Science Unit 5 Chemistry 2014-2015 KS4 Medium term overview
Module Title:
Module Length:
BTEC First Award in Applications of Applied Science
Unit 5: Applications of chemical substances
30 guided learning hours
Overall aims of the scheme:
Core activities:
Learning aim A:
Learning aim A:
Investigate and understand enthalpy changes
associated with chemical reactions
Learning aim B:
Investigate organic compounds used in
society
Learning aim C:
Explore the uses of nanochemicals and new
materials
2A.P1
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:
1. Use of visual aids- PP slides, images,
practical work
1. Learners list a number of different reactions and then
separate them into endothermic or exothermic.
2. Teacher explanation of exothermic and endothermic
reactions.
3. Learners carry out a number of endothermic and exothermic
reactions. They take measurements to obtain evidence to
classify them as endothermic or exothermic reactions.
4. Learners use their results to calculate temperature changes.
Learners define and exemplify exothermic reactions and
endothermic reactions.
2A.P1
1. Show learners a video of a calorimetric experiment.
2. Learners design a poster for a science centre on breaking
and forming bonds and how this determines energy changes in
a reaction.
2A.M1
1.Learners carry out an experiment dissolving sodium
carbonate
2. Explain why some examples of reactions are exothermic or
endothermic overall.
3. Learners investigate how much energy crisps contain. 4.
Learners should write a full conclusion and evaluation of the
investigation.
5. Demonstrate a reusable instant heat pack. Discuss the
applications of instant heat packs and the science behind them.
2A.D1
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Syllabus References:
Edexcel exam board
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: endothermic and exothermic reactions
Research: crude oil and what it is made up of.
Research types of SMART materials
Research fractions of crude oil
Literacy and Learning
Learning through talk:
Comparing chemical reactions looking at breaking
and forming bonds and how this determines energy
changes in a reaction.
Discussion on video of a calorimetric experiment
Discussion on bonds and the exothermic process.
Discussion on the design poster and mnemonic for
remembering the structures and properties of
alkenes and alkanes.
Discuss and collaborate on creating a short ten
question quiz, for other learners, on crude oil and
its fractional distillation
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
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
5. There are exemplars of good work
available of different types which we can
1. Learners practise calorimetric and energy change
calculations.
2. Learners write a full explanation of one of the reactions they
have investigated during the lesson.
3. Learners complete a true/false activity on energy changes in
reactions and how bonds breaking and forming causes a
reaction to be exothermic or endothermic. Learners could
create the true/false statements themselves and test their peers
4. Learners create a presentation about bonds and the
exothermic process.
5. Learners carry out further reactions and calculate
temperature changes.
6. Learners write five statements about the thermite reaction
and heat and cool packs.
Small/large group activities – practical
investigations- developing team work
Use of roles within groups
Presentation for the board of directors of a
company to promote the production of
nanochemicals.
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 Applications Of science text books
Learning aim B:
Presenting work as: reports, leaflets, newspaper
articles, posters
2B.P2
Learners discuss what they know about crude oil and what it is
made up of.
2B.M2
1. Learners label a diagram of a crude oil fractioning column
with the fractions given off.
2. Demonstrate the separation of the fractions of crude oil and
test the fractions for viscosity, smell and flammability.
2B.D2
Learners create a short ten question quiz, for other learners, on
crude oil and its fractional distillation.
2B.P3
Give learners a selection of structural and display formulae for
organic molecules. Ask learners to name these organic
molecules. The activity can be revisited at the end of the lesson
to review progress.
2B.M3
Ask learners to draw a range of organic molecules. Learners
can follow this up by describing the bonding in these examples.
2B.M4
Give learners a list of experimental results for the tests to
identify hydrocarbon molecules. Ask them to explain these tests
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Learning through writing:
Numeracy Links:
 Calorimetric and energy change
calculations.
 Calculate energy changes in endothermic
and exothermic reactions
 writing word equations then symbol
equations then balancing them
 Calculating averages from practical results
from
Construct graphs lined/ bar/ curves from
Cross-Curricular Links:
Geography: looking at different areas within the
country, then different countries environmental
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
Student Leadership Opportunities:
Group work roles- manager/ leader during
practical activities
Organising a small group for a presentation
to the class on
in terms of the type of reaction, structure and bonding of the
molecule.
Extension/Enrichment Opportunities:
2C.P6
Learners write a positive, minus, interesting list about
nanoparticles. Positive – what they know; Minus – what they
think they know a little about; Interesting – what they want to
know more about.
Working at the higher distinction grades, to
evaluate, synthesise learning
2B.D3
Learners write a series of questions and answers about
functional groups.
2B.P4
Learners design posters and mnemonics for remembering the
structures and properties of alkenes and alkanes.
2B.M4
Give learners a scenario of two bottles found in a cupboard.
They know that one is a carboxylic acid and one is an alcohol.
Their task is to form a plan for a series of experiments to work
out which is which. Learners should list, describe and explain
the tests they suggest.
2B.D3
Learners list as many organic molecules as they can and sort
them into groups.
Learning aim C:
2C.P6
1. Learners talk about nanochemicals for one minute without
pausing or repeating themselves.
2. Learners create a presentation for the board of directors of a
company to promote the production of nanochemicals.
Local environment and how we can contribute to
improving our environment and how this can be
managed in a sustainable way.
Art/ Design
Design a storyboard for a five-minute segment of a
TV or radio science show on nanochemicals and
their uses
Design posters and mnemonics for remembering
the structures and properties of alkenes and
alkanes.
Technology
suits of armour that knights used to wear and
compare those to the properties Kevlar® gives body
armour
2C.M6
1, Learners give three reasons for using nanoparticles.
2. Learners use their knowledge of nanochemicals to re-design
an object in daily use that would benefit from nanochemical
intervention.
WrL / Enterprise:
2C.D5
Learners list three advantages and three disadvantages of
using nanochemicals.
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impacts of crude oil excavation, separation of the
fractions of crude oil and test the fractions for
viscosity, smell and flammability. the changing of
some environments through human actions.
SMSC
Natural verses made-made fabrics and effects on
the environment to produce nanochemicals.
2C.M6
Learners design a storyboard for a five-minute segment of a TV
or radio science show on nanochemicals and their uses
2C.D5
1. Learners watch a video on NanoSphere Technical Fabric and
explain how the nanosphere coating does not allow foods and
water to stick to it. Learners can then go on to think of possible
uses for this fabric.
2. Learners have one minute to remember as many uses of
nanoparticles as possible.
2C.P6
1. Learners write true/false statements about nanoparticles and
use these for peer assessment.
2. Show some video examples of smart materials.
Ask learners to think about suits of armour that knights used to
wear and compare those to the properties Kevlar® gives body
armour. Learners draw up a table that compares the properties
of the two types of armour.
2C.M6
1. Learners discuss the use of nanoparticles in sun cream; the
benefits and the drawbacks. Learners finish off by reaching a
class conclusion
2. Learners design a poster to enthuse young scientists by
showing them the exciting advances in nanotechnology and
smart materials.
2C.D5
1. Learners make a conclusion about whether it is a good idea
to use nanochemistry.
2. Learners write a list of uses for a metal that has a property
where it returns to its former shape when heated.
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Justification/ advantages/disadvantages
Week
1
Learning Objectives
2A.P1 Investigate temperature
changes associated with
exothermic and endothermic
reactions using primary data.
2
2A.M1 Explain why an overall
reaction is exothermic or
endothermic.
2A.D1 Calculate the energy
changes that take place during
exothermic and endothermic
reactions.
3
2B.P2 Describe the fractional
distillation of crude oil to produce
a range of useful products.
Tasks
Differentiation
Research and describe the terms endothermic and exothermic
reactions
Investigate some examples of endothermic and exothermic
reactions, complete a lab report
Record your results in a suitable table with appropriate column
headings and units.
1A.1
1. Evidence of at least one exothermic and one
endothermic reaction. Measurements of the temperature
changes and the changes recorded
2. Evidence of correctly identified increase or decrease in
temperature, but link to the reactions taking heat in or
giving out heat is not required
3. Provide a Performa for this evidence to be produced,
e.g. a laboratory report
From the results of your investigation in task 1 discuss with a
partner what is happening with the temperature changes in
each investigation carried out- what energy transfers
processes are occurring. Draw and label diagrams using the
particle model to show what has happened in the chemical
reaction. Complete a discussion sheet
Complete an explanation sheet to outline your ideas. Using the
results to describe patterns and trends and draw conclusions.
Relate your answer to justify your ideas scientifically using the
words, ‘system’ ‘surroundings’ ‘heat energy’
Calculate the temperature change and the amount of heat
energy taken in or given out during each reaction.
Write a report for manufactures of a self- heating coffee can.
Apart from Calcium Oxide identify another solid substance that
can be used to make the can self-heating, self-cooling, explain
your reasoning
Following your report in task 2, construct a leaflet to explain
scientifically, to advertise your product. To
Justify your choice you should mention bonding strength. Aim
this leaflet at your peer group,
Research crude oil and describe what the fractional distillation
process is
Draw a table with the title ‘Fractions obtained from crude
oil’. The table should contain the names of each of the
fractions that can be obtained from crude oil, and identify the
uses of each fraction. Describe how crude oil is separated into
fractions using fractional distillation.
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2A.M1
Explaining the key scientific concepts following the
investigation. Expectations of detail in work showing clear
ideas on patterns and trends
2A.D1
The distinction section requires higher level reasoning to
evaluate the energy changes of the reactions, and apply
the data available to possible uses of the knowledge in
real-life scenarios
1B.2
1. Research and identify the uses of crude oil fractions
2. Provide evidence of specifically stating the uses of the
gases; propane and butane
3. Produce a poster / a detailed diagram of fractional
distillation annotated
2B.M2 Explain how fractional
distillation separates compounds
due to different boiling ranges.
2B.D2 Analyse the relationship
between the boiling range and
the length of carbon chain of
fractions.
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2B.P3 Draw accurately the
structural and displayed formulae
of organic molecules.
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2B.P3 Draw accurately the
structural and displayed formulae
of organic molecules.
2B.M3 Describe the bonding and
structure of organic molecules.
Research and draw a diagram of a fractional distillation
column. Label each of the fractions produced in order from top
to bottom of the column. Indicate on the diagram the
temperature range for each fraction
Add a column to your ‘Fractions obtained from crude oil’ table
listing the boiling ranges of each fraction.
Explain the boiling ranges of the different fractions. Relate
them to the position of the fraction in the fractionating column.
Analyse the relationship between boiling range and length of
carbon chain of fractions
Demonstrate how boiling point is linked to carbon chain length
by working out the average of each boiling point range and the
average number of carbon atoms in each fraction. Plot a
graph of average boiling point against average number of
carbon atoms in a chain.
Describe and explain the link between the boiling point of the
fractions and the length of their carbon chains.
Fractions containing short carbon chains can be obtained from
the fractionating column.
Name and represent the first six straight chain alkanes by their
structural and displayed formulae.
State the uses of the compounds containing three and four
carbon atoms in the chain and also petrol, diesel and
Kerosene.
Describe how chemists can use simple tests to distinguish
between different organic compounds. and present the
structure of each
Research the following organic molecules; methane, ethene,
chloromethane, chloroethene, poly (ethene), ethanol and
ethanoic acid.
Represent each of the organic molecules by their structural
and displayed formulae: methane, ethene, chloromethane,
chloroethene, poly(ethene), ethanol and ethanoic acid.
Explain the meaning of the lines between the atoms in each
structural formula.
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2A.M2
This merit work requires students to explain in detail the
process of fractional distillation relating quantitative data
on boiling points to the position within the fractionating
column
2A.D2
Developing analytical skills using higher level reasoning
for the distinction
1B.3
1. Can name from a representation of the structural and
displayed formulae, methane, ethane, propane, butane,
ethene and propene
2A.M3
This merit work requires higher levels of research IT skills
and to explain the evidence understanding of the
structures of organic compounds explaining the
differences in them
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2B.M4 Explain how a series of
experiments can be used to
identify organic compounds
based on their solubility and
reactions.
2B.P4 Identify an alcohol and a
carboxylic acid using primary
observations.
.
2B.D3 Explain the results of
experiments to identify organic
compounds in terms of their
reaction type, structural and
displayed formulae, and bonding.
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2B.P5 Describe the uses of
organic compounds in our
society.
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2B.P5 Describe the uses of
organic compounds in our
society.
Research and explain the similarities and differences between
the bonding present in methane and ethene. This can be
presented in an information leaflet format
Describe a test which could be used to distinguish between
methane and etene.
Describe tests which could be used to identify ethanoic acid by
its pH and reaction with sodium carbonate.
Carry out the practical experiment ‘Testing organic
compounds’.
Explain how these tests would be able to distinguish between
an unknown alkane, alkene and carboxylic acid.
Make a summary table of what happens when each of the
tests are performed on alkanes, alkenes and carboxylic acids.
Explain why each of the results occurs by considering the
formula, bonding and functional group of each type of
compound
Explaining some of the problems that are associated with using
certain organic compounds
Research the following compounds: ethene, ethanol, ethanoic
acid, and the polymers poly(ethene), poly(vinyl chloride)
(PVC) and poly (tetrafluoroethene) (PTFE). List the uses of
each of these compounds
In a table, provide a brief description of the uses of the
following compounds: ethene, ethanol, ethanoic acid, and the
Polymers poly (ethene), poly (vinyl chloride) (PVC) and poly
(tetrafluoroethene) (PTFE).
Explaining some of the problems that are associated with using
certain organic compounds research the following compounds:
ethene, ethanol, ethanoic acid, and the polymers poly (ethene),
poly (vinyl chloride) (PVC) and poly (tetrafluoroethene) (PTFE).
List the uses of each of these compound
In a table, provide a brief description of the uses of the
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2A.M4
This merit work requires the student to demonstrate
deeper understanding of bonding. Being able to identify
and explain tests used to identify substances through a
variety of processes
1B.4
1. Under supervision students to identify an alkane and
an alkene from primary observations.
2. The alkane and alkene can be identified by being
insoluble in water
3. The alkene can be identified by its ability to decolourise
bromine water rapidly
2A.D3
To gain the distinction award the student is required to
relate the merit work above on how to identify substances
from different tests to the formula of these substances.
They are expected to have and show skills of writing the
formulae without recourse to additional resources
1B.5
Describe work done in terms of forces moving through a
distance
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following compounds: ethene, ethanol, ethanoic acid, and the
polymers poly(ethene), poly(vinyl chloride) (PVC) and
poly(tetrafluoroethene) (PTFE)
For at least two of the compounds explain in detail the
problems that are associated with the use or application of that
compound.
i) Contrast the benefits and drawbacks of using two different
organic materials.
ii) Decide whether the benefits outweigh the risks for each
example and justify your opinion.
2A.M5
This merit section required evidence that the student can
provide details on applications of compounds. This needs
the students to show their knowledge from the pass and
relate this learning to explain the key learning
2B.D4 Evaluate the benefits and
drawbacks of using organic
materials
Prepare a poster of the uses of the chemicals you researched
in task 2. You need to include everyday examples, hazard
risks, and disadvantages related to their uses. You must justify
how important the uses are.
2A.D4
The student needs to be able to show skills in evaluating
the data they have gathered, by providing links to everyday life to be awarded the distinction
2C.P6 Describe a use of
nanochemicals, smart and
specialised materials.
Following you research you found that the company’s most
successful products in the early years were smart materials.
Title ‘Early products’
Define the term ‘smart material’ and make a list of some
examples of these materials.
Research one use of a smart material, which the company
used to make their products in the early days. This material
Responds to a change in the environment. Provide a detailed
description of it.
Explain the benefits of using smart materials, rather than other
materials, to perform a certain function.
Make a list of the drawbacks of using smart materials. This
should include the concerns of the public.
Consider both the benefits and drawbacks to using smart
materials and make your own conclusions about the uses of
These materials.
Following you research you found that the company’s most
successful products in the early years were smart materials.
Title ‘Early products’
Define the term ‘smart material’ and make a list of some
examples of these materials.
Research one use of a smart material, which the company
used to make their products in the early days. This material
1C. 6
1. Can define the term ‘nanochemical’ using research
and where possible include one example of the new
materials and its application
2B.M5 Explain the problems
associated with the use of
organic molecules.
12
2C.P6 Describe a use of
nanochemicals, smart and
specialised materials.
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2C.M6 Explain the benefits of
using nanochemicals, smart and
specialised materials.
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2C.D5 Evaluate the benefits and
drawbacks of using
nanochemicals, smart and
specialised materials.
Responds to a change in the environment. Provide a detailed
description of it. Explain the benefits of using smart materials,
rather than other materials, to perform a certain function.
Make a list of the drawbacks of using smart materials. This
should include the concerns of the public. Consider both the
benefits and drawbacks to using smart materials and make
your own conclusions about the uses of these materials.
Your research then found that the company was involved in
developing products which used polymers with specialised
properties. Title ‘Other specialised materials’.
Make a list of materials, other than smart materials, which
could be described as specialised materials. Investigate one
use of a specialised polymer which the company has used to
make their products. Provide a detailed description of it.
Explain the benefits of using this material rather than other
types of material.
Make a list of the drawbacks of using specialised polymers.
This should include the concerns of the public.
Consider both the benefits and drawbacks to specialised
polymers and come to a conclusion about the uses or
applications of these materials.
At the beginning of the 21st century the company expanded
into producing several products which use nanochemicals.
Title ‘Nanochemicals in recent years’.
Define the term ‘nanochemical’.
Investigate one use of nanochemicals, which the company
has used to make their products. Provide a detailed description
Explain the benefits of using nanochemicals in the products,
rather than other types of chemical.
Make a list of the drawbacks of using nanochemicals in the
products, rather than traditional chemicals.
Consider both the benefits and drawbacks of using
nanochemicals and come to your own conclusion about the
uses of Nanochemicals.
Write a newspaper report about nanoparticles. Include
information about what they are and why they are useful and
possible dangers. You need to include at least two examples.
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2A.M6
For this merit students need to demonstrate clear
knowledge of the science involved in the development of
SMART material the research, tests done under
laboratory conditions, and how this process progress to
the final accessibility by the general public. For example
swimming suits and the use of lycra
2A.D5
Following the merit students need to use their knowledge
to consider the wider benefits and drawbacks to society
of nanochemical discovery