Eye protection | |
| | |(E) Ethanoic acid will react with ethanol to give an ester plus |must be worn. There are only limited hazards if the | |
| | |water (this might be thought of as the organic equivalent of acid |advice above is followed. | |
| | |plus alkali gives salt plus water). Allow learners to make an | | |
| | |ester with ethanol. |e.g. Ethyl methanoate - rum flavouring, propyl pentanoate | |
| | | |- pineapple, ethyl butanoate - apple, pentyl ethanoate - | |
| | |(W) Remind learners that ethanoic acid is only one of a large |‘pear drops’, octyl ethanoate - orange | |
| | |number of acids and ethanol is one of a large number of alcohols. | | |
| | |The number of possible esters is very high. Most of them are low | | |
| | |hazard, pleasant smelling liquids which are used as food | | |
| | |flavourings. If samples are available, learners may be allowed to | | |
| | |smell them. | | |
| | | | | |
| | |(G)(f) Learners in groups make up test questions on the unit and | | |
| | |other groups answer them. | | |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.4B : Synthetic polymers (Plastics) |
|Recommended prior knowledge |
|Carbon compounds 1 (6.3C) |
|The behaviour of electrons in atoms (8.2A) |
|Carbon and its compounds (8.4B) |
|Structure of compounds (9.1B) |
|Introduction to organic chemistry (10.3A) |
|Hydrocarbons (10.3B) |
|Context |
| |
|“Plastics” (polymers) have dramatically changed the way that we live. In this unit learners are introduced to the wide variety of plastic materials and their uses. They learn about different kinds of polymers and the objects which|
|can be made from them. They compare and contrast advantages and disadvantages of these materials (including newly developed ‘smart’ materials such as Polymorph). The increased understanding and appreciation of a range of everyday |
|objects, together with the engaging experiments and demonstrations make this an exciting and very relevant unit. There are some links with biology (biodegradability and the environment). |
|Language objectives of chemistry in this unit |
| |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners can: |Learners can: |plastic, rubbish, environment, biodegradable, |If people re-use / recycle the number of plastic bags / cups / |
| | |disposable |wrappers they use, then… |
|understand that the problems can be reduced by |suggest how to reduce plastic rubbish in the | | |
|recycling and by biodegradable plastics |environment (using If…, then…) |recycle, re-use, reduce, pollute |If more biodegradable plastic is used, then… |
| | | | |
| | | |The amount of plastic rubbish polluting the environment can be |
| | | |reduced if… |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
| |
|Outline |
|This unit introduces learners to plastics by involving them with some engaging activities. It explains polymerisation and looks at the controllability of polymer properties to ‘tailor’ them for different uses. It moves to the |
|increasing environmental pollution caused by waste plastics and asks them to consider some ways of reducing it. In conclusion, learners produce a substantial piece of work which sums up the benefits and problems of a society which |
|is dependent on plastic materials. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |-understand and investigate |(E) Allow learners to ‘play’ and make objects from Polymorph. It |Silicone ice cube moulds are useful to make shapes - key |A very good and complete resource pack of |
| |the wide range of ‘plastic’ |can be coloured using fine coloured chalk dust or glitter can be |rings can be made by embedding rings and anchors |materials from the Science Enhancement |
| |materials in the modern world|added. |(available from jewellery suppliers). |Project (SEP) including experiments and |
| | | | |learner activities from the UK National STEM|
| | | |Instructions for the nylon ‘rope trick’: |Centre (registration required): |
| | |(D or E) Demonstrate the nylon ‘rope trick’ (instructions |
| | |opposite). If cost and availability permit, this is safe for |pe_Trick.html |y/resource/2374/fantastic-plastic |
| | |learners to carry out. Ready prepared solutions of reactants may be| | |
| | |available: these are easier to use and may give better results. |( Hexane-1, 6-diamine is corrosive, harmful and irritant |A typical supplier of Polymorph: |
| | |Hexanedioyl chloride solution may be substituted: the same safety |to the respiratory tract. Used as recommended in these | |
| | |instructions apply. |instructions it is safe to handle whilst wearing eye | |
| | | |protection. | |
| | | | | |
| | | |( Decanedioyl chloride is flammable, corrosive and | |
| | | |irritant. Eye protection should be worn. It should be | |
| | | |used in hexane solution. | |
| | | | | |
| | | |( Hexane is highly flammable. Eye protection should be | |
| | | |worn and great care taken to avoid naked flames | |
| | | | | |
| | | |( Nitrile gloves should be worn | |
| | | | | |
| | | | | |
| | |(W) Introduce learners to the theme of this unit - plastics. | | |
| | | |Draw their attention to the many places where plastic | |
| | |(G) Ask learners to ‘brainstorm’ and produce a ‘spider diagram’ of |materials have replaced wood, metals, wool, cotton etc. | |
| | |all the uses of plastics that they know. | | |
| | | |This will show the existence of thermosets and | |
| | |(E or D) Carry out activities A2 and A3 from the SEP pack |thermoplastics, a wide range of softening points and | |
| | |referenced above - heating and reformability of plastics. |appearance. | |
| |- understand the idea of |(W) (G) (f) Ask learners to build a model of ethene (unit 10.4B). | | |
| |polymers and polymerisation |Remind them about strained bonds and reactivity. Ask them to make |All the molecules are the same and there are no ‘minor’ | |
| | |at least three ethene molecules. They should ‘open out’ the double |products. | |
| |- be able to write polymer |bonds and see how one molecule can join to the next. Explain this | | |
| |structures as block diagrams |as ‘addition polymerisation’. It requires only one ‘monomer’. | | |
| | | | | |
| |- understand the main |(W) (G) (f) Ask learners to remind you about esters (unit 10.4A). | | |
| |differences between addition |Ask what might happen if the acid and the alcohol are difunctional.| | |
| |and condensation |Discuss this in general terms using HO-R-OH and HO2C-R-CO2H. Ask |They will need their understanding of polymerisation and | |
| |polymerisation |learners how these might react to form a polymer. They will note |of the esterification reaction. | |
| | |that, in addition to the chain, molecules of water are formed. | | |
| | |Explain that this type of polymerisation is known as ‘condensation |Be very careful to explain that this is another, special | |
| | |polymerisation’ because a small (and relatively unimportant) |usage of the word “polymerisation”, meaning, in this case,| |
| | |molecule is formed at every link. Mention that the Nylon made in |that a simple molecule (but not necessarily water) is also| |
| | |the previous lesson is a type of condensation polymerisation. |produced at each link. | |
| | | | | |
| | | |A more sophisticated model for condensation polymerisation| |
| | |(G) (f) Give learners a small (say 6) supply of large jigsaw pieces|would have different configurations so that it is not | |
| | |with ‘expanded’ monomers on them (a single monomer for ethene, two |possible to link two of the same monomers together. | |
| | |monomers for a polyester - using ‘R” for the alkyl component). | | |
| | |Provide two chain terminators in each set. They can make longer |Able groups will realise that it can be done by | |
| | |chains by sharing with other groups. Ask them to think about how |controlling the number of chain terminators and by | |
| | |the chain length can be controlled. Ask them what they think might|changing the size of the alkyl component. | |
| | |be the advantages and practical results of this. | | |
| | | |This sheet needs modification so that it does not refer to| |
| | |(E and D) Carry out activity X2 from the SEP pack which introduces |‘polyethylene”. | |
| | |learners to high and low density polyethene. | | |
| | | | | |
| | |(I) Set homework: learners list as many examples of waste plastics | | |
| | |in their environment as possible. | | |
| |- recognise the long lifetime|(W) This is best tackled by the use of videos of waste plastics in|This is a very common topic and there is the danger of |BBC video of the life of a plastic bag: |
| |of plastics in the |the environment. |learner ‘fatigue’ with the subject. Let the videos speak | |
| |environment and the problems | |for themselves. | |
| |it is causing |(G) (f) Learner activity about plastic waste - a presentation, a | |A slideshow of waste plastic in the |
| | |debate, a brochure making a video etc. etc. | |environment: |
| | | | |
| |- understand that the |(W, G) Ask learners to think of ways in which plastic rubbish in |Background information on biodegradable plastics: |eature=related |
| |problems can be reduced by |the environment can be reduced. Ask them how many of these ways | |A learner video project on recycling |
| |recycling and by |they are currently using. | |plastics: |
| |biodegradable plastics. | |A Royal Society of Chemistry publication giving detailed |
| | |(E) Learners make a starch film - a biodegradable polymer. |information and learner activities: |eature=related |
| | |Instructions in the RSC publication referenced. | detailed video on recycling of domestic |
| | | |/plastics.pdf |rubbish: |
| | | | |
| | | | |eature=related |
| | |(G) (f) Learners should write a letter (or write - and perhaps | |A useful video on how plastic bags are |
| | |make - short television documentary) explaining to people in 1900 | |recycled: |
| | |what benefits and problems plastics will bring to their world. | |
| | | | |eature=related |
ote: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
|Chemistry Secondary Grade 10 |
|10.4C Biochemicals |
|Recommended prior knowledge |
|Carbon compounds 1 (6.3C) |
|The behaviour of electrons in atoms (8.2A) |
|Carbon and its compounds (8.4B) |
|Structure of compounds (9.1B) |
|Introduction to organic chemistry (10.3A) |
|Alcohols and organic acids (10.3A) |
|Synthetic polymers (10.4B) |
|Context |
|This unit, which has strong links with biology examines in detail some of the chemistry of biological processes. It covers the building and breaking down of a number of physiologically important compounds. It builds on the |
|knowledge and understanding of organic chemistry acquired so far and lays a foundation for work in chemistry and biology in the high school. |
|Language objectives of chemistry in this unit |
|A sample language objective with related academic language for learners is provided below. |
|Subject |Language learning objective |Subject-specific vocabulary & terminology |Useful set(s) of phrases |
|learning objective | | |for dialogue/writing |
|Learners will: |Learners can: |diet, proportion, protein, fat, carbohydrate, organic |X belongs to food group Y. |
| | |compound, food groups, per cent, estimate | |
|know the occurrence of proteins, fats and |list the names of common foods, the groups they belong| |All / Most / some of my favourite food belongs to the X group. |
|carbohydrates in foods |to, and estimate the proportion of their diet | | |
| |belonging to each group | |I think / estimate that n% of my diet (yesterday) belongs to the |
| | | |fats / carbohydrate / protein group. |
| | | | |
| | | |I don’t like anything in the X group. |
|To create other language objectives, and for additional guidance on language teaching objectives that apply to the teaching and learning of academic language, see ‘Introduction to language objectives’ above. |
|Outline |
|The unit is organised around the concept of hydrolysis, developing some of the ideas about esterification from unit 10.3A. The effects of hydrolysing proteins, carbohydrates, fats and oils are covered. Learners learn to separate |
|and identify the products by extending their understanding of chromatography obtained from Grade 6. |
|Subject Programme ref |Learning objectives |Suggested teaching activities |Teaching notes |Learning resources |
| | | | | |
| |- know the occurrence of |(G) Learners should be asked to list their favourite foods (or |Whatever question is necessary to obtain a list with a |An animated interactive simulation of food |
| |proteins, fats and |everything that they ate the previous day etc.) Give them a list |range of food groups. |tests from the BBC: |
| |carbohydrates in foods |of the food types which common foods belong to and ask them to | |
| | |estimate the proportion of their diet (etc.) which is protein, fat | |ence/organisms_behaviour_health/food_detecti|
| | |or carbohydrate. | |ve/activity.shtml |
| | | | | |
| | |(W) Explain to them that a carbohydrate is an organic compound | | |
| | |containing carbon, hydrogen and oxygen only and that the hydrogen |They are not expected to learn these formulae: they are | |
| | |and oxygen should be in the ratio 2:1. Give them the formula of |purely for illustration. | |
| | |some common carbohydrates (e.g. sucrose C12H22O11) and ask them to | | |
| | |verify this. | | |
| | |(D) Demonstrate testing for sugars with Benedict’s reagent, starch | | |
| |- be able to test for |with iodine, protein with the Biuret test and fat by rubbing on | | |
| |proteins, carbohydrates |paper or by using Sudan III. | | |
| |(sugars and starch) and fats |(E) Give learners small food samples (or allow them to bring them |( Copper sulfate (in Benedict’s reagent and the Biuret | |
| | |in to school) to test for these foods groups. |test) is harmful: eye protection should be worn | |
| | |(W) (f) Discuss the idea of a healthy diet and give learners a copy| | |
| | |of the food pyramid. Ask learners whether the foods identified at |( Iodine solution is harmful: eye protection should be | |
| | |the start of the lesson amount to a healthy diet - and if not, what|worn | |
| |- recognise their importance |might be done about it. | | |
| |for a healthy diet | | | |
| |- recognise amino acids and |(W) show learners the structure of a few amino acids and point out |Explain the significance of ‘amino’ |Useful support material for learners: |
| |their importance |their relationship to the organic acids they have already met. | |
| | | | |.html |
| |- understand how amino acids |(W) explain that amino acids are the ‘building blocks’ of proteins | | |
| |build into proteins |and that 20 of them are essential for human life - and that nine |Be cautious about describing a protein as a polymer - it | |
| | |cannot be synthesised by the body and must come from food. Ask |lacks the repetitive structure and small number of | |
| | |learners to remind you how organic acids underwent condensation |monomers that a true polymer needs: it is actually a | |
| | |polymerisation to make polyesters and explain that amino acids join|macromolecule which forms by a condensation mechanism. | |
| | |to make proteins in the same way. | | |
| | | | | |
| | |(W) Show learners some simplified protein structures which make the| | |
| | |amide (peptide) link clear. | | |
| | | | | |
| | |(E) Explain to learners that hydrolysis is a means of boiling | | |
| | |organic compounds with acids or alkalis to break links and produce | | |
| |- know how to hydrolyse a |simpler substances. It is effectively the reversal of |Point out that the remainder of the units is concerned | |
| |protein and be able separate |condensation: it adds the elements of water to broken bonds. |with hydrolysis of a number of biologically important |A possible set of learner instructions which|
| |its constituent amino acids |Proteins can be hydrolysed to their constituent amino acids by |compounds. |could be adapted: |
| | |boiling with acid or alkali. Supply learners with a solution of |The supplied amino acid solutions should also be present |
| | |hydrolysed protein and some known amino acids. They use paper |in the hydrolysed protein (or a simulated hydrolysis |omatography.html |
| | |chromatography to separate the amino acids and ‘develop’ the |mixture can be made up from the individual amino acid | |
| | |chromatogram with Ninhydrin spray. |solutions). | |
| | | | | |
| | |When performing this task learners should: |( The chromatography solvent contains propanol. This is | |
| | |- suggest ideas on planning safe and effective experiment |highly flammable and irritant. Learners should not make | |
| | |-identify potential risks to work safely with chemical equipment |up their own chromatography solvent and should wear eye | |
| | |and substances; |protection. | |
| | |- make decisions on the equipment to be used in the research; | | |
| | |- make observations using all sensory organs and necessary |( Ninhydrin is harmful and is often supplied in butanol | |
| | |equipment; |which is highly flammable. Ninhydrin sprays should be | |
| | |- select an appropriate method to represent the results; |used in a fume cupboard well away from sources of | |
| | |- write a simple report on the experiment, including the method |ignition. Learners should wear eye protection and nitrile| |
| | |used, equipment, results and conclusion; |gloves to protect them from skin staining. | |
| | | | | |
| |- know that carbohydrates can|(E) Explain to learners that carbohydrates can also be hydrolysed. |Starch disappears and sugars appear. | |
| |be hydrolysed to sugars |They should take some starch solution and test for the presence of | | |
| | |starch and sugars. They should add hydrochloric acid to the starch| | |
| | |and boil it for 5-10 minutes and repeat the tests. What can they | | |
| | |conclude? | | |
| |- be able to hydrolyse a | | | |
| |carbohydrate and identify the|(E) (f) They can hydrolyse starch solution and use chromatography | | |
| |products |to identify the products using skills learned in the previous |They should be given minimal guidance as they are adapting| |
| | |lesson. |knowledge and understanding from the previous lesson. They| |
| | | |should be encouraged to plan their own experiment in | |
| | | |detail before they begin. | |
| | | | | |
| | | |They will need comparison solutions of possible sugars. | |
| | | | | |
| |- know that fats are esters |(G) (f) Ask learners to make a model of ethanol and ethanoic acid |Explain that fats are esters, but that the acids involved |Extensive resource on soap making: |
| |and that they can be |and then to proceed to ‘react’ their models to form an ester plus |have around 17 carbon atoms. | |
| |hydrolysed |water. Tell them that they too can be hydrolysed and ask them to | | |
| | |predict the products. | |A detailed learner instruction sheet: |
| | | | |
| | |(E) Learners make soap by boiling a fat or oil with sodium |Lard tends to work better than olive oil. If desired, |module4/documents/N-ch4-02.pdf |
| |- be able to hydrolyse a fat |hydroxide solution. The soap is “salted out” at the end, giving a |learners can model the ancient practice of boiling wood | |
| |to make soap |mixture of the sodium salt of the fatty acid and a polyhydric |ash to extract the alkali (potassium hydroxide = “lye”) |A learner work sheet covering making soap |
| | |alcohol. Learners can show that their soap will make water foam. |filtering it and heating the fat with that. This makes |from olive or castor oil: |
| | | |soft (liquid) soap. |
| | | | |chemistry/making-soaps-and-detergents |
| | | |( This experiment uses quite concentrated sodium hydroxide| |
| | | |solution (at least 2 mol dm-3). Sodium hydroxide is |A video about home soap making: |
| | |(W) Soap is the (soluble) sodium salt of a fatty acid. In hard |corrosive and causes severe burns. Eye protection and | |
| | |water, it reacts with dissolved calcium ions to produce the |nitrile gloves should be worn. The soap produced must NOT| |
| |- understand the reaction of |insoluble calcium salt of the acid - the scum which is seen. |be used on skin. |Background information about soap: |
| |soap with hard water | | |
| | |(G) (f) Learners draw a mind map showing the links between the | |/soap/ |
| | |substances and the chemical processes learned in this unit. | | |
| | | | |The history of soap: |
| | | | | |
Note: Laboratory work involves potential hazards to staff and learners. It is the responsibility of NIS to determine and use the proper safe procedures. Safety information in this scheme is indicative only and may be incomplete. Neither CIE nor the programme consultants will accept responsibility for the consequences of failure to observe proper safe working procedures.
G = group work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
( = safety advice
Lesson plan
Before planning the lesson refer to your medium-term plan. Your lesson plans can be developed on the basis of the suggested template.
|Long-term plan unit: |School: |
|Date: |Teacher name: |
|Grade: |Number present: |absent: |
|Theme of the lesson | |
|Learning objectives that are achieved at this| |
|lesson (Subject Programme reference) | |
|Lesson objectives |Define your objectives for the lesson, which either may be identical to Learning objectives (LO) or may |
| |be adapted for this lesson in case the LO has a long-term character (i.e. if the achievement of the LO |
| |requires several lessons) |
|Success criteria |Сopy the success criteria from the Assessment Guidance Document for teachers on Formative Assessment (FA) |
| |for the selected LO. |
| |Create your own success criteria for the LO not selected for FA. |
|Language objectives |Are defined for non-language subjects. |
| |Define language objectives, including examples of vocabulary and phrases. |
| | |
| |Subject-specific vocabulary & terminology: |
| | |
| |Useful sets of phrases for dialogue and writing: |
|Values instilled at the lesson |Specify the values of the Integrated Educational programme as well as national, universal values, which |
| |are aimed to be instilled at this lesson. |
| |Values are instilled by/through ... (description of activities and / or content). |
|Cross-curricular links |Discuss possible cross-curricular link with a colleague or refer to primary sources of other subjects |
| |Indicate how the cross-curricular integration is implemented in the classroom (through activities and/or |
| |content) |
|ICT skills |Describe what kind of ICT skills the students will be able to develop at the lesson |
|Previous learning |What have students already learned or what do they need to know before this lesson? (main concepts, |
| |facts, formula,theories) How will you activate their previous learning? |
|Course of the lesson |
|Planned stages of the |Planned activities at the lesson |Resources |
|lesson | | |
|Beginning |At the beginning of the lesson it is important to focus on: | |
| |Grabbing learners’ attention | |
| |Determining the lesson objectives/LO together with students | |
| |Determining the "zone of proximal development" of students, expectations by the end of | |
| |the lesson | |
|Middle |The activity should be aimed to form knowledge and develop skills, related to lesson | |
| |objectives | |
| |During the activity students should form and develop their knowledge and skills through | |
| |the analysis and processing of information, research, practical work, problem solving. | |
|End |At the end of the lesson, learners reflect on their learning: | |
| |What has been learned | |
| |What remained unclear | |
| |What is necessary to work on | |
| |Where possible the learners could evaluate their own work as well as the work of their | |
| |classmates using certain criteria. | |
|Differentiation – how do you plan to give more |Assessment – how are you planning to check |Health and safety regulations |
|support? How do you plan to challenge the more |students’ learning? | |
|able learners? | | |
|Differentiation can be by task, by outcome, by |Use this section to record the methods you will |Health promoting techniques |
|individual support, by selection of teaching |use to assess what students have learned during |Breaks and physical activities used. |
|materials and resources taking into account |the lesson. |Points from Safety rules used at this lesson. |
|individual abilities of learners (Theory of | | |
|Multiple Intelligences by Gardner). | | |
|Differentiation can be used at any stage of the | | |
|lesson keeping time management in mind. | | |
|Reflection |Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your |
| |lesson. |
|Were the lesson | |
|objectives/learning objectives | |
|realistic? Did all learners | |
|achieve the LO? | |
|If not, why? | |
|Did my planned differentiation | |
|work well? | |
|Did I stick to timings? | |
|What changes did I make from my | |
|plan and why? | |
| | |
|Summary evaluation |
| |
| |
|What two things went really well (consider both teaching and learning)? |
|1: |
| |
|2: |
| |
|What two things would have improved the lesson (consider both teaching and learning)? |
|1: |
| |
|2: |
| |
|What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson? |
| |
| |
| |
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