Year 9 Chemistry Learning Cycle 2 Overview
How does atomic structure affect the properties of a substance?
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
How are atoms held together?
Line of enquiry 2:
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
What make metals useful?
There is only one type of chemical bond
The periodic table is divided into metals and non-metals
Ionic compounds are stuck together like magnets
Ionic compounds are small
Metals are made of a tangled mess of atoms
Metals can be bent easily
Metals share their properties with alloys
Metals conduct well because they’re solids
Week 1
Week 2
Year 9 Chemistry | Learning Cycle 2 | Medium Term Plan | Science 2015/16
How does atomic structure affect the properties of a substance?
Line of enquiry one: How are atoms different to each other?
Intentions for learning from AQA GCSE Specification:

There are three types of strong chemical bonds: ionic, covalent and
metallic. For ionic bonding the particles are oppositely charged ions.

Ionic bonding occurs in compounds formed from metals combined
with non-metals.

Students should be able to explain chemical bonding in terms of
electrostatic forces and the transfer or sharing of electrons

When a metal atom reacts with a non-metal atom electrons in the
outer shell of the metal atom are transferred. Metal atoms lose
electrons to become positively charged ions. Non-metal atoms gain
electrons to become negatively charged ions.

The ions produced by metals in Groups 1 and 2 and by non-metals in
Groups 6 and 7 have the electronic structure of a noble gas (Group 0).

The electron transfer during the formation of an ionic compound can
be represented by a dot and cross diagram eg for sodium chloride

draw dot and cross diagrams for ionic compounds formed by metals in
Groups 1 and 2 with non-metals in Groups 6 and 7 work out the charge
on the ions of metals and non-metals from the group number of the
element, limited to the metals in Groups 1 and 2, and non-metals in
Groups 6 and 7




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An ionic compound is a giant structure of ions. Ionic compounds are
held together by strong electrostatic forces of attraction between
oppositely charged ions. These forces act in all directions in the lattice
and this is called ionic bonding.
deduce that a compound is ionic from a diagram of its structure in one
of the specified forms
describe the limitations of using dot and cross, ball and stick, two and
three dimensional diagrams to represent a giant ionic structure
Work out the empirical formula of an ionic compound from a given
model or diagram that shows the ions in the structure.
Students should be familiar with the structure of sodium chloride
Home learning 1: Lesson 3 – create educational video about ionic bonding
Home learning 2: Lesson 7 – Spelling test
Lesson 1: There is only one type of chemical bond
Key words: compound, ionic, covalent, metallic
Learning Intentions:
Students should develop an understanding that:
 Elements can combine together to make compounds
 There is more than one way that atoms can be bonded
together
Success Criteria:
 Recall the difference between an element compound and
mixture
 Identify compounds from diagram
 Describe how compounds are different to mixtures
 Recall the three types of chemical bond
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Lesson 2: The periodic table is divided into metals and non-metals
Lesson 3: Ionic compounds are stuck together like magnets
Peer assessed - identification of compounds from diagrams using
mark scheme, feedback given using rubric
Lesson 4: Ionic compounds are small
Key words: metal, non-metal, ion,
Key words: electrostatic, dot and cross,
Key words: giant, lattice, empirical formula
Learning Intentions:
Students should develop an understanding that:
 The periodic table is divided into metals and non-metals
 Metals and non-metals form different types of ions
Learning Intentions:
Students should develop an understanding that:
 Metals and non-metals bond together in ionic bonds
 The forces that hold ionic bonds together are called ionic
 Dot and cross diagrams can be used to represent ionic bonds
Learning Intentions:
Students should develop an understanding that:
 Ionic compounds form giant ionic structures
 Empirical formula is the simplest ratio of ions in an ionic lattice
Success Criteria:
 Describe how the periodic table can be split into metals and
non-metals
 Recall the meaning of the word ion
 Describe the charges on metal and non-metal ions
 Explain why metals have positive charges and non-metals have
negative charges
Success Criteria:
 Recall how ionic bonds are held together
 Describe why two non-metals cannot form ionic bonds with
each other
 Draw and interpret dot and cross diagrams showing ionic
bonds
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Peer assessed - ion construction using rubric
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Teacher assessed - personalised exam question using mark scheme
Success Criteria:
 Recall the meaning of an empirical formula
 Describe how to work out an empirical formula
 Explain why giant lattices are formed by ionic compounds
 Calculate the empirical formula for a giant lattice
 Predict the state of matter of most ionic compounds based on
the large number of electrostatic forces of attraction
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Teacher assessed - using rubric on lattices and converting to
empirical formulae
Year 9 Chemistry | Learning Cycle 2 | Medium Term Plan | Science 2015/16
How does atomic structure affect the properties of a substance?
Line of enquiry two: How does the periodic table help us understand atoms?
Intentions for learning from national KS3 science curriculum:

Metals consist of giant structures of atoms arranged in a
regular pattern. The electrons in the outer shell of metal atoms
are delocalised and so are free to move through the whole
structure. The sharing of delocalised electrons gives rise to
strong metallic bonds.

Metals have giant structures of atoms with strong metallic
bonding. This means that most metals have high melting and
boiling points.

In metals, the layers of atoms are able to slide over each other.
This means metals can be bent and shaped.

Most metals in everyday use are alloys. Pure copper, gold, iron
and aluminium are too soft for many uses and so are mixed
with other metals to make alloys.

The different sizes of atoms in an alloy distort the layers in the
structure, making it more difficult for them to slide over each
other, so alloys are harder than pure metals.

Lesson 6: Metals can be bent easily
Lesson 7: Metals share their properties with alloys
Peer assessed - diagrams of metallic structure using rubric
Lesson 8: Metals conduct well because they’re solids
Key words: malleable, ductile
Key words: alloy, distort, brass, bronze
Key words: electrons, delocalised
Learning Intentions:
Students should develop an understanding that:
 Metals are malleable and ductile because layers able to slide
over each other
Learning Intentions:
Students should develop an understanding that:
 Alloys are harder than pure metals as they have a distorted
layered structure
Learning Intentions:
Students should develop an understanding that:
 Metals are good conductors of heat and electricity because of
their delocalised electrons
Success Criteria:
 Recall the meaning of the key words
 Describe what happens at the atomic level when metals are
bent
 Explain why metals can be bent easily
Success Criteria:
 Recall some names of common alloys
 Describe how alloys are different to pure metals
 Explain how alloy structure makes alloys harder than pure
metals
Success Criteria:
 Recall that electricity is the movement of electrons
 Recall that metals conduct electricity because they have
delocalised electrons
 Recall that heat is transferred through passing on kinetic
energy
 Explain why metals are better than non-metals for conducting
heat
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Peer assessed - personalised exam question using mark scheme
Teacher assessed - personalised exam question using mark scheme
Peer assessed - personalised exam question feedback using rubric

Metals are good conductors of electricity because the delocalised
electrons in the metal carry electrical charge through the metal.
Metals are good conductors of thermal energy because energy is
transferred by the delocalised electrons
Lesson 5: Metals are made of a tangled mess of atoms
Key words: metals, delocalised, fixed
Learning Intentions:
Students should develop an understanding that:
 Metals are held together by metallic bonding
 The two parts of metallic bonding are held together by
electrostatic forces
Success Criteria:
 Describe the structure of a metal
 Explain why the metal stays bonded together
 Predict the state of matter of most metals based on the large
number of electrostatic forces of attraction
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement