Science Unit 2 Chemistry 2014-2015/KS4 Medium term overview
Module Title:
BTEC First Award in Principles of Applied Science
Syllabus References:
Unit 2: Chemistry and Our Earth
Module Length:
Overall aims of the scheme:
Learning aim A: Chemistry
Identifying chemical substances based on
their physical and chemical properties
Learning aim B: Chemistry
Identifying uses of chemical substances
related to their chemical and physical
properties
Learning aim C: Chemistry
Investigating different factors affecting the
rate of chemical reactions.
Learning aim D: Chemistry
Activities affecting the Earth and its
environment
Inclusion: gifted and talented, SEN, EAL
 SEN:
1. key word definitions;
2. Differentiated work sheets
3. Support through verbal interaction
4. Working towards level 2 but can
evidence level 1 work
 G&T:
1. Differentiated skill sheets
2. Work towards merit/distinction grades
3. Take the lead in practical activities
 EAL:
Edexcel exam board
30 guided learning hours
Core activities:
Learning Aim A
2A.P1
1. Learners research physical properties of group 1 elements.
2. Learners watch a teacher demonstration of group 1 elements
with water and record observations.
3. Show Video/DVD: of caesium and rubidium reacting with
water.
4. Learners give the number of protons, electrons and neutrons
for group 1 elements.
5. Learners calculate the electron configuration of group 1
elements.
2A.M1/ 2A.D1
1.Learners research physical properties of group 7
2.Show Video: reactions of group 7 elements and answer
questions about it
3. Learners give the number of protons, electrons and neutrons
for group 7 elements.
4. Learners calculate the electron configuration of group 7
elements.
5. Teacher discusses that the group 7 elements exist in nature
as diatomic molecules.
6. Learners draw a dot and cross diagram of simple covalent
compounds.
Learning aim B
2B.P4
1. Learners listen to the ‘elements song’.
2. Teacher lead discussion on revision of the particle model for
solids, liquids, gases, elements, mixtures and compounds.
3. Elements, mixtures and compounds – Design a classification
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ICT Links:
a) Developing skills in Independent research
b) Developing skills in specific research criteria
c) Understanding what plagiarism is
Developing skills in referencing research
resources- web sites correctly
Research physical properties of group 1 elements.
Research physical properties of group 7
Research types of chemical reactions and factors
affecting the rates
Research the causes of acid rain and its effects
on the environment.
Literacy and Learning:
Learning through talk:
Video: reactions of group 7 elements and answer
questions; discuss
Discussion on group 7 elements existence in nature
as diatomic molecules.
Discussion on revision of the particle model for
solids, liquids, gases, elements, mixtures and
compounds.
Discuss research findings on types of chemical
reaction rates and their effects
Discussion on Video clip of a fast reaction (the
1. Use of visual aids- PP slides, images,
practical work
2. Emphasis on key words use and
meanings
3. Availability of a dictionary
4. Use of Google translate
 PP:
1. Regular assessment of student
progress
2. Encouragement in class activities
 LAC:
1. Use of Collins differentiated work
tasks available
 Boys underachievement:
1. Encourage full interaction in activities
2. Identify roles in group work
3. Peer supporting activities
key.
4. Teacher led discussion on physical properties.
5.Learners examine the materials with the best physical
properties to make a coffee cup
2B.P4; 2B.M4; 2B.D3
1. Teacher gives input on uses of chemicals based on chemical
properties and links back to work on groups 1 and 7.
2. Learners research chemicals in unit content and their uses
and produce a poster to present the information.
Learning aim C
1, Teacher gives input on writing word equations.
2. Learners write simple word equations based on descriptions
of chemical reactions. They label reactants and products.
3. Teacher gives input on writing balanced equations.
4. Learners write simple balanced equations based on word
equations.
5. Learners research types of reactions and produce a poster to
present the different types.
6. Teacher gives input on reversible and irreversible reactions.
7. Learners research some examples of reversible and
irreversible reactions.
1. Learners watch a video clip of a fast reaction (the Hindenburg
disaster) and then look at some slow reactions, e.g. rusting.
Learners then answer questions on the differences between the
reactions.
2. Teacher explains how to calculate reaction rate using graphs.
3. Teacher gives information on factors affecting rate.
4.Teacher explains how to calculate
2C.M5
Learners investigate effect of concentration on the reaction
between magnesium ribbon and hydrochloric acid.
2C.M5
1. Learners investigate effect of temperature on the reaction
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Discussion on the collision theory
Discussion on concepts of yield and atom economy
Discuss and collaborate on producing ideas about
the ways that humans affect the Earth
Small/large group activities – practical
investigations- developing team work
Use of roles within groups
2C.P7
2C.P6
Assessment for Learning Opportunities:
1. Students have targets which they know
and understand
2. Students know regularly at what level they
are working in relation to these targets
3. Students know how they can improve their
working at level so as to achieve their targets
4. The students have access to level/grade
descriptors, e.g. in their books or on
classroom walls, and they understand them,
and there is reference to them within lessons
Hindenburg disaster) and then look at some slow
reactions, e.g. rusting comparing them
Learning from text:
Use research and put information into own words
Use of text books for research- students to gather
appropriate information they required
Use of library books
Use of Principles Of science text books
Learning through writing:
Presenting work as: reports, leaflets, newspaper
articles, posters
Numeracy Links:
 Calculating the number of protons,
electrons and neutrons for group 1 and 7
elements
 writing word equations then symbol
equations then balancing them
 Calculating averages from practical results
from chemical reaction rates
 Construct graphs lined/ bar/ curves from
above results
 Constant temperature
5. There are exemplars of good work
available of different types which we can
show to students and which, in particular,
illustrate level/grade requirements
6. Schemes of work/lesson plans all make
specific reference to AFL
7. Learning objectives are differentiated and
levelled/graded
8. Lesson observations show that each
teacher is in “AFL mode”, i.e. always
discussing their work with students and
helping them see how they can improve in
terms of level/grade descriptors and
achieving targets.
9. There is evidence that teachers have the
skill of asking the students the type of
questions, both individually and to the whole
class, that enables them to understand how
they can progress, and where relevant lead
them to see how they can move on to achieve
higher levels/grades.
10. There is evidence that both peer and self
assessment relating to the learning objectives
are occurring in lessons as appropriate
11. There is the evidence of AFL comments
in the marking of students’ work.
12. AFL is also being used to adjust schemes
of work, lesson plans and overall teaching in
the light of analysis of the ascertained
responses of students
between sodium thiosulphate and hydrochloric acid.
2. Learners investigate effect of catalyst on the decomposition
of hydrogen peroxide.
3. Teacher explanation of collision theory.
4. Learners use collision theory to explain their practical
observations.
 Using the equation:
The amount of energy transferred in a certain time
as power.
 Measured in watts (W) (1W = 1j /s)
 Concepts of yield and atom economy.
 Earth’s atmospheric timeline gas levels
2C.P7; 2C.M6; 2C.D4
1. Teacher leads discussion on concepts of yield and atom
economy.
2. Learners research Haber process.
3. Learners use collision theory to explain how the reaction
between chlorine and sodium bromide can be speeded up.
Cross-Curricular Links:
Learning aim D
2D.P9
Local environment can be managed in a
sustainable way.
1. Teacher leads discussion on tectonic plates using pictures of
the effects of continental drift.
2. Learners watch videos of natural disasters as a lead into a
teacher-led discussion.
3. Learners produce a newspaper article on earthquakes.
4. Learners produce a set of instructions for people to follow in
the event of an earthquake or tsunami.
2D.P9
Teacher gives input on evolution of atmosphere.
Learners will draw a poster of the Earth’s atmospheric timeline.
Geography: looking at different areas within the
country, then different countries on tectonic plates,
volcanic eruptions/ earthquakes
Art/Design
Making a model of the atom
Drama role play e.g. the particle model and the
different properties of gases liquids and solids
History local environment –management in a
sustainable way- past present and future
2D.P8; 2D.M7
1.Learners collaborate on producing ideas about elements that
can be extracted from the Earth, sea and air
2. Learners research the causes of acid rain and its effects on
the environment.
2D.D5
Student Leadership Opportunities:
.
Group work roles- manager/ leader during
practical activities
Organising a small group for a presentation
to the class on
1. Learners collaborate on producing ideas about the ways that
humans affect the Earth.
2. Learners choose an environmentally damaging activity and
prepare a leaflet explaining how individuals can reduce the
impact of this activity.
3. Teacher gives explanation on what is ‘sustainable living’?
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WrL / Enterprise:
Extension/Enrichment Opportunities:
Working at the higher distinction grades, to
evaluate, synthesise learning
4. Learners produce a report containing suggestions on how the
council and the local environment can be managed in a
sustainable way.
5. Learners produce a concept map of the topics covered in
Unit 2.
2D.D5
Responsible industry – Learners write an article about the likely
environmental impact of a power station and how the impacts
can be minimised.
Week
Learning Objectives
1
2A.P1
Describe trends in the physical
and chemical properties of group
1 and 7 elements.
2A.M1, D1
explain and investigate the
trends of group 1 and 7 elements
explain what the reactivity series
and displacement reactions are
related to observations from
investigations
Natural disasters and effects on living species;
Newspaper article on earthquakes.
Acid rain and its effects on the environment. as
man-made effects
Responsible industry –an article about the likely
environmental impact of a power station and how
the impacts can be minimised.
Tasks
Annotate a periodic table group 1 and 7 elements
State the meanings of physical and chemical properties and what
a trend is
Research the physical properties of group 1 and group 7 elements
Watch demonstration of group 1 elements reacting with water and
record observations about their physical properties and how they
react.
Investigate displacement reactions of group 7 and complete a full
laboratory report
Use your observations of the reaction of group 1 elements with
water to describe the chemical properties of the group.
Watch Video clip of caesium and rubidium reacting with water and
describe and record observations.
Draw a table with the numbers of protons, electrons and neutrons
for group 1 elements.
Calculate and draw the electron configuration of lithium, sodium
and potassium, describe your method.
Watch a Video Showing the reactivity of group 7 elements and
answer questions about it.
Draw a table with the number of protons, electrons and neutrons
for group 7 elements.
Calculate and draw the electron configuration of fluorine and
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SMSC
Differentiation
A1.1
describe and Classify group 1 and 7 elements based
on their physical properties
Evidence of classification and categorising at least 2
elements from group 2
(based on their physical properties)
Boiling points, melting points electrical conductivity,
thermal conductivity, solubility in water and non-polar
viscosity (viscosity)
M1.D1
Students to discuss the group 1 & 7 elements
according to their melting, boiling points conductivity
etc trends. Draw a table and identify any trends
related to the elements position on the periodic table.
Students to write a paragraph to explain this
Research and interpret data and present information,
developing an argument and drawing a conclusion
using scientific technical and mathematical language
conventions and symbols to apply the learning from
chlorine.
State how many electrons are found in the outer shell of group 1
and group 7 elements
Describe trends in the physical properties of group 1 and group 7
elements (including melting, boiling points and electrical
conductivity)
Describe the trends in the chemical properties of group 1 and
group 7 elements.
Imagine you are a Head of Science in a school. Write a safety
leaflet for technicians explaining which group 1 and group 7
elements may be used in school and which may not. Explain why
those banned may not be used.
Explain the trends in the chemical properties of group 1 and group
7 elements in terms of electronic structure and the forces of
attraction between sub-atomic particles.
2
2A. P2 Compare properties of
ionic and covalent substances.
2A.P3 Draw dot-and-cross
diagrams of simple ionic and
covalent substances
3
2A.M2 Explain the properties of
ionic and covalent substances
Recall unit 1 work on the structure of an atom
Research and define the key words atom, molecule, ion, ionic
bonding and covalent bonding
1A.2
Discuss then list the common properties of ionic and covalent
1. describe four typical properties of ionic substances
substances.
2. Describe four typical properties of covalent
Describe how to classify a substance as ionic or covalent present as a
table.
substances
Complete investigations testing substances for solubility in water,
conduction of electricity and the effect of temperature, Complete a
laboratory report on your findings.
Write a conclusion for the results from the investigation, identifying
ionic and covalent substances by relating the results to the
properties of ionic and covalent substances.
a. Draw dot-and-cross diagrams for ionic bonding in sodium
1A.3
1. provide data through practical investigations
chloride, magnesium oxide, and magnesium chloride.
2. Classify at least six different substances as being
b. Draw dot-and-cross diagrams for the covalent compounds methane,
either ionic or covalent in nature
water and carbon dioxide
Extend your conclusion to investigation in task 2 to explain the
M2, M3, .D2
different properties of ionic and covalent compounds.
Students need to research and Use these diagrams to
Add notes to the dot and cross diagrams drawn for task 2 to
work out the formula for methane, water, chlorine,
explain how the bonds have formed, including references to the
carbon dioxide, hydrogen and oxygen. Then evaluate
number of electrons in the outer shell.
the formation of ionic and covalent substances
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the lesson. To do this, students need to research and
complete a set of instructions to explain the electron
configurations and how to complete them. Then
research how group 7 elements exist as diatomic
molecules
following the investigations
2A.M3 Explain the formation of
ionic and covalent substances
2A.D2 apply knowledge of ionic
and covalent substances
4
2B.P4 Describe how chemical
substances are used based on
their physical properties.
Applying learning to plan a scientific test that
Draw dot and cross diagrams for ammonia and sodium chloride
Use these diagrams to work out the formula for chlorine, hydrogen can be used in industry to separate immiscible
liquids and miscible liquids
and oxygen
Research and draw diagrams of silicon dioxide, diamond and graphite and
explain how these form
Sodium chloride can be used to produce chlorine. Explain how
this is done and explain it using ideas about the properties of ionic skills/literacy/comprehension and thinking
skills
substances.
Students to interpret the properties to explain and
Research uses of silicon dioxide, diamonds and graphite. Relate
relate the bonding to the uses in all bonding types. To
these uses to structure, bonding and properties of these covalent substance
Recall KS3 work on the particle model for solids, liquids, gases,
elements, mixtures and compounds
Complete a poster showing the particle model for solids, liquids
and gases and giving the physical properties of each.
Use/equipment
Your chemical product
Fire extinguisher
Carbon dioxide
Electrical wires
Copper
Welding
Argon
Lubricant
Graphite
Abrasive
Silicon dioxide
Paint
Titanium dioxide
Dehumidifier
Calcium chloride
Air bags
Sodium azide
Tools
Iron
Computer circuits
Silicon
To help the team find out more about some chemical products
complete a table stating the physical properties
a. Produce an information booklet/leaflet for each of four of those
in the table
b. Using appropriate websites and/or textbooks and/or chemical
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do this they need to write an extended piece of work,
added to activity 5 above
1B.4
1.Discuss different types of physical properties
of some common chemical substances
(Can complete a discussion sheet to show this
evidence)
2. Provide evidence of a brief description of the
above substances
data books, research the following for each of the chemical
products you chose:
chemical properties –chemical reactivity; type of chemical
bonding and structure; outer electron arrangement
Physical properties – thermal and electrical conductivity; melting
and boiling points; solubility in different solvents; viscosity etc.
Other uses and applications
2B.P5 Describe chemical
properties of chemical
substances.
5
2B.M4 Explain how physical and
chemical properties of chemical
substances make them suitable
for their uses.
2B.D3 Assess the suitability of
different types of substance for a
specified use.
6
2C.P6/P7 Identify the number
and types of atoms in balanced
chemical reactions.
Explain how physical and chemical properties of chemical
substances make the following suitable for their uses:
a. sodium azide in airbags; b. argon in welding; c. silicon in
computer–chip technology; d. carbon dioxide in fire extinguishers.
Investigate the viscosity of different motor oils and write a lab
report.
Research the properties of motor oil and complete a worksheet
your company could use to explain to the importance of keeping
their car engine oil topped up.
Extend your engine oil research further to give more technical
information including boiling point and viscosity and relate these to
the running temperature of a car engine and the conditions in
which the engine is operating.
Complete assessment activity 2.4 from Pearson Principles of
Applied Science: Imagine you are a chemist working for a
company producing rocket fuel.
Assess and write a fully referenced report on the suitability of
hydrogen, hydrazine and gunpowder as rocket fuels. Say which
one you would recommend and justify your choice with reference
to their chemical and physical properties.
Research and describe the factors that affect rates of chemical
reactions.
a. Investigate the effect of temperature on the reaction between
sodium thiosulphate and hydrochloric acid. Describe how
increasing temperature changes the rate of reaction.
b. Write the word and symbol equations for the reaction then
identify the types and numbers of each atom present in the
products and in the reactants. Give the state of each substance
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1B.5
1. Evidenced by practical work or secondary
data provided or research, looking at chemical
changes involving common substances
2. Must show evidence of classification of at
least two changes that are chemical (e.g.
interaction with water)
D3
Complete an information leaflet to give to customers
looking at buying oil for their car
Complete a formal Witten report with audience and
purpose
7
2C.P7 Describe the factors that
can affect the rates of chemical
reactions.
involved.
a. Investigate effect of catalyst solid manganese dioxide on the
decomposition of hydrogen peroxide.
b. Describe how the catalyst changes the rate of reaction. Write
the word and symbol equations for the reaction then identify the
types and numbers of each atom present in the products and in
the reactants. Give the state of each substance involved.
a. Carry out an investigation to find out how the rate of reaction
between calcium carbonate or magnesium and hydrochloric acid
is affected by changing the concentration of acid. Plot a graph of
your results.
Describe how concentration changes the rate of reaction. Write
the word and symbol equations for the reaction then identify the
types and numbers of each atom present in the products and in
the reactants. Give the state of each substance involved.
For the range of chemical reactions investigated in task 1 identify
the reactants and products, state if the reactions are reversible or
irreversible.
Identify if the reactants and products are solids liquids, gases or
in aqueous solution. (include decomposition, displacement,
combustion and neutralisation reactions
1C. 6
1. Discuss factors affecting the rates of reaction, to
establish what the possible factors could be (Can
complete a discussion sheet to show this evidence
and after carrying out some practical investigations.
Can be reported in the form of a table)
2. Must describe these factors, covering effects of
concentration, particle size, temperature, the
presence of catalyst on the rates of chemical
reactions, and show that e.g. increasing the
temperature increases the rate of reaction
1C.7
1. Can be given (at least three) balanced equations
2. They must identify the reactants and products in
each equations
3. They must include their symbols, and state if the
reaction is reversible
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8
9
10
2C.M5, Explain plan complete
an investigation independently to
look at effects of catalyst a solid
manganese dioxide on the
decomposition of hydrogen
peroxide. Identify the reactants
and products state if the
reactions are reversible or
irreversible
Research and write a report on the industrial manufacture of
bromine, the hydration of ethene and the Contact process.
2C.M6
explain writing the word and
symbol equations for the reaction
then identifying the types
numbers of each atom in the
products and reactants, state if
they are gases or in aqueous
Solution and if the reaction is
decomposition, displacement
combustion or neutralisation
reaction
Research the Haber process and describe it.
Include an explanation of the terms ‘yield’ and ‘atom economy’ in
relation to this process
2C.D4 Apply learning to look at
the factors that could change the
rate of reaction in each case and
Explain why they affect the rate
by considering collision theory.
To analyse how different factors affect the rate and yield of an
industrial reaction imagine that you are a chemist working for a
company manufacturing ammonia. Your line manager wants to
cut the cost of the Haber process by doing the reaction at 200 0C
and 100 atm and also use less catalyst.
2D.P8 Describe the human
activities that affect the Earth
and its environment
Plan and Investigate and
Researching how limestone is
quarried, copper extracted, oil
For each process include and explain the equations. Describe the
factors that could change the rate of reaction in each case and
explain why they affect the rate by considering collision theory.
Write a detailed report to explain why this would not be a good
idea by analysing how different factors affect the rate of
production and yield of ammonia
Research and list human activities that affect the environment.
Research and list natural factors that have changed the surface of
our Earth and its atmosphere
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D4
Research examples of rates and yields in
industry. Relate these to the substance of
ammonia. Outline in a budget report how the
manufactures can be cost effective
1D.8
1. Must identify at least two human activities that have
environmental consequences
(obtaining materials from the sea, land, air (e.g. coal
natural gas oil, metal ores, salt, nitrogen, oxygen)
extracted, nitrogen and oxygen
extracted, biofuels grown and
nuclear energy generated.
State ways in which these
activities lead to changes in the
environment
2D.M7 Discuss the extent to
which human activity has
changed the environment. In
comparison to natural activity
Explain natural factors that have
changed the surface and
atmosphere of the Earth by;
Research and describe the
causes of volcanic eruptions and
how this may change the Earth’s
crust and its atmosphere.
Identify some of the effects of a
named volcanic eruption.
Research two mountain ranges
explain how they have been
formed by the movement of
tectonic plates, (the Andes and
the Himalayas.)
Research and describe the
causes of earthquakes
Identify how this may change the
Earth’s crust and affect the
environment.
Describe some of the effects of a
the 2011 earthquake near Japan
that led to problems in the
Fukushima
Explain on a poster a timeline of
changes Earth’s composition,
atmosphere and identify natural
and human activities that have
led to these changes
Describe the human activities that affect the environment by;
a. Researching how limestone is quarried, copper
extracted, oil extracted, nitrogen and oxygen
extracted, biofuels grown and nuclear energy
generated
b. State ways in which these activities lead to changes
in the environment
Describe natural factors that have changed the surface and
atmosphere of the Earth by;
a. Research and describe the causes of volcanic
eruptions and how this may change the Earth’s crust
and its atmosphere.
b. Identify some of the effects of a named volcanic
eruption.
c. Research two mountain ranges and explain how they
have been formed by the movement of tectonic
plates, for examples the Andes and the Himalayas.
d. Research and describe the causes of earthquakes
e. Identify how this may change the Earth’s crust and
affect the environment.
f. Describe some of the effects of a the 2011
earthquake near Japan that led to problems in the
Fukushima
Draw a poster showing the timeline of changes to the composition
of Earth’s atmosphere and identify the natural and human
activities that have led to these changes.
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2D.P9 Describe the natural
factors that have changed the
surface and atmosphere of the
Earth.
1D.9
Research and describe the problems facing the Fukushima region
of Japan following the 2011 earthquake.
Identify the natural and human activities that led to the problems.
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2D.D5 Apply learning to Evaluate
possible solutions to changes in
the environment, occurring from
natural or human activity by:
Evaluating if the need for copper
can be met by recycling. Explain
how the copper extraction could
affect the local and global
environment and explain steps
the company will take to
minimise these effects. Explain
at least two methods of reducing
the environmental impact of
copper extraction and the
burning of fossil fuels used in the
process. Evaluate how
successful these steps are likely
to be.
Discuss whether human or natural activities have had most impact
on the region and write down and explain your conclusion
Imagine you are an environmental scientist working for a copper
extraction company building a new extraction plant. Environmental
campaigners have been writing to the newspaper describing how
damaging the plant could be. You have been asked to write an
article for a newspaper to make a case for why the plant should
be built.
Evaluate if the need for copper can be met by recycling. Explain
how the copper extraction could affect the local and global
environment and explain steps the company will take to minimise
these effects.
You must explain at least two methods of reducing the
environmental impact of copper extraction and the burning of
fossil fuels used in the process. Evaluate how successful these
steps are likely to be.
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Must identify at least two natural factors that have
environmental consequences
( e.g. volcanic eruption or movement of tectonic
plates)
2D.5
Research data from surveys conducted on recycling
rates, in the UK and another country of your choice.
Compare the two sets of data, and evaluate; include
past and recent data for your recycling, outline
improvements