UNIT 7G: SOLID, LIQUID & GASES



YEAR 7 – CHEMISTRY SCHEMES OF WORK

The two chemistry modules have each nine and eight lessons respectively assigned to them, giving eighteen lessons in total 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: C3 & C4 Target/Word and summary sheets can be distributed to help pupils with the course.

7G SOLIDS, LIQUIDS & GASES

|LESSON NUMBER |LESSON TOPIC |

|1 |Introduction to solids, liquids & gases |

|2 |The three states of matter |

|3 |Properties and particle arrangements in solids |

|4 |Properties and particle arrangement in liquids |

|5 |Properties and particle arrangement in gases |

|6 |Changes in states |

|7 |Experiment to investigate boiling water (Sc. 1) |

|8 |Experiment to investigate cooling wax (Sc. 1) |

|9 |Diffusion and gas pressure |

Exploring Science 1 worksheets: C2 Target/Word and summary sheets can be distributed to help pupils with the course.

7H SOLUTIONS

|LESSON NUMBER |LESSON TOPIC |

|1 |Investigating soluble and insoluble substances |

|2 |Dissolving and saturated solutions |

|3 |What affects solubility of substances? |

|4 |Getting salt from rock salt |

|5 |Separating methods |

|6 |Distillation |

|7 |An investigation into separating dyes used in coloured inks |

|8 |Using Chromatography |

|9 |Module tests |

UNIT 7G: SOLID, LIQUID & GASES

LESSON 1 – Introduction to solids, liquids & gases

Learning objectives

Pupils are to understand and learn:

• that materials exist as one of the three states of matter

• to classify materials as either solids, liquids or gases

• using previous knowledge to identify materials as solids, liquids and gases

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1b

KS 2 links/Prior learning:

Pupils should have learnt:

• the three states of matter are solids, liquids and gases

• the changes in states melting, boiling, freezing

Suggested Teaching Activities

Introduce the 2 Chemistry modules being taught as ‘solids, liquids & gases’ and ‘solutions’.

Starter Activity

• Brainstorm with pupils about their previous knowledge on solids, liquids, & gases 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 classify some materials (an assortment of wood, metal blocks, water in beakers, air in a sealed container, syringe etc), as solids, liquids, or gases and explain why they think this.

• Pupils are to draw a table in their books and give their explanations in classifying the materials.

• Teacher to go through each material and write the correct explanation on the board.

• Pupils are to do questions from Exploring Science book 1.

• Pupils can do worksheet associated with the work.

Plenary

• Pupils are to give examples of other materials that can be classified as solid, liquid or a gas and explain why.

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

Class practical: Assortment of materials: wood, metal, water, fruit juice, glass rod, syringe full of air, gas jar containing oxygen, flour, sand, toothpaste, shampoo, paper etc.

Exploring Science book 1: P92 C4a ‘Café Chemistry’

SEN Exploring Science 1 worksheets: C4a ‘Café Chemistry’

Homework

Hodder A: chapter 2 Homework: 2.1 Carnival people

Additional Notes/Differentiation

SEN worksheet –see resources

Associated Skills

Communication *

Information Technology

Citizenship

Literacy *

Application of Numbers

Scientific Investigation * (observation, Analysis)

UNIT 7G: SOLID, LIQUID & GASES

LESSON 2 – The three states of matter

Learning objectives

Pupils are to understand and learn:

• to classify materials as either solids, liquids or gases

• to physical properties of solids, liquids and gases

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b

KS 2 links/Prior learning

Pupils should have learnt:

• the three states of matter are solids, liquids and gases

• to identify materials as solids, liquids and gases

Suggested Teaching Activities

Starter Activity

• Pupils will give ideas on how they could classify a material as a solid, liquid, or a gas. Pupils are to write their ideas down in their exercise book. Teacher to ask pupils for their ideas and write down on board/OHP.

Core Activity

• Class practical: Pupils are to have on each bench a balance, metal block (solid), sand, water & air in three separate closed syringes and 2 beakers of water.

• Give out worksheet (ESC C3e/1 or C4a/ 2) on properties of solids, liquids, and gases and instruct pupils to fill/cut and stick in the worksheet based on their observations.

• Teacher is go through worksheet and give explanations.

• Pupils are to answer questions in Exploring Science book 1 P88.

Plenary

• Show an object (any state of matter) and instruct pupils to explain what properties the material has.

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

Class practical: balance, a metal block (solid), sand, water, & air in three separate closed syringes and 2 beakers of water for each bench

Exploring Science book 1: P 88 C3e Summing up

Exploring Science 1 worksheets: C3e/1 or C4a/ 2, C3a/6 ‘Solid or liquid?’ or C4a/4 ‘In-between’

SEN worksheet: C3e Summing up

OHP/transparency

Hodder A – activity A2S1/2 –matter and particles/solids, liquids and gases

Hodder Extension A – Activity A2E1 – solid, liquid and gas

Homework

Pupils are to research worksheet on solids, liquids, and gases.

Additional Notes/Differentiation

New words such as ‘density’ and its units, ‘compressed’ must be explained to the pupils and meanings written down. The glossary at the back of the Exploring Science book maybe useful.

Associated Skills

Communication *

Information Technology

Citizenship

Literacy *

Application of Numbers

Scientific Investigation * (Observation, Analysis)

UNIT 7G: SOLID, LIQUID & GASES

LESSON 3 – Properties and particle arrangements in solids

Learning objectives

Pupils are to understand and learn:

• to know the physical properties of a solid

• to know particles are tiny and make up all matter

• to know the particle arrangement in a solid

• to know how the arrangement of particles gives the physical properties associated in a solid

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b

KS 2 links/Prior learning

Pupils should have learnt:

• the three states of matter are solids, liquids and gases

• using previous knowledge to identify materials as solids, liquids and gases

• the physical properties of solids, liquids and gases

Suggested Teaching Activities

Starter Activity

• Show pupils a solid object and ask them to write on the board the physical properties associated with solids.

• Alternatively, an OHP transparency/board can be used to show several properties associated with solids, liquids, and gases and instruct pupils to select properties of a solid only.

Core Activity

• Instruct a group of pupils to show how particles are arranged in a solid (drama). Pupils should stand very close together.

• Explain how this close arrangement of particles gives properties of a solid.

• Pupils are to do read and answer questions from the Exploring science book 1 P82/83.

• Pupils can also do ESC C3b/4 on the properties of solids.

• Pupils can carry out task to design a three dimensional solid ESC C3b/3.

Plenary

• Pupils will select from diagrams from the board/OHP the correct arrangement of particles in a solid and explain its properties.

Safety/Risk Assessment

If designing a three-dimensional solid, pupils will need to careful of compass point.

Resources

Design a three dimensional solid ESC C3b/3 (see worksheet)

OHP/transparency

Exploring Science book 1: P82/83 C3b Solid as a rock

Exploring Science 1 worksheets: ESC C3b/4 Properties of a solid -summary

SEN worksheet: C3b Solid as a rock

Homework

Complete worksheet on properties of solid or find out the particle arrangement in a liquid.

Additional Notes/Differentiation

Pupils need to know that particles are so tiny you would need a powerful microscope to see them. Particles make up all matter in the universe – this is the ‘particle theory’.

Associated Skills

Communication *

Information Technology

Citizenship

Literacy *

Application of Numbers

Scientific Investigation

UNIT 7G: SOLID, LIQUID & GASES

LESSON 4 – Properties and particle arrangement in liquids

Learning objectives

Pupils are to understand and learn:

• to know the physical properties of a liquid

• to know particles are tiny and make up all matter

• to know the particle arrangement in a liquid

• to know how the arrangement of particles gives the physical properties associated in a liquid

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b

KS 2 links/Prior learning

Pupils should have learnt:

• to identify materials as solids, liquids and gases

• the three states of matter and their properties

• the particle arrangement in a solid

Suggested Teaching Activities

Starter Activity

• Show pupils a liquid in a container and ask them to write on the board the physical properties associated with a liquid.

• Alternatively, an OHP transparency/board can be used to show several properties associated with solids, liquids, and gases and instruct pupils to select properties of a liquid only.

Core Activity

• Instruct a group of pupils to show how particles are arranged in a liquid (drama). Pupils should stand very close together.

• Explain how this arrangement of particles gives properties of a liquid.

• Pupils are to do read and answer questions from the Exploring science book 1 P84/85.

• Pupils can also do ESC C3c/4 on the properties of liquids.

Plenary

• Pupils will select from diagrams from the board/OHP the correct arrangement of particles in a liquid and explain its properties.

• Pupils in their groups show the particle arrangement in a solid and then a liquid (drama) or draw on the board.

Safety/Risk Assessment

No risk.

Resources

OHP/transparency

Exploring Science book 1: P84/85 C3c liquid assets

Exploring Science 1 worksheets: C3c/4 on the properties of a liquid -summary

SEN worksheet: C3c Liquid assets

Homework

Pupils are to do worksheets on solids, liquids, and gases. Spotlight science 7-9e ‘Which state of matter’. Pupils could also research the particle arrangement in a gas.

Additional Notes/Differentiation

Pupils need to know that particles are so tiny you would need a powerful microscope to see them. Particles make up all matter in the universe.

Associated Skills

Communication *

Information Technology

Citizenship

Literacy *

Application of Numbers

Scientific Investigation

UNIT 7G: SOLID, LIQUID & GASES

LESSON 5 – Properties and particle arrangement in gases

Learning objectives

Pupils are to understand and learn:

• the physical properties of a gas

• that particles are tiny and make up all matter

• the particle arrangement in a gas

• how the arrangement of particles gives the physical properties associated in a gas

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b

KS 2 links/Prior learning

Pupils should have learnt:

• to identify materials as solids, liquids and gases

• the three states of matter are solids, liquids and gases and their properties

• the particle arrangement in a solid and liquid

Suggested Teaching Activities

Starter Activity

• Show pupils a gas in a container and ask them to write on the board the physical properties associated with a liquid.

• Alternatively, an OHP transparency/board can be used to show several properties associated with solids, liquids, and gases and instruct pupils to select properties of a gas only.

Core Activity

• Instruct a group of pupils to show how particles are arranged in a gas (drama). Pupils should stand very close together.

• Pupils could carry out short experiment from ESC C3d/1 ‘Observing gases’.

• Explain how this arrangement of particles gives properties of a gas.

• Pupils are to do read and answer questions from the Exploring science book 1 P86/87.

• Pupils can also do ESC C3d/2 on the properties of gases.

Plenary

• Pupils will select from diagrams from the board/OHP the correct arrangement of particles in a gas and explain its properties.

• Pupils in their groups show the particle arrangement in a solid, a liquid, and a gas (drama) or draw on the board.

Safety/Risk Assessment

Any glass broken must be cleared up using a dustpan and brush and disposed of in the broken glass bin. Goggles must be worn if experiment carried out.

Resources

OHP/transparency

Exploring Science book 1: P86/87 C3d Free to go

Exploring Science 1 worksheets: ESC C3d/2 on the properties of gases – summary, C3d/3 ‘Research on a gas’, C3d/1 ‘Observing gases’ (perfume bottle, bag of air, funnel with water running into a flask, balloon filled with air in water, syringe full of air)

SEN worksheet: C3d Free to go

Homework

Complete worksheet on research on a gas ESC C3d/3.

Additional Notes/Differentiation

Pupils need to know that particles are so tiny you would need a powerful microscope to see them. Particles make up all matter in the universe.

Associated Skills

Communication *

Information Technology *

Citizenship

Literacy *

Application of Numbers

Scientific Investigation

UNIT 7G: SOLID, LIQUID & GASES

LESSON 6 – Changes in states

Learning objectives

Pupils are to understand and learn:

• about the changes in state of water

• the terms melting, boiling/evaporating, condensing and freezing

• about particle arrangement before, after and during changes in state

• distance between particles during expansion and contraction in solids and liquids

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b, 2c

KS 2 links/Prior learning

Pupils should have learnt:

• the properties and particle arrangement in solids, liquids and gases

Suggested Teaching Activities

Starter Activity

• Pupils to carry out activity from Year 7 Badger Key Stage 3 Science Starter 61/61a/61b ‘Is it solid, liquid or gas?’ on OHP transparency (cards can also be used).

Core Activity

• Teacher demonstration on ice melting and water boiling (kettle can be used) as well as steam from hot water in a beaker condensing onto a cold watchglass placed over it.

• Pupils are to explain what is happening to particles at each change in state and give names to the change in state of water i.e. melting, boiling etc.

• Teacher demonstration expansion and contraction using the metal ball and ring experiment. Explain about distance between particles during heating and cooling and hence the expansion and contraction in solids and liquids.

• Pupils are to answer questions from Exploring Science book 1 P80/81, P89 and ESC C3e/3 ‘Expansion & contraction’.

• Pupils are to complete worksheet Hodder A Chapter 2 Activity Sheet AS24 ‘Changing States’.

• Pupils are to answer questions from Exploring Science 1 worksheet C4b/5 ‘Melting moments’, C4e/7 ‘revision puzzle’

Plenary

• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 63 ‘Changing states’ on OHP transparency

Safety/Risk Assessment

Resources

Ice cubes, petri dish, kettle, water, metal ball and ring, Bunsen burner, safety mat, goggles, beaker, cold watch glass

OHP and transparency

Exploring Science book 1: P80/81

Exploring Science 1 worksheets: C4e/7 ‘revision puzzle’, C4b/5 ‘Melting moments’ C3e/3 ‘Expansion & contraction’, C3e/4 ‘Using expansion & contraction’.

Hodder A Chapter 2 Activity Sheet AS24 ‘Changing States’.

Year 7 Badger Key Stage 3 Science Starter 63 ‘Changing states’

Year 7 Badger Key Stage 3 Science Starter 61/61a/61b ‘Is it solid, liquid or gas?’

SEN: C1a ‘Melting away’

Homework

Pupils are to complete Hodder A Activity Sheet A2S5 ‘Water cycle’ or C3e/3 ‘Expansion & contraction’, C3e/4 ‘Using expansion & contraction’.

Additional Notes/Differentiation

More able pupils could do the ESC worksheet C4c/3 ‘Using ideas about particles’ (glue and scissors required).

Associated Skills

Communication *

Information Technology

Citizenship

Literacy *

Application of Numbers

Scientific Investigation * (Observing, Analysing)

UNIT 7G: SOLID, LIQUID & GASES

LESSON 7 – Experiment to investigate boiling water (Sc. 1)

Learning objectives

Pupils are to understand and learn:

• How to conduct an experiment using water (Sc. 1)

• Practical skills for example taking the temperature of water using a thermometer

• Draw a graph of the results and write a conclusion

• To recognise the changes in state of water from liquid to gas and relate it to temperature

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b, 2c

KS 2 links/Prior learning

Pupils should have learnt:

• the properties and particle arrangement of solids, liquids and gases

• the changes in states melting, boiling, freezing, condensing

Suggested Teaching Activities

Starter Activity

• Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 5a & 5b ‘Can you choose suitable apparatus?’ on OHP transparency.

Core Activity

• Teacher to demonstrate how to set up apparatus and go through points on the worksheet ESC C4c/1.

• Pupils are to carry out experiment to obtain results needed for graph.

• Teacher to go through results and enable pupils to complete conclusion.

• Pupils to answer question from Exploring Science Book 1 P98/99.

Plenary

• Pupils are to draw diagrams and explain what happens to water when it boils.

Safety/Risk Assessment

Any glass broken must be cleared up using a dustpan and brush and disposed of in the broken glass bin. Goggles must be worn and long hair tied back. Boiling water must be handled with care and apparatus must be cool when put away.

Resources

Water, Beaker, thermometer, tripod, safety mat, stopclock, Bunsen Burner, matches, splint, measuring cylinder, gauze, and goggles.

Exploring Science book 1: P98/99

Exploring Science 1 worksheets: C4c/1 ‘Boiling water 1’

Year 7 Badger Key Stage 3 Science Starter 5a & 5b’Can you choose suitable apparatus?’ on OHP transparency

SEN Worksheet: C4c Brewing up

OHP and pen

Homework

Pupils are to complete worksheet ESC C4a/3 ‘Making a cup of tea’

Additional Notes/Differentiation

Pupils will need guidance with safety, setting up apparatus, temperature reading from the thermometer and drawing their graph.

Associated Skills

Communication *

Information Technology

Citizenship

Literacy *

Application of Numbers

Scientific Investigation * (Planning, observation, Analysis)

UNIT 7G: SOLID, LIQUID & GASES

LESSON 8 – Experiment to investigate cooling wax (Sc. 1)

Learning objectives

Pupils are to understand and learn:

• How to conduct an experiment using wax (Sc. 1)

• Practical skills for example taking the temperature of cooling wax using a thermometer

• Draw a graph of the results and write a conclusion

• To recognise the changes in state of wax from liquid to solid and relate it to temperature

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b, 2c

KS 2 links/Prior learning

Pupils should have learnt:

• the properties and particle arrangement of solids, liquids and gases

• the changes in states melting, boiling, freezing, condensing

Suggested Teaching Activities

Starter Activity

• Instruct pupils to complete changes in state diagram from the board.

Core Activity

• Teacher to demonstrate how to set up apparatus and go through points on the worksheet ESC C4b/1 cooling wax 1.

• Pupils are to carry out experiment to obtain results needed for graph.

• Teacher to go through results and enable pupils to complete conclusion.

• Pupils to answer question from Exploring Science Book 1 P94/95 or 96/97

Plenary

• Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 8 ’ on OHP transparency and on sheets handed out to pupils.

Safety/Risk Assessment

Hot wax needs to be handled with care – pupils can use test holder or cloth to carry boiling tube to the rack. Goggles must be worn and any broken glass disposed of in the broken glass bin.

Resources

Beaker of hot water/water bath, test tube rack, boiling tube, thermometer, stopclock, goggles, hot wax

OHP and transparency

Exploring Science book 1: P94/95 or 96/97

Exploring Science 1 worksheets: ESC C4b/1 cooling wax 1

Year 7 Badger Key Stage 3 Science Starter 8 ’ on OHP transparency and on sheets handed out to pupils

Homework

Pupils can complete worksheets or alternatively pupils can complete worksheet ESC C4c/4 ‘Different boiling points’

Additional Notes/Differentiation

Pupils will need guidance with safety, setting up apparatus, temperature reading from the thermometer and drawing their graph.

Associated Skills

Communication *

Information Technology

Citizenship

Literacy *

Application of Numbers *

Scientific Investigation * (Planning, Observing, Analysis)

UNIT 7G: SOLID, LIQUID & GASES

LESSON 9 – Diffusion and gas pressure

Learning objectives

Pupils are to understand and learn:

• The particle arrangement in a gases and liquids

• Diffusion takes place in liquids and gases

• About gas pressure and the effects of temperature on gases

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b

KS 2 links/Prior learning

Pupils should have learnt:

• About how particle arrangement in gases and liquids

Suggested Teaching Activities

Starter Activity

• Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 64 ‘Diffusion’ on OHP transparency.

Core Activity

• Teacher demonstration of diffusion in liquids using purple crystals (potassium permanganate) in cold and hot water. Instruct pupils to explain their observations in the experiment i.e. Did the purple dye move fastest? and explain why?

• Instruct pupils to see if they can smell perfume from another side of the room when sprayed. Explain diffusion as movement of particles in liquids and gases. Explain to pupils about the scientist who discovered diffusion –Robert Brown and his theory ‘Brownian motion’.

• Show pupils balloon and explain to pupils about air pressure.

• Pupils could answer questions from Exploring Science book 1 P90/91and P102/103.

• Pupils could do Exploring Science 1 worksheets C3e/5 ‘more hot air’

Plenary

• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 65 ‘Air pressure’ on OHP transparency

Safety/Risk Assessment

Potassium permanganate is an irritant – do not get on skin and hot water may scold. Goggles need to be worn and any broken glass must be disposed of in the broken glass bin.

Resources

Potassium permanganate (purple dye), boiling tubes and rack, hot and cold water, balloon full of air, spatula, tweezers, perfume

OHP and transparency

Exploring Science book 1: P90/91C3e Gas Pressure, C3e Heating gases, C4e Aroma Roamer P102/103

Exploring Science 1 worksheets: C3e/5 ‘more hot air’, C4d/4 &5 ‘Robert Brown’

Year 7 Badger Key Stage 3 Science Starter 65 ‘Air pressure’ on OHP transparency

Year 7 Badger Key Stage 3 Science Starter 64 ‘Diffusion’ on OHP transparency

SEN worksheet: C4e Aroma Roamer

Homework

Pupils are to do Exploring Science 1 worksheet C4d/4 &5 ‘Robert Brown’

Additional Notes/Differentiation

Hodder A Activity sheet A2E2 ‘Brownian motion’ can be given to more able pupils.

Associated Skills

Communication *

Information Technology

Citizenship *

Literacy *

Application of Numbers

Scientific Investigation *(observation, Analysis)

UNIT 7H: SOLUTIONS

LESSON 1 – Investigating soluble and insoluble substances

Learning objectives

Pupils are to understand and learn:

• The meanings of the words soluble, insoluble, solute, solvent, solution

• To know whether a substance is soluble or insoluble

• Conduct an experiment to test which substances are soluble and insoluble

• Factors such as temperature, stirring, smaller pieces of solute will make substances dissolves more quickly

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1b, 1g, 2a, 2b

KS 2 links/Prior learning

Pupils should have learnt:

• Some substances dissolve to form a solution

• About some separating methods such as filtering

Suggested Teaching Activities

Starter Activity

• Pupils are to find the meanings of the following words: soluble, insoluble, solvent, solute, solution using either previous knowledge or the glossary in Exploring Science book 1.

• Teacher needs to write answer on the board and relate it to class experiment.

Core Activity

• Class experiment to test whether several substances are soluble or insoluble in a test tube of water (see Exploring Science 1 worksheet: C1a/1 ‘How do we know when something has dissolved?’).

• Pupils must record their observations in a table and prediction can be made before the experiment is conducted. Pupils are to then to write a conclusion on which substances are insoluble and soluble.

• Ask pupils what factors could make the solute dissolve much faster i.e. smaller pieces of solute, temperature, stirring etc. If time, then conduct teacher demonstration of sugar cubes and granulated sugar dissolving in a beaker of water, sugar dissolving in a beaker of hot water and cold water and stirring sugar to dissolve it faster.

• Pupils could answer questions from Exploring Science book 1 P56 and P60/61.

• Pupils could answer questions from Exploring Science 1 worksheets: C1a/7 ‘How do you know when something has dissolved?’

Plenary

• Teacher to draw to diagram of a test tube on board/OHP transparency labelled as copper sulphate dissolved in water. Pupils are to identify the solvent, solute, and solution from the diagram.

Safety/Risk Assessment

Goggles must be worn and any broken glass must be disposed of in the broken glass bin. Copper sulphate and Nickel Carbonate are irritants and skin contact must be avoided.

Resources

Water, test tubes & rack, spatulas, several substances such as salt, sugar, calcium carbonate/chalk, flour, nickel carbonate, copper sulphate, sand, etc

Exploring Science book 1: P56, P60/61

Exploring Science 1 worksheets: C1a/7 ‘How do you know when something has dissolved?’, C2a/2 ‘Key words about dissolving’, C1a/1 ‘How do we know when something has dissolved?’

OHP and transparency, blue pen

SEN worksheet: C1a ‘The clear solution’

Homework

Pupils are to do Exploring Science 1 worksheet C2a/2 ‘Key words about dissolving’

Additional Notes/Differentiation

Emphasis to pupils that a solution is always transparent even if it has colour and therefore the substance is soluble. An insoluble substance will eventually settle at the bottom of a test tube even when shaken or stirred.

Associated Skills

Communication *

Information Technology

Citizenship

Literacy *

Application of Numbers

Scientific Investigation *(Planning, observation, Analysis)

UNIT 7H: SOLUTIONS

LESSON 2 – Dissolving and saturated solutions

Learning objectives

Pupils are to understand and learn:

• That when a solute dissolves, mass is conserved

• That when a solute dissolves, the solute and solvent particles intermingle

• A saturated solution is one in which no more solute will dissolve in the solvent

• That different masses of different solids dissolve in the same volume of a particular solvent

• That solids can dissolve in liquids other than water

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1b, 1g, 2a, 2b

KS 2 links/Prior learning

Pupils should have learnt:

• certain substances dissolve and others do not

Suggested Teaching Activities

Starter Activity

• Instruct pupils to explain the meanings of following words, solute, solution, solvent and give examples.

Core Activity

• Demonstrate and explain that mass is conserved when a solid is dissolved in a liquid. The total mass of the solution is the mass of the solute and solvent added together.

• Pupils understanding can be tested again by asking what mass of salt they would get if the water was evaporated.

• Ask pupils what happens when a solid dissolves in a liquid (ICT simulation or mixing rice and peas). Instruct pupils to use their own words to explain what happens and to draw diagrams to help them explain ‘dissolving’.

• Demonstrate a saturated solution by add salt to some water and introduce the term saturated solution. Ask pupils to explain why this happens.

• Explain to pupils that different masses of different solids dissolve in the same volume of a particular solvent and that solids can dissolve in liquids other than water such as alcohol.

• Pupils could do Exploring Science book 1 P57, P58/59 and P60/61.

• Pupils could do Exploring Science 1 worksheets: C1a/3 ‘Using ideas about dissolving’, C1b/4 or 5, ‘How much will dissolve 1 or 2?’ C4d/7, ‘Solute calculations’, C1c 1 & 2 ‘ Cleaning up the mess’.

Plenary

• Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 68 ‘Is mass conserved when substances dissolve?’ on OHP transparency

Safety/Risk Assessment

Goggles need to be worn and any broken glass must be disposed of in the broken glass bin.

Resources

Balance, beakers, glass rod, salt, granulated and cubes of sugar, hot and cold water, stopclock, spatulas

OHP and transparency

Exploring Science book 1: P57, P58/59, P60/61

Exploring Science 1 worksheets: C1a/3 ‘Using ideas about dissolving’, C1b/4 or 5, ‘How much will dissolve 1 or 2?’, C4d/7, ‘Solute calculations’, C1c 1 & 2 ‘ Cleaning up the mess’, C1c/6 ‘Polly styrene’s problem page’.

Year 7 Badger Key Stage 3 Science Starter 68 ‘Is mass conserved when substances dissolve?’ on OHP transparency

SEN worksheet: C2c Salt of the Earth or: C1a ‘A soluble problem’

Homework

Pupils are to do Exploring Science 1 worksheet: C2c/6 ‘Hard and soft water’ or C1c/6 ‘Polly styrene’s problem page’.

Additional Notes/Differentiation

Students that are more able can complete A5E4’ How much can dissolve: saturated solutions’.

Associated Skills

Communication *

Information Technology

Citizenship *

Literacy *

Application of Numbers *

Scientific Investigation *(observation, Analysis)

UNIT 7H: SOLUTIONS

LESSON 3 – What affects solubility of substances?

Learning objectives

Pupils are to understand and learn:

• The amount of solute that dissolves depends on the volume of solvent and its temperature

• That many solutes are more soluble at higher temperatures

• Explain solubility as the amount of solid that will dissolve in a 100g of a liquid

• To make comparisons, identify patterns and make predictions from graphs

KS 3 NC Ref: Sc3 1b, 1g, 1h, 2a, 2b

KS 2 links/Prior learning

Pupils should have learnt:

• That certain substances dissolve and others do not

• That when a solute dissolves, mass is conserved

• That when a solute dissolves, the solute and solvent particles intermingle

• A saturated solution is one in which no more solute will dissolve in the solvent

Suggested Teaching Activities

Starter Activity

• Ask pupils to draw diagrams and explain what happens to particles when a solid dissolves in a liquid and explain the terms ‘saturated solution’.

Core Activity

• Teacher demonstration of 2g of sugar, dissolving in 10g of water at two different temperatures. Ask pupils to predict which on would dissolve faster and to explain why.

• Pupils could do Exploring Science book 1 P58/59 and P60/61.

• Pupils could do Exploring Science 1 worksheets: C1b/4 or 5, ‘How much will dissolve 1 or 2?’, C4d/7, ‘Solute calculations’, C1b/6 ‘Calculating the solubility’.

Plenary

• Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 71a & 71b ‘Does temperature affect solubility?’ on OHP transparency and on worksheets

Safety/Risk Assessment

Goggles need to be worn and any broken glass must be disposed of in the broken glass bin.

Resources

Graph paper, ruler, pencils

OHP and transparency

Exploring Science book 1: P58/59, P60/61

Exploring Science 1 worksheets: C1b/4 or 5, ‘How much will dissolve 1 or 2?’ C4d/7, ‘Solute calculations’, C1b/6 ‘Calculating the solubility’.

Year 7 Badger Key Stage 3 Science Starter 71a & 71b ‘Does temperature affect solubility?’ on OHP transparency

SEN: Hodder Support A A5S4 ‘A familiar friend’, ESC C1b ‘Things are hotting up’

Homework

Pupils are to do Exploring Science 1 worksheet: C14d/6 ‘What’s in your orange squash?’

Additional Notes/Differentiation

Pupils could do Hodder A5E3 ‘Latest solutions’.

Associated Skills

Communication *

Information Technology

Citizenship *

Literacy *

Application of Numbers *

Scientific Investigation *(observation, Analysis)

UNIT 7H: SOLUTIONS

LESSON 4 – Getting salt from rock salt

Learning objectives

Pupils are to understand and learn:

• about separating mixtures to obtain a sample of salt from rock salt.

• How to conduct a practical to separate a mixture using filtration and evaporation

• To evaluate methods used in terms of mass of the salt obtained

• That salt comes from a variety of sources and has many uses

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1g, 1h, 2a, 2b

KS 2 links/Prior learning

Pupils should have learnt:

• How to separate solids and liquids by sieving and evaporating.

Suggested Teaching Activities

Starter Activity

• Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 66 ‘A solution or not’ on OHP transparency.

Core Activity

• Teacher demonstration of practical using Exploring Science 1 worksheet C2c/4 ‘Making salt from rock salt 1’. Details of safety and how to set up apparatus must be given to pupils. Pupils need to fill in worksheet.

• Instruct pupils to conduct experiment to obtain salt from rock salt using Exploring Science 1 worksheet.

• Pupils need to evaluate their salt deposits in evaporating basins.

• Pupils could do Exploring Science book 1 P72/73 C2c ‘Salt of the Earth’, P70/71 C2b ‘Fit to drink’

• Pupils could do Exploring Science 1 worksheets: C2b/4 ‘Filtering’

Plenary

• Pupils will read out filled in passages from worksheet and evaluate their salt extracted from the rock salt.

Safety/Risk Assessment

Goggles must be worn during experiment and any broken glass must be disposed of in the broken glass bin. Pupils must be aware that during and after the experiment, the apparatus may still be hot and time needs be given to allow them to cool. Pupils also need to be aware of the fact that salt may ‘spit’ from the solution during the evaporating process and the Bunsen burner needs to be moved away/turned off.

Resources

Mortar and pestle, rock salt, water, beaker, glass rod, filter paper and funnel, conical flask, evaporating basin, gauze, tripod, Bunsen burner, safety mat, paper towels, matches, splints, goggles, spatulas, and container for excess rock salt.

OHP and transparency

Exploring Science book 1: P72/73 C2c ‘Salt of the Earth’, P70/71 C2b ‘Fit to drink’

Exploring Science 1 worksheets: C2b/4 ‘Filtering’, C2c/4 ‘Making salt from rock salt 1’

Year 7 Badger Key Stage 3 Science Starter 66 ‘A solution or not’ on OHP transparency

SEN worksheet: C2c Salt of the Earth

Homework

Pupils can research where salt comes from and it many uses.

Additional Notes/Differentiation

More able student can complete Exploring Science 1 worksheet C2c/7 ‘ Gandhi and the salt act’.

Associated Skills

Communication *

Information Technology *

Citizenship *

Literacy *

Application of Numbers

Scientific Investigation *(observation, Analysis)

UNIT 7H: SOLUTIONS

LESSON 5 – Separating methods

Learning objectives

Pupils are to understand and learn:

• about separating mixtures to obtain a sample of salt from rock salt.

• How to conduct a practical to separate a mixture using filtration and evaporation

• To evaluate methods used in terms of mass of the salt obtained

• That salt comes from a variety of sources and has many uses

KS 3 NC Ref: Sc3 1g, 1h, 2a, 2b

KS 2 links/Prior learning

Pupils should have learnt:

• How to separate solids and liquids by sieving and evaporating.

Suggested Teaching Activities

Starter Activity

• Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 67 ‘Separating sand and salt’ on OHP transparency.

Core Activity

• Teacher demonstration to remind pupils of separating methods using apparatus the filtration and evaporation. Pupils are to explain how filtering and evaporation works to separate out insoluble/soluble substances in a liquid.

• Pupils could do Exploring Science 1 worksheets:C2e/2 ‘Separating mixtures 1’ (P263 only), C2b/4 ‘Filtering’

• Pupils could do Exploring Science book 1 P72/73 C2c ‘Salt of the Earth’, P70/71 C2b ‘Fit to drink’

Plenary

• Pupils explain what separating methods could be used to separate the following: copper sulphate from its solution, chalk, and sugar in water, sand and water.

Safety/Risk Assessment

Any broken glass must be disposed of in the broken glass bin.

Resources

Mortar and pestle, rock salt, water, beaker, glass rod, filter paper and funnel, conical flask, evaporating basin, gauze, tripod, Bunsen burner, safety mat, spatulas, and container for excess rock salt for demonstration purposes only.

OHP and transparency

Exploring Science book 1: P72/73 C2c ‘Salt of the Earth’, P70/71 C2b ‘Fit to drink’

Exploring Science 1 worksheets: C2e/2 ‘Separating mixtures 1’ (P263 only), C2b/4 ‘Filtering’

Year 7 Badger Key Stage 3 Science Starter 67 ‘Separating sand and salt’ on OHP transparency SEN worksheet: C2c Salt of the Earth

Homework

Pupils are to do Exploring Science 1 worksheet: C2c/5 ‘Making salt from rock salt 2’.

Additional Notes/Differentiation

More able pupils can answer questions from Exploring science book 1 P70/71 C2b ‘Fit to drink’ on purification of drinking water.

Associated Skills

Communication *

Information Technology

Citizenship *

Literacy *

Application of Numbers

Scientific Investigation

UNIT 7H: SOLUTIONS

LESSON 6 – Distillation

Learning objectives

Pupils are to understand and learn:

• That distillation can be used to separate a liquid from the solids, which are dissolved in it.

• That distillate is a process in which evaporation of a liquid is followed by condensation

• The distillation apparatus with Liebig Condenser and laboratory version of distillation

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1g, 1h, 2a, 2b

KS 2 links/Prior learning

Pupils should have learnt:

• How to separate solids and liquids by sieving and evaporating.

• Condensation

Suggested Teaching Activities

Starter Activity

• Pupils are give examples of separating methods and the type of substance these methods would separate or examples (i.e. filtering separates an insoluble solid such as sand from a liquid such as water).

Core Activity

• Teacher demonstration of distillation using the Liebig condenser and explain to pupils how the method is used to separate a liquid from its solute (i.e. in purifying water). Ink or copper sulphate solution can be used in the distillation process.

• Demonstrate to pupils how distillation can be done in the laboratory to separate salt/ink from its solution. The following apparatus will be needed: boiling tube, test tube, delivery tube and bung, cold water in a beaker, Bunsen burner, tripod and gauze, safety mat, clamp and stand. This can be done as a class practical.

• Ask pupils to help with take temperature of water (100oC) when the solution is boiling in the round bottom flask and point out where the solute and solvent end up at the end of the process.

• Pupils could do Exploring Science 1 worksheets: C2d/1 or 2 ‘Distillation apparatus 1 or 2’, C2d /5’What is in the barrel of oil?’

• Pupils could explain in their own words how distillation works or pupils could be given a series of statements jumbled up.

• Pupils could do Exploring Science book 1 P74/75 C2d ‘Still water’

Plenary

• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 69 ‘Distillation’ on OHP transparency

Safety/Risk Assessment

Goggles must be worn and any broken glass must be disposed of in the broken glass bin. Anti-bumping granules must added to the solution in the flask to prevent vigorous boiling.

Resources

Distillation apparatus including Liebig condenser, Bunsen Burner, clamps and stands, beaker, round bottom flask, anti-bumping granules, matches, splint, goggles, thermometer, ink/copper sulphate solution

Class practical on lab distillation

Boiling tube, test tube, delivery tube and bung, cold water in a beaker, Bunsen burner, tripod and gauze, safety mat, clamp and stand

OHP and transparency

Exploring Science book 1: P74/75 C2d ‘Still water’

Exploring Science 1 worksheets: C2d/1 or 2 ‘Distillation apparatus 1 or 2’, C2d /5’What is in the barrel of oil?’

Year 7 Badger Key Stage 3 Science Starter 69 ‘Distillation’ on OHP transparency

SEN worksheet: C2d ‘Still water’ or C2b ‘Fit to drink’

Homework

Exploring Science 1 worksheet: C2d/3 ‘Not a drop to drink’.

Additional Notes/Differentiation

More able pupils can answer questions from Exploring science 1 worksheet: C2d/4 ‘The history of distillation’, C2b/1-5 about purifying water to make it fit to drink. At this stage, it is not necessary to distinguish between distillation and fractional distillation

Associated Skills

Communication *

Information Technology

Citizenship *

Literacy *

Application of Numbers

Scientific Investigation *(observation, Analysis)

UNIT 7H: SOLUTIONS

LESSON 7 – An investigation into separating dyes used in coloured inks

Learning objectives

Pupils are to understand and learn:

• That a mixture of two or more solutes which are soluble in a particular solvent can be separated by chromatography

• To conduct an experiment to separate dyes used in colour inks by chromatography

• To separate and identify materials using chromatography

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1g, 1h, 2a, 2b

KS 2 links/Prior learning

Pupils should have learnt:

• how to separate solids and liquids by sieving and evaporating.

• Condensation and distillation.

Suggested Teaching Activities

Starter Activity

• Pupils are asked which colours can used to make green, purple using pencil crayons/paints. Introduce chromatography as a method that can be used to separate out the dyes used to make inks/paints/feltips.

Core Activity

• Teacher demonstration of chromatography of inks/feltips/food colourings (water soluble) on strips and circular chromatography paper using water as the solvent.

• Discuss about with pupils the solvent particles are carrying the solute particles up the paper. Smaller solute particles will travel further up the paper.

• Instruct pupils to carry out chromatography experiment using inks/feltips provided and using water as the solvent in smaller beakers.

• Pupils are to draw a table in their exercise books with results of dyes used in the inks and conclusion written.

• Teacher to write results on the board from the experiment by asking pupil’s for their results and conclusion.

• Pupils could answer questions Exploring Science book 1 P78/79 C2e ‘Dyeing for juice’.

• Pupils could do Exploring Science 1 worksheets: C2e/1 ‘Chromatography of ink’

Plenary

• Draw a chromatograph on board and instruct pupils to find out which dyes were used in the ink.

Safety/Risk Assessment

Goggles need to be worn and any broken glass must be disposed of in the broken glass bin.

Resources

Several inks/feltips/food colourings, strips and circular chromatography paper, droppers, small beakers, water, pencils, ruler, splints, paper clips, flat dish, scissors

OHP and transparency

Exploring Science book 1: P78/79 C2e ‘Dyeing for juice’

Exploring Science 1 worksheets: C2e/1 ‘Chromatography of ink’

SEN worksheet: C2e ‘Dyeing for juice’

Homework

Pupils are to do Exploring Science 1 worksheet C2e/6 ‘Forensic evidence’

Additional Notes/Differentiation

A pencil line must be drawn on the chromatogram (origin) and the colour of the ink written in pencil so as not to contaminate experiment. The solvent level must be below the origin as it will wash away the inks being tested. Other solvents (i.e. alcohol) can be used to separate out some dyes.

Associated Skills

Communication *

Information Technology

Citizenship *

Literacy *

Application of Numbers

Scientific Investigation *(observation, Analysis)

UNIT 7H: SOLUTIONS

LESSON 8 – Using chromatography

Learning objectives

Pupils are to understand and learn:

• That a mixture of two or more solutes which are soluble in a particular solvent can be separated by chromatography

• To conduct an experiment to separate dyes used in colour inks by chromatography

• To separate and identify materials using chromatography

KS 3 NC Ref: Sc3 1g, 1h, 2a, 2b

KS 2 links/Prior learning

Pupils should have learnt:

• how to separate solids and liquids by sieving and evaporating.

• Condensation and distillation.

Suggested Teaching Activities

Starter Activity

• Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 70 ‘Chromatography’ on OHP transparency.

Core Activity

• Discuss with pupils how chromatographs are interpreted and in what context they are used i.e. Forensics/crime solving, genetics etc

• Pupils could answer questions Exploring Science book 1 P78/79 C2e ‘Dyeing for juice’, P62 C1c ‘Cleaning up’.

• Pupils could do Exploring Science 1 worksheets: C2e/1 ‘Chromatography of ink’, C2e/4 ‘Who scraped the gatepost?’, C2e/5 ‘More Chromatography’, C2e/2 ‘Separating mixtures 2’

Plenary

• Pupils will complete the Exploring Science 1 worksheet: C2 Quick quiz

Safety/Risk Assessment

No risk

Resources

OHP and transparency

Exploring Science book 1: P78/79 C2e ‘Dyeing for juice’, P62 C1c ‘Cleaning up’

Exploring Science 1 worksheets: C2e/1 ‘Chromatography of ink’, C2e/4 ‘Who scraped the gatepost?’, C2e/5 ‘More Chromatography’ , C2e/2 ‘Separating mixtures 2’

Year 7 Badger Key Stage 3 Science Starter 70 ‘Chromatography’ on OHP transparency

SEN worksheet: C2e ‘Dyeing for juice’

Homework

Pupils are to do revise for end of unit test. Revision could be done by completing the Exploring Science 1 worksheet C2: End of unit test.

Additional Notes/Differentiation

Associated Skills

Communication *

Information Technology

Citizenship *

Literacy *

Application of Numbers

Scientific Investigation *(observation, Analysis)

UNIT 7H: SOLUTIONS

LESSON 8 – Revision

Learning objectives

Pupils are to understand and learn:

• The

•

•

KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1b

KS 2 links/Prior learning

Pupils should have learnt that:

•

Suggested Teaching Activities

Starter Activity

• Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 64 ‘Diffusion’ on OHP transparency.

Core Activity

• Teacher.

• Instruct pupils to see if

•

• Pupils could do Exploring Science book 1 P.

• Pupils could do Exploring Science 1 worksheets

Plenary

• Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 65 ‘Air pressure’ on OHP transparency

Safety/Risk Assessment

Goggles need to be worn and any broken glass must be disposed of in the broken glass bin.

Resources

OHP and transparency

Exploring Science book 1: P

Exploring Science 1 worksheets:

Year 7 Badger Key Stage 3 Science Starter 65 ‘Air pressure’ on OHP transparency

Year 7 Badger Key Stage 3 Science Starter 64 ‘Diffusion’ on OHP transparency

SEN worksheet:

Homework

Pupils are to do Exploring Science 1 worksheet

Additional Notes/Differentiation

Associated Skills

Communication *

Information Technology

Citizenship *

Literacy *

Application of Numbers

Scientific Investigation *(observation, Analysis)

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