YEAR 7 – CHEMISTRY SCHEMES OF WORK
YEAR 7 – CHEMISTRY SCHEMES OF WORK
The chemistry modules have nine lessons and then 8 lessons assigned to them, giving 18 lessons for the chemistry rotation. Two lessons of Sc. 1 have been incorporated into the Scheme of work and one lesson has been assigned to the two module test.
Exploring Science 1 worksheets: C1 Target/Word and summary sheets can be distributed to help pupils with the course.
7E ACIDS & ALKALIS
|LESSON NUMBER |LESSON TOPIC |
|1 |Introduction to acids & alkalis |
|2 |Making and using an indicator |
|3 |Investigating the pH of solutions |
|4 |More on indicators and pH of solutions |
|5 |Investigation neutralisation |
|6 |The uses of neutralisation |
|7 |Rainbow Fizz (Sc 1) |
|8 |The causes and effects of acid rain |
Exploring Science 2 worksheets: C5 & C7 Target/Word and summary sheets can be distributed to help pupils with the course.
7F SIMPLE CHEMICAL REACTIONS
|LESSON NUMBER |LESSON TOPIC |
|1 |Investigating chemical reactions |
|2 |Investigating physical changes |
|3 |Investigating how acids react with metals |
|4 |Investigating how acids react with metal carbonates |
|5 |Investigating burning materials in oxygen |
|6 |What products are made when a fuel burns? |
|7 |Investigating what is needed for materials to burn |
|8 |Investigating how much gas is present in fizzy drinks (Sc 1) |
|9 |Investigating how much gas is present in fizzy drinks (Sc 1) |
|10 |Module tests |
YEAR 7: UNIT 7E ACIDS & ALKALIS
LESSON 1 – Introduction to acids & alkalis
Learning objectives
Pupils are to understand and learn:
• That many household materials are acids and alkalis, some are dangerous, and others are less hazardous.
• The acids and alkalis used in the laboratory
• to recognise and interpret common hazard symbols
• that adding water to an acid and alkali dilutes it and makes it less hazardous
KS 3 NC Ref: Sc 3. 1a
KS 2 links/Prior learning:
Pupils should have learnt:
• about liquids other than water at KS2
Suggested Teaching Activities
Introduce the 2 Chemistry modules being taught as ‘Acids and Alkalis’ and ‘Simple Chemical Reactions’.
Starter Activity
• Brainstorm with pupils about any previous knowledge on ‘Acids and Alkalis’ and write on the board. Pupils are to use this information to write a title page in their exercise books.
Core Activities
• Pupils are to be provided with labels from household materials and ask pupils to find names of acids or alkalis contained in them.
• Pupils could be shown a selection of household acids and alkalis i.e. vinegar, fruit juice, bicarbonate soda etc.. and asked to describe appearance and smell (acids – bitter, alkalis – soapy)
• Discuss and show pupils acids and alkalis used in the laboratory and relevant hazard symbols/Hazcards. Discuss safety aspects of handling acids and alkalis (wearing goggles, holding bottle of chemical from the neck) and ask pupils how they could make them less hazardous i.e. dilute with water. Ask pupils how they would clear split acid or alkali on a bench.
• Ask pupils to consider hazard warning signs on tankers when chemicals are transported by road.
• Pupils are to do questions from Exploring Science book 1: P 63 C1c ‘Solvent and safety’ and Exploring Science 1 worksheets: C1c/5 ‘What Hazard?’
• Pupils can do worksheet associated with the work: Hodder Support A: Activity A8S2 ‘Safety first’, A8S1 ‘Acid and safety’, A8S4 ‘ Road tanker crash’
Plenary
• Pupils are to give Year 7 Badger Key Stage 3 Science Starters 47 ‘Hazard signs: Danger!’
Safety/Risk Assessment
Any glass broken must be cleared up using a dustpan and brush and disposed of in the broken glass bin. Goggles should be worn.
Resources
OHP and transparency
Several laboratory acids and alkalis i.e. Hydrochloric acid, sodium hydroxide etc.
Hazard symbols and Hazcards
Selection of labels from household substances i.e. bleach, washing powder etc (can be photocopied)
Hodder Support A: Activity A8S2 ‘Safety first’, A8S1 ‘Acid and safety’, A8S4 ‘ Road tanker crash’
Hodder Resource A: 8.1 ‘Chemical opposites’
Exploring Science 1 worksheets: C1c/5 ‘What Hazard?’
Exploring Science book 1: P63 C1c ‘Solvent and safety’
Year 7 Badger Key Stage 3 Science Starters 47 ‘Hazard signs: Danger!’
Homework
Pupils can complete worksheets: Hodder Resource A: 8.1 ‘Chemical opposites’.
Additional Notes/Differentiation
At this stage common names such as caustic soda, bicarbonate of soda can be used.
Associated Skills
Communication *
Information Technology
Citizenship *
Literacy *
Application of Numbers
Scientific Investigation
YEAR 7: UNIT 7E ACIDS & ALKALIS
LESSON 2 – Making and using an indicators
Learning objectives
Pupils are to understand and learn:
• about that acids and alkalis can change the colours of dyes and that this can be used to classify them
• about neutral substances and know examples such as water
• to conduct an experiment to make an indicator and classify solutions as either acid, alkali or neutral
• to devise a table to show results and identify patterns in results (Sc 1)
KS 3 NC Ref: Sc 1.2i, Sc 3. 3d
KS 2 links/Prior learning
Pupils should have learnt:
• the safety procedures from the previous lesson
• about household/laboratory acids and alkalis substances
Suggested Teaching Activities
Starter Activity
• Pupils are to list safety rules or identify hazard symbols on chemicals used in the laboratory.
Core Activity
• Teacher demonstrates to pupils the class practical of making an indicator and using it to identify household solutions as acid, alkali, or neutral. Pupils should be given details instructions using Exploring Science 1 worksheet: C1d/1 or 2 ‘Red Cabbage indicator 1 or 2?’ (can use Beetroot to compare indicator’s results and to establish that there are many indicators which can distinguish the types of substance)
• Pupils can test substances such as Vinegar, hydrochloric acid, bicarbonate of soda, fruit juices, soap etc with their indicator and record results in a table. Pupils are to write a conclusion (Sc1)
• Pupils are to answer questions from Exploring Science book : P64 C1d ‘In the red’
• Pupils are to complete worksheet Hodder Resource A 8.2 ‘Is it a red indicator?’
• Pupils are to answer questions from Exploring Science 1 worksheet: C1d/4 ‘Indicators at home’, C1d/6 ‘Acids and alkalis in the home’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 46 ‘Acid or alkali?’ on OHP transparency
Safety/Risk Assessment
Pupils are to wear goggles during the experiment and to be carefully when using hot water. Avoid using bleach, drain cleaner, or descaler. 0.4 mol dm-3 laboratory acids and alkalis can be used. Alkalis are more hazardous to skin and eyes than acids of a similar concentration.
Resources
Red cabbage leaves, pestle and mortar, filter paper and funnel, conical flask, hot water and kettle, dropping pipette, spotting tile, substances to test (vinegar, fruit juice, bicarbonate soda, soap, water, washing powder etc)
Year 7 Badger Key Stage 3 Science Starter 46 ‘Acid or alkali?’ on OHP transparency
OHP and transparency
Exploring Science book 1: P64 C1d ‘In the red’
Exploring Science 1 worksheets: C1d/4 ‘Indicators at home’, C1d/6 ‘Acids and alkalis in the home’
C1d/1 or 2 ‘Red Cabbage indicator 1 or 2?’
Hodder Resource A 8.2 ‘Is it a red indicator?’
SEN worksheet: ESc C1d ‘Making an ash of it’
Homework
Pupils are to complete C1d/6 ‘Acids and alkalis in the home’
Additional Notes/Differentiation
More able pupils are to complete Hodder Extension Activity A8E1 ‘Plants and indicators’.
Associated Skills
Communication *
Information Technology
Citizenship *
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7E ACIDS & ALKALIS
LESSON 3 – Investigating the pH of solutions
Learning objectives
Pupils are to understand and learn:
• That universal indicator gives a range of colours in acidic and alkaline solutions
• That pH numbers indicate how acidic or alkaline a solution is
• That neutral solutions are pH , acidic solutions are below 7 and alkaline solutions are above 7
• To conduct an experiment that determines of pH of substances that are used in everyday life
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 3d -h
KS 2 links/Prior learning
Pupils should have learnt:
• the solutions that are acidic, alkali or neutral
• an indicator shows whether a substance is acidic, alkali or neutral
Suggested Teaching Activities
Starter Activity
• Pupils are to make a list of substances which are either acidic, alkali or neutral (at least five substances).
Core Activity
• Teacher is to demonstrate to pupils how to carry out the class practical of using universal indicator paper or solution and a pH chart to obtain pH number for several solutions. For example, vinegar, bicarbonate of soda, soaps, washing powder, salt water, water, hand wash, washing up liquid, toothpaste etc).
• Pupils are to use Exploring Science worksheet: C1e/1or 2 ‘pH testing 1 or 2’ to help carry out their experiment. Pupils are to put their results in a table and write a conclusion as to whether the substance is acid, alkali, or neutral.
• Pupils are to answer questions from Exploring Science book : P66/67 c1e ‘Mixing a rainbow’
• Pupils are to complete worksheet Hodder A Activity 8.2 ‘Measuring acids’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 49 ‘Making a pH scale’ on OHP transparency (and pupils could have their own worksheet).
Safety/Risk Assessment
Pupils are to wear goggles during the experiment. Avoid using bleach, drain cleaner, or descaler. 0.4 mol dm-3 laboratory acids and alkalis can be used. Alkalis are more hazardous to skin and eyes than acids of a similar concentration.
Resources
Beakers with vinegar, bicarbonate of soda, soaps, washing powder, salt water, water, hand wash, washing up liquid, toothpaste solution etc.
Universal indicator paper or solution, pipettes, spotting tile, pH colour chart, paper towels
OHP and transparency
Exploring Science book 1: P66/67 c1e ‘Mixing a rainbow’
Exploring Science 1 worksheets: C1e/1or 2 ‘pH testing 1 or 2’
Hodder A Activity: 8.2 ‘Measuring acids’
Year 7 Badger Key Stage 3 Science Starter 49 ‘Making a pH scale’ on OHP transparency (and pupils could have their own worksheet)
Spotlight science 6c ‘Acids and alkalis’
Homework
Pupils are to complete worksheet on the pH scale.
Additional Notes/Differentiation
More able pupils could be asked to predict the effect on pH of making an acid more dilute or more concentrated. Pupils could then explain how this could affect its corrosiveness.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers *
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7E ACIDS & ALKALIS
LESSON 4 – More on indicators and pH of solutions
Learning objectives
Pupils are to understand and learn:
• That universal indicator gives a range of colours in acidic and alkaline solutions
• That pH numbers indicate how acidic or alkaline a solution is
• That neutral solutions are pH , acidic solutions are below 7 and alkaline solutions are above 7
• That blue litmus turns red in acids solutions and red litmus turns blue in alkalis solutions
KS 3 NC Ref: Sc3 3d -h
KS 2 links/Prior learning
Pupils should have learnt:
• the the solutions that are acidic, alkali or neutral
• an indicator shows whether a substance is acidic, alkali or neutral
• the pH numbers of several solutions
Suggested Teaching Activities
Starter Activity
• Teacher to demonstrate to pupils using red and blue litmus paper/litmus solution to test acidic, alkali and neutral solutions. Pupils are to record results in a table and write a conclusion. Explain to pupils there are many indicators which can be used to discover the acidity or alkalinity of solutions.
Core Activity
• Pupils are to fill in a universal indicator pH chart drawn on the board/OHP transparency and asked to fill in missing pH numbers and details such as strong acid, neutral etc.
• Pupils are to answer questions from Exploring Science book : P66/67 c1e ‘Mixing a rainbow’ or P65 C1d ‘Making an ash of it’
• Pupils are to answer questions from Exploring Science 1 worksheet: C1e/4 ‘Making a pH chart’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 48 ‘Indicators’ on OHP transparency
Safety/Risk Assessment
Pupils are to wear goggles during the experiment. Avoid using bleach, drain cleaner, or descaler. 0.4 mol dm-3 laboratory acids and alkalis can be used. Alkalis are more hazardous to skin and eyes than acids of a similar concentration.
Resources
Blue and red litmus paper or litmus solution, sodium hydroxide solution, hydrochloric acid and water in beakers, pipettes
OHP and transparency
Exploring Science book 1: P66/67 c1e ‘Mixing a rainbow’ or P65 C1d ‘Making an ash of it’
Exploring Science 1 worksheets: C1e/4 ‘Making a pH chart’
Year 7 Badger Key Stage 3 Science Starter 48 ‘Indicators’ on OHP transparency
SEN worksheet: Esc C1d ‘Making an ash of it’, C1e ‘Mixing a rainbow’, C1d ‘In the red’
Homework
Pupils are to complete C1e/6 & 7 ‘More about indicators’
Additional Notes/Differentiation
More able pupils could be asked to predict the effect on pH of making an acid more dilute or more concentrated. Pupils could then explain how this could affect its corrosiveness. Mention to pupils that litmus paper/solutions remains the same colour in neutral solutions.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7E ACIDS & ALKALIS
LESSON 5 – Investigation neutralisation
Learning objectives
Pupils are to understand and learn:
• That when an acid is added to an alkali it lowers it pH
• That a neutral solution can be obtained by adding an acid to an alkali
• To conduct an experiment to produce a neutral solution
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 3d, 3f
KS 2 links/Prior learning
Pupils should have learnt:
• the use of universal indicator and understanding of pH
Suggested Teaching Activities
Starter Activity
• Pupils to give examples of indicators and possible colour changes in acid, alkali and neutral solutions.
Core Activity
• Teacher demonstrates to pupils the class practical of exploring what happens when a solution of an acid is added drop by drop to a solution of an alkali.
• Ask pupils what happens to the colour/pH when too much acid is added or too much alkali is added to the solution. Ensure that pupils know a green colour indicates a neutral solution when universal indicator is used.
• Explain to pupils that when an acid and alkali are added together, a salt and water are produced which both have a pH of 7.
• Pupils are to answer questions from Exploring Science book : P65 C1d ‘Making an ash of it’
• Pupils are to complete worksheet Hodder A Activity 8.3 ‘Salt and water’, 8.4 ‘An acid animation’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 50 ‘Neutralisation’ on OHP transparency
Safety/Risk Assessment
Pupils are to wear goggles during the experiment. Avoid using bleach, drain cleaner, or descaler. 0.4 mol dm-3 laboratory acids and alkalis can be used. Alkalis are more hazardous to skin and eyes than acids of a similar concentration.
Resources
Universal indicator solution, sodium hydroxide solution, hydrochloric acid and water in beakers, pipettes, test tubes and rack, pH chart
OHP and transparency
Exploring Science book 1: P65 C1d ‘Making an ash of it’
Hodder A Activity 8.3 ‘Salt and water’, 8.4 ‘An acid animation’
Year 7 Badger Key Stage 3 Science Starter 50 ‘Neutralisation’ on OHP transparency
SEN worksheet: Esc C1d ‘Making an ash of it’, C1e ‘Mixing a rainbow’, C1d ‘In the red’
Homework
Pupils are to complete worksheet C1e/5 ‘Revision Crossword’
Additional Notes/Differentiation
More able pupils test their prediction using a pH monitor and data logger when carrying out experiment. Pupils could also be asked to describe what computer generated graphs show about the way pH changes as more alkali is added. Pupils could be asked to investigate changes in temperature during neutralisation and be introduced to the idea that a chemical reaction is taking place.
Use Hodder Extension A: Activity A8E4a ‘Electronic pH data’, A8E4b ‘Electronic pH practical’ & A8E3 ‘Temperature and neutralisation’
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7E ACIDS & ALKALIS
LESSON 6 – The uses of neutralisation
Learning objectives
Pupils are to understand and learn:
• That acids and alkali are used in a range of everyday situations
• the examples of and uses of acids and alkalis
• to observe and analyse experiments of acids and alkalis neutralising each other
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 3f, 3g
KS 2 links/Prior learning
Pupils should have learnt:
• the use of universal indicator and understanding of pH
Suggested Teaching Activities
Starter Activity
• Pupils are to describe how to neutralise an acid and to write the general word equation for neutralisation.
Core Activity
• Teacher is to demonstrate and explain to pupils everyday situations where neutralisation occurs. Examples are as follows: treatment of indigestion (stomach acid is neutralised by an antacid), treatment of stings by bees & wasps, treatment of acidic soil, hair and skin care, food preservation and toothpaste on teeth to neutralise acid produced by bacteria feeding on sugar.
• Teacher to give guidance on how to carry out an Sc 1 investigation to see for example, if one tablet of antacid neutralise the same amount of acid, how much antacid neutralises a certain amount of acid, which substance (out of 3) is best at neutralising stomach acid etc.
• Pupils are to answer questions from Exploring Science book : P67 C1e ‘Mixing a rainbow’
• Pupils are to complete worksheet Hodder A Activity: A8S3 ‘Vinegar for wasps’, A8E2 ‘An acid antiseptic’.
• Pupils are to complete Exploring Science 1 worksheet: C1e/8 ‘Are pH balanced products really better for your skin?’
• Pupils are to answer questions from spotlight science7: 6c P78/79 ‘An balancing act’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 51 ‘Neutralisation 2’ on OHP transparency
Safety/Risk Assessment
Pupils are to wear goggles during the experiment. Avoid using bleach, drain cleaner, or descaler. 0.4 mol dm-3 laboratory acids and alkalis can be used. Alkalis are more hazardous to skin and eyes than acids of a similar concentration.
Resources
Hydrochloric acid, beakers, measuring cylinder, antacids, spatulas, advertisements or sources of information about skin and hair products as well as food preservatives, bicarbonate soda, vinegar, sodium hydroxide, petri dish
OHP and transparency
Exploring Science book 1: P67 C1e ‘Mixing a rainbow’
Hodder A Activity: A8S3 ‘Vinegar for wasps’, A8E2 ‘An acid antiseptic’.
Year 7 Badger Key Stage 3 Science Starter 51 ‘Neutralisation 2’ on OHP transparency
Homework
Pupils are to research how living things use acids such as ants, nettles, humans in digestion etc. Pupils need identify and note the key points about the range of pH used and potential harmful effects and to explain these verbally as a presentation or produce a poster/leaflet.
Additional Notes/Differentiation
Pupils may need to be guided towards suitable sources of information e.g. web sites such as .
Associated Skills
Communication *
Information Technology *
Citizenship *
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7E ACIDS & ALKALIS
LESSON 7 – Rainbow Fizz (Sc 1)
Learning objectives
Pupils are to understand and learn:
• To relate ideas about acids, alkalis and neutralisation to the experiment
• To conduct experiment and record observations as well interpret results
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 3d -h
KS 2 links/Prior learning
Pupils should have learnt:
• the solutions that are acidic, alkali or neutral
• an indicator shows whether a substance is acidic, alkali or neutral
• the pH numbers of several solutions
Suggested Teaching Activities
Starter Activity
• Pupils to give write down the colours of strong/weak acids and alkalis as well as neutral when universal indicator solution is used.
Core Activity
• Teacher to discuss and demonstrate to pupils the rainbow fizz experiment using Exploring Science 1 worksheet: C1e/3 ‘Rainbow fizz’.
• Pupils are to conduct experiment and answer questions (observations and analysis of results).
• Teacher is to ask pupils for their explanations and then discuss experiment with the class.
Plenary
• Pupils are to write their observation of test tube drawn on the board/OHP showing universal indicator and acid/alkali combination. Pupils are to identify areas of acid and alkali and explain why their ideas.
Safety/Risk Assessment
Pupils are to wear goggles during the experiment. 0.4 mol dm-3 laboratory acids and alkalis can be used. Alkalis are more hazardous to skin and eyes than acids of a similar concentration.
Resources
Ethanoic acid (vinegar), universal indicator, test tubes & rack, soda crystals, water,
OHP and transparency
Exploring Science 1 worksheets: C1e/3 ‘Rainbow fizz’
Homework
Pupils are to complete Exploring Science 1 worksheet: C1d/6 ‘Making sherbet (theory)’
Additional Notes/Differentiation
Pupils will need a lot of guidance when conducting the experiment as pouring solutions to fast can cause experiment to give the differing results.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7E ACIDS & ALKALIS
LESSON 8 – The causes and effects of acid rain
Learning objectives
Pupils are to understand and learn:
• That when sulphur found in fossil fuels burns in oxygen, it produces an acidic gas sulphur dioxide
• that acidic gases such as sulphur dioxide, nitrogen dioxide, carbon dioxide dissolve in water to produce acid rain
• that acid rain causes environmental damage and can be neutralised by alkalis
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 3d -h
KS 2 links/Prior learning
Pupils should have learnt:
• the solutions that are acidic, alkali or neutral
• an indicator shows whether a substance is acidic, alkali or neutral
• the pH numbers of several solutions
Suggested Teaching Activities
Starter Activity
• Pupils are to sort out list of substances with pH written on the board/OHP into acid, alkali and neutral.
Core Activity
• Teacher is to demonstrate sulphur burning in air and collecting the gas (sulphur dioxide) in a gas jar. Ask pupils to predict pH/colour when water and then universal indicator are added. Ask pupils to write word equation for the reaction. Discuss other gases that may dissolve in rainwater.
• Explain to pupils how we get acid rain i.e. fossil fuels containing sulphur burning in air to produce acidic gases which dissolve in rain. Ask pupils on the effects of acid rain on the environment i.e. making soils and lakes acidic and killing plant and animals. Ask pupils to suggest ways of reducing acidity i.e. neutralising by adding an alkali.
• Ask pupils to explain how acid rain would effects stonework. Teacher is to demonstrate dropping sulphur acid to limestone and explain how stonework made of marble, limestone, chalk (containing calcium carbonate) is eaten away by acid rain.
• Pupils are to answer questions from Spotlight science 7: 6b P77 ‘How strong?’
• Pupils are to answer questions from Exploring Science book 2: P9 C7e ‘A burning problem’
• Pupils are to answer questions from Exploring Science 9 worksheet: 9Gb/6 or 7 ‘Where does it come from1 or 2?’, 9Gb/4 ‘The formation of acid rain’
• Pupils could watch video ‘acids’ and answer questions about the content of the video.
Plenary
• Pupils are to put a several sentences in order of how acid rain forms.
Safety/Risk Assessment
Pupils are to wear goggles during the experiment. 0.4 mol dm-3 laboratory acids and alkalis can be used. The room should be well ventilated and only small amount of sulphur is required which should be placed in the burning spoon. Sulphur dioxide is an irritant.
Resources
Sulphur, gas jar, Bunsen burner, burning spoon, matches, universal indicator solution, water, safety mat, goggles, limestone, hydrochloric acid
OHP and transparency
Exploring Science 9 worksheets: 9Gb/6 or 7 ‘Where does it come from1 or 2?’ 9Gb/4 ‘The formation of acid rain’
Exploring Science book 2: P9 C7e ‘A burning problem’
Spotlight science 7: 6b P77 ‘How strong?’
TV & Video ‘acids’
Homework
Pupils are to complete Exploring Science 9 worksheet: 9Gb/8 ‘The effects of acid rain’.
Additional Notes/Differentiation
More able pupils could research what could be done/is being done to reduce the amount of acidic gases being released into the atmosphere and causing acid rain (could use ICT internet).
Associated Skills
Communication *
Information Technology *
Citizenship *
Literacy *
Application of Numbers
Scientific Investigation * (Observing)
YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS
LESSON 1 – Investigation Chemical reactions
Learning objectives
Pupils are to understand and learn:
• That a new substance is made in a chemical reaction
• Most chemical reactions are irreversible
• To conduct an investigation chemical reactions
KS 3 NC Ref: Sc1 2g, 2m & Sc3 2a, 3a
KS 2 links/Prior learning
Pupils should have learnt:
• In the acid & alkalis module about reversible and irreversible changes
Suggested Teaching Activities
Starter Activity
• Teacher to demonstrate to pupils the chemical reaction between magnesium and hydrochloric acid in a test tube.
• Pupils are to describe the things that show them that a chemical reaction is taking place. Teacher to write a list of descriptions on the board (gas produced, heat energy, bubbling, colour change, sound produced etc).
Core Activity
• Teacher to demonstrate to pupils how to conduct investigation using Exploring Science 2 worksheet: C5a/1 ‘Is there a reaction 1? Pupils are record there observation and say whether their experiment was a chemical reaction or not, giving reasons for their conclusions.
• Pupils are to answer questions from Exploring Science 2 worksheet: C5a/4 ‘Reaction or no reaction’, C5a/3 ‘Useful and harmful reactions’
Plenary
• Ask pupil for their results and conclusion for the investigation.
Safety/Risk Assessment
Pupils are to wear goggles during the experiment. 0.4 mol dm-3 laboratory acids and alkalis can be used.
Resources
Bunsen burner, safety mat, test tube holder, boiling tubes, test tubes & rack, Zinc oxide, copper sulphate solution, iron wool/nail, hydrochloric acid, magnesium strip, sodium hydrogen carbonate, sodium hydroxide, sodium chloride, white copper sulphate powder (anhydrous).
Exploring Science 2 worksheets: C5a/4 ‘Reaction or no reaction’, C5a/3 ‘Useful and harmful reactions’, C5a/1 ‘Is there a reaction 1?
Homework
Pupils are to look at their own everyday situations and make list of chemical reactions they see. Pupils must explain how they know i.e. frying/cooking food etc - new substance made/irreversible reaction.
Additional Notes/Differentiation
At KS 2 pupils will not have describe chemical changes as chemical reactions, although they will have explored changes where new materials are made.
Associated Skills
Communication *
Information Technology
Citizenship *
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS
LESSON 2 – Investigating physical changes
Learning objectives
Pupils are to understand and learn:
• That a physical change is reversible and that no new substance is made
• That melting, evaporating and dissolving are examples of physical change
KS 3 NC Ref: Sc1 2g, 2m & Sc3 2a, 3a
KS 2 links/Prior learning
Pupils should have learnt:
• That chemical changes are irreversible and new substances are made
Suggested Teaching Activities
Starter Activity
• Pupils to read out and discuss the previous lesson’s homework about making a list of chemical reactions seen in their everyday life and to explain how they know i.e. frying/cooking food etc - new substance made, irreversible reaction.
Core Activity
• Teacher to demonstrate to pupils physical changes by showing an ice cube melting on a petri dish, water being evaporated from a solution of copper sulphate, salt dissolving in warm water etc. Ask pupils if these examples are reversible and if a new substance is being made. Pupils should conclude that ice cube melting is a physical change as no new substance is being made and the process reversible.
• Ask pupils for other examples of physical change they see in everyday life i.e. butter melting
• Pupils are to answer questions from Exploring Science book 2: P54/55 C5a ‘Getting a reaction’
• Pupils are to answer questions from Exploring Science 2 worksheet: : C5a/4 ‘Reaction or no reaction’, C5a/3 ‘Useful and harmful reactions’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 53 ‘Reversible or irreversible?’ on OHP transparency
Safety/Risk Assessment
Goggles need to be worn during evaporation of water from the copper sulphate solution.
Resources
Ice cube, petri dish, copper sulphate solution, beaker, evaporating basin, tripod, gauze, safety mat, sodium chloride, warm water, glass rod
OHP and transparency
Exploring Science book 2: P54/55 C5a ‘Getting a reaction’
Exploring Science 2 worksheets: C5a/4 ‘Reaction or no reaction’, C5a/3 ‘Useful and harmful reactions’
Year 7 Badger Key Stage 3 Science Starter 53 ‘Reversible or irreversible?’ on OHP transparency
Homework
Pupils are to complete Hodder support A: activity A11S3 ‘Permanent’
Additional Notes/Differentiation
At KS 2 pupils will not have describe chemical changes as chemical reactions, although they will have explored changes where new materials are made.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation * (Observing)
YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS
LESSON 3 – Investigating how acids react with metals
Learning objectives
Pupils are to understand and learn:
• That some acids are corrosive
• That acids react with some metals to produce new substances – a salt and hydrogen gas
• The test for hydrogen gas
• To conduct an experiment to determine which metals are reactive
KS 3 NC Ref: Sc1 2g, 2m & Sc3 2a, 3a
KS 2 links/Prior learning
Pupils should have learnt:
• About acids and safety procedures
Suggested Teaching Activities
Starter Activity
• Pupils are to write down everything they know acids, i.e. pH range, colour etc. Pupils are also to give examples of acids.
Core Activity
• Teacher to demonstrate to pupils the class practical of reacting hydrochloric acid with different metals. Teacher to show the reaction between magnesium and hydrochloric acid in a test tube to collect the hydrogen gas being produced. Demonstrate to pupils the test for hydrogen gas.
• Pupils are conduct experiment with the following metals: magnesium, zinc, iron filings, copper and record their observations. If bubbles are seen in the test tube then pupils are to assume that hydrogen gas is being produced.
• Pupils are then to write a conclusion and list the metals in order of their reactivity with hydrochloric acid. Pupils could also be asked to complete half-written word equations from the board.
• Pupils are to answer questions from Exploring Science book 2: P56/57 C5b’All change’
• Pupils are to complete worksheet Hodder Resource A Activity: 11.1 ‘Do all metals react with acids?’ Hodder support A: A11S1 ‘Acids and metals’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 55a/b ‘How do acids react with metals?’ on OHP transparency
Safety/Risk Assessment
Pupils are to wear goggles during the experiment. 0.4 mol dm-3 laboratory acids can be used. Any contact with skin should be washed off with plenty water and reported to the teacher.
Resources
Metals – Magnesium, zinc, iron filings, copper, spatulas, test tubes & rack, goggles
OHP and transparency
Exploring Science book 2: P56/57 C5b’All change’
Hodder Resource A Activity: 11.1 ‘Do all metals react with acids?’ Hodder support A: A11S1 ‘Acids and metals’
Year 7 Badger Key Stage 3 Science Starter 55a/b ‘How do acids react with metals?’ on OHP transparency
Homework
Pupils are to complete Hodder Resource A11.1 ‘Hydrogen gas from metals’
Additional Notes/Differentiation
More able pupils could predict what happens to the pH of the acid as it reacts with the metal and if time allows they could also try to find out by doing further experiments.
Introduce the term ‘Reactants’ and ‘Products’.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS
LESSON 4 –Investigating how acids react with metal carbonates
Learning objectives
Pupils are to understand and learn:
• That when metal carbonate reacts with an acid it produces a metal salt, water and carbon dioxide gas
• That limewater is the test for carbon dioxide gas which turns from colourless to cloudy white
• To conduct experiment to observe the reactions between an acid and metal carbonates
• To identify patterns and write a word equation for the reaction
KS 3 NC Ref: Sc1 2j, 2k & Sc3 3e, 3g
KS 2 links/Prior learning
Pupils should have learnt:
• the About acids and safety procedures
Suggested Teaching Activities
Starter Activity
• Pupils are to discuss which gas is being released when a carbonated drink is opened. Identify the gas as carbon dioxide and demonstrate to pupils how to collect the gas and test for it using limewater (can pipette carbon dioxide gas from a reaction between a metal carbonate and acid into limewater).
Core Activity
• Teacher is to demonstrate to pupils the class practical of reacting metal carbonates with hydrochloric acid. Pupils are provided with samples of metal carbonates such as limestone (calcium carbonate), indigestion powder, nickel carbonate, zinc carbonate, etc. Pupils are to conduct experiment and write their observations as well as a conclusion to establish whether a chemical reaction has taken place.
• Pupils are to write word equations for the reactions between metal carbonates and acid (teacher guidance is needed)
• Pupils are to complete worksheet Hodder A Activity: 11.2 ‘Testing for carbon dioxide’ & Activity B ‘Vinegar fizz reaction’, Hodder support A11S2 ‘Testing gases’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 56 a & b ‘How do acids react with carbonates’ on OHP transparency (pupils to have their own worksheet)
Safety/Risk Assessment
Pupils are to wear goggles during the experiment. 0.4 mol dm-3 laboratory acids can be used. Any contact with skin should be washed off with plenty water and reported to the teacher.
Resources
Metal carbonates such as limestone (calcium carbonate), indigestion powder, nickel carbonate, zinc carbonate, etc, test tubes & rack, spatulas, hydrochloric acid, limewater, goggles
OHP and transparency
Hodder A Activity: 11.2 ‘Testing for carbon dioxide’ & Activity B ‘Vinegar fizz reaction’, Hodder support A11S2 ‘Testing gases’
Year 7 Badger Key Stage 3 Science Starter 56 a & b ‘How do acids react with carbonates’ on OHP transparency (pupils to have their own worksheet)
Homework
Pupils are to research on the effects of carbon dioxide gas and global warming and produce a leaflet.
Website: http: //
Additional Notes/Differentiation
Reinforce that the colourless gas (carbon dioxide) made in this reaction is different to the colourless gas hydrogen made in the previous lesson and behaves differently. The effects of acid rain on carbonate buildings is covered in more detail in 8G ‘Rocks and weathering’.
Associated Skills
Communication *
Information Technology *
Citizenship
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS
LESSON 5 – Investigating burning materials in oxygen
Learning objectives
Pupils are to understand and learn:
• That new substances are made, usually oxides when material burn
• Burning requires oxygen gas
• How to write word equations for chemical reactions involving oxygen
KS 3 NC Ref: Sc1 2j & Sc3 1e, 2i, 3a
KS 2 links/Prior learning
Pupils should have learnt:
• About reversible and irreversible changes
Suggested Teaching Activities
Starter Activity
• Pupils to give information about which gas is required for burning and what to do in case of a fire.
• Pupils are shown fire triangle and asked to fill in the missing parts using words taken from a list given on the board. Explain to pupils that these are things needed for a fire to burn.
Core Activity
• Teacher to demonstrate to pupils, materials such as copper, magnesium, iron wool, carbon etc burning in air (or oxygen in a gas jar). Pupils are describe their observations of each material burning and instructed to name the new substances (oxides) being made. Pupils are also to be asked to say whether a chemical reaction had taken place and explain how they know.
• Pupils could be asked write word equations for the reactions demonstrated. Pupils could also be given cards showing ‘Reactants’ and ‘products’ to produce word equations.
• Pupils are to answer questions from Exploring Science book 2: P80/81 C7a ‘On fire!’
• Pupils are to complete worksheet Hodder A Activity: 11.5 ‘Reacting with oxygen’
• Pupils are to answer questions from Exploring Science 2 worksheet: C7a/1 & 2 ‘Flame proofing 1 & 2’, C7b/1& 2 ‘A model fire extinguisher 1 & 2’, C7a/3 ‘The fire triangle’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 54 ‘Which gas’ on OHP transparency
Safety/Risk Assessment
Goggles should be worn by teachers and safety screen use to protect pupils during demonstration activities. Burning metals in oxygen gives a more vigorous reaction and so a burning spoon with a lid must be used when placing the heated metal in the gas jar. Pupils should be advised not to stare directly at the burning metals and they usually burn very brightly. Burning metals in air gives a less vigorous reaction and the product is the same.
Resources
Safety mat, Bunsen burner, matches, splint, copper, magnesium, iron wool, carbon, (optional - 4 gas jars full of oxygen), tongs, burning spoon, safety screen, goggles, cards with reactants and products from the chemical reactions observed.
OHP and transparency
Exploring Science book 2: P80/81 C7a ‘On fire!’
Exploring Science 2 worksheets: C7a/1 & 2 ‘Flame proofing 1 & 2’, C7b/1& 2 ‘A model fire extinguisher 1 & 2’, C7a/3 ‘The fire triangle’
Hodder A Activity: 11.5 ‘Reacting with oxygen’
Year 7 Badger Key Stage 3 Science Starter 54 ‘Which gas’ on OHP transparency
Homework
Pupils can complete any of Exploring Science 2 worksheets or pupils can use a secondary source to find information about fire prevention and fire fighting to produce a leaflet for use in the home (ICT – internet).
Additional Notes/Differentiation
The pH of the oxide produced can be tested and the product of burning. The product of carbon burning in oxygen could be tested with limewater to show that it is carbon dioxide.
Associated Skills
Communication *
Information Technology *
Citizenship *
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS
LESSON 6 – What products are made when a fuel burns?
Learning objectives
Pupils are to understand and learn:
• That fuels are substances that release energy when they burn
• That fossil fuels are rich in compounds containing carbon
• That burning fossil fuels in oxygen results in the production of carbon dioxide
• That natural gas is called methane, and that carbon dioxide and water are produced when it burns
KS 3 NC Ref: Sc1 2g, 2m & Sc3 2h, 2i
KS 2 links/Prior learning
Pupils should have learnt:
• That burning materials in oxygen/air produces oxides
Suggested Teaching Activities
Starter Activity
• Ask pupils to discuss the term ‘Fuel’-what it means and to give a few examples of fuels used.
Core Activity
• Teacher to demonstrate to pupils what happens when methane burns/candle burns/ethanol burns (see apparatus on Exploring Science 2 worksheet: C7c/1or 2 ‘Burning fuels’. Ask pupils to describe their observations before the experiment and when the products of burning are tested with limewater (carbon dioxide test), cobalt chloride paper (turns from blue to pink in the presence of water) and universal indicator in water (turns orange). Explain the term ‘combustion’
• Explain to pupils that most fuels contain carbon and ask pupils to suggest what might form when fuels are burnt in oxygen. Ask pupils to write a general word equations for the burning of a fuel in oxygen.
• Discuss whether it is likely that water and carbon dioxide can be changed back into the fuel.
• Pupils are to answer questions from Exploring Science book 2 : P84/85 C7c ‘Mixing oxides’
• Pupils are to complete worksheet Hodder A Activity: 11.4 ‘Fire’, 11.5 ‘Forest fire’, Hodder Extension A Activity: A11E4 ‘Burning reactions’
• Pupils are to answer questions from Exploring Science 2 worksheet: C7c/3 ‘word equations for burning reactions’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 58 ‘Reaction: before and after ’ on OHP transparency (and cards with reactants and products of previous chemical reactions taught to form word equations)
Safety/Risk Assessment
Use small quantities of fuels and keep stock containers away from where the fuels are burnt. Goggles need to be worn during the demonstration and safety screen.
Resources
Fuel –candle, glass tubing, bung, glass thistle funnel, thermometer, iced water, cobalt chloride paper, limewater, suction pump, u-tube, large beaker, iced water, boiling tube (see Esc 2 worksheet), matches, splint, clamp and stand, safety mat, safety screen,
OHP and transparency
Exploring Science book 2: P84/85 C7c ‘Mixing oxides’, C7c/1or 2 ‘Burning fuels’
Exploring Science 2 worksheets: C7c/3 ‘word equations for burning reactions’
Hodder A Activity: 11.4 ‘Fire’, 11.5 ‘Forest fire’, Hodder Extension A Activity: A11E4 ‘Burning reactions’
Year 7 Badger Key Stage 3 Science Starter 58 ‘Reaction: before and after ’ on OHP transparency (and cards with reactants and products of previous chemical reactions taught to form word equations)
Homework
Pupils are to complete Exploring Science 2 worksheet: C7c/4 ‘Fireworks’ & C7d/5 ‘History of explosives’.
Additional Notes/Differentiation
The formation of fossil fuels and burning of fossil fuels is done in unit 7I ‘Energy resources’ so concentrate mainly on the products of burning. Environmental effects of burning are done in Unit 9G ‘Environmental chemistry’. Pupils often think that energy is like a gas and has mass.
Associated Skills
Communication *
Information Technology
Citizenship *
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS
LESSON 7 – Investigating what is needed for materials to burn
Learning objectives
Pupils are to understand and learn:
• That part of air is used up during burning
• To record their observations about an experiment involving a candle burning in a container
• To give explanations for their observations
• To suggest ideas and test them
KS 3 NC Ref: Sc1 1b & Sc3 2a, 2i, 2j
KS 2 links/Prior learning
Pupils should have learnt:
• About combustion of materials and their products from previous lessons.
Suggested Teaching Activities
Starter Activity
• Pupils to carry out activity from Year 7 Badger Key Stage 3 Science Starter 59 ‘What is in air?’ on OHP transparency.
Core Activity
• Teacher to demonstrate the effect of putting a large glass container over a lighted candle floating in a trough of water. Write on the board and ask pupils questions to encourage what is happening e.g.
• What was in the large container?
• Why did the candle do out?
• Why didn’t it go out immediately?
• Why did the water rise up the container?
• What products are formed when the candle wax burns?
• What happens to this?
• Ask pupils to work out an explanation and remind of the work done earlier on combustion. Explain to pupils that part of the air was used up in burning and that the candle cannot continue to burn. The part used up in air was the oxygen gas.
• Pupils are to answer questions from Exploring Science book 2: P84/85 C7c ‘Making oxides’, P82/83 C7b ‘Put it out’.
• Pupils are to complete worksheet Hodder A Activity 11.4 ‘What happens when something burns?’
• Pupils are to answer questions from Exploring Science 2 worksheet: C7a/4 ‘Candle problems’, C7a/3 ‘The fire triangle’
Plenary
• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 57 ‘A burning candle’ on OHP transparency
Safety/Risk Assessment
Goggles must be worn. Ensure that candles are not likely to fall over during the experiment.
Resources
Candle on a foil/container, large beaker, trough with water, matches, splint, timer, goggles
OHP and transparency
Exploring Science book 2: P84/85 C7c ‘Making oxides’, P82/83 C7b ‘Put it out’.
Exploring Science 2 worksheets: C7a/4 ‘Candle problems’, C7a/3 ‘The fire triangle’
Hodder A Activity 11.4 ‘What happens when something burns?’
Year 7 Badger Key Stage 3 Science Starter 59 ‘What is in air?’ on OHP transparency
Year 7 Badger Key Stage 3 Science Starter 57 ‘A burning candle’ on OHP transparency
Homework
Pupils are to complete Exploring science 2 worksheet: C7b/3 ‘Putting out fires safely’, C7b/4 ‘The great fire of London’ or C7b/5 ‘The King cross fire’
Additional Notes/Differentiation
More able pupils could think of investigating get results which can be plotted on a graph e.g. the effects of volume (use different size beakers –volume of air) and time taken to burn out. Pupils could also find out about the earlier work on burning by scientists like Lavoisier and Priestly.
Associated Skills
Communication *
Information Technology
Citizenship *
Literacy *
Application of Numbers
Scientific Investigation * (Observing, Analysing)
YEAR 7: UNIT 7F SIMPLE CHEMICAL REACTIONS
LESSON 8 & 9 –Investigating how much gas is present in fizzy drinks (2 lessons - Sc 1)
Learning objectives
Pupils are to understand and learn:
• That fizzy drinks contained carbon dioxide gas dissolved in the solution
• To plan and carry out an experiment to investigate how much gas is present in fizzy drinks
• To write up a report which includes an apparatus list, diagram, fair test, prediction, method, results table, graph, conclusion using scientific knowledge and an evaluation
KS 3 NC Ref: Sc1 2e, 2f, 2g, 2j-m, 2n
KS 2 links/Prior learning
Pupils should have learnt:
• That carbon dioxide gas is dissolved in most fizzy drinks
Suggested Teaching Activities
Starter Activity
• Teacher to demonstrate to pupils an apparatus set up to show a gas being collected from a fizzy drink with a selection of other fizzy drinks.
Core Activity
• Teacher to use planing charts to help ‘guide’ pupils to plan the experiment (see worksheet for details of how to help pupils plan and conduct investigation).
• Pupils are to carry out investigation and write up a report during the 2 lessons allocated to the Sc 1.
• Pupils are to answer questions from Exploring Science book 1: P86/87 C3d ‘Free to go’ may remind pupils about the properties of a gas.
• If pupils have finish their report for the investigation then the Exploring science 2 worksheet: ‘End of Unit Test’ can be given out for acids & alkalis.
Plenary
• Pupils could share their ideas about their investigation with the rest of the class.
Safety/Risk Assessment
Goggles must be worn during the experiment. Any broken glassware must be disposed of in the broken glass bin using a dustpan and brush.
Resources
OHTs –planning sheets
10 mini pop bottles, 10 measuring cylinders, 10 rubber bungs and pipes, 10 washing up bowels, 3 pop samples, Vaseline, funnels, towels
Plain paper, graph paper, ruler, pencils, pens, plastic wallets
OHP and transparency
Exploring Science book 1: P P86/87 C3d ‘Free to go’
Homework
Pupils are to revise for the end of unit test ‘Acids and alkalis’ & ‘Simple chemical reactions’.
Additional Notes/Differentiation
Pupils will need guidance to carry out this investigation.
Associated Skills
Communication *
Information Technology
Citizenship
Literacy *
Application of Numbers
Scientific Investigation * (Planning, Observing, Analysing, Evaluating)
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