iGCSE Scheme of Work
Year 9
June 2012
Rate of Reaction
Lesson
Learning Objectives
Lesson 1
How fast?
Activities
Assessment
Safety
Other
emphasis
 Starter- Define rate. Give


Kinaesthetic:
Completing the
gas collection
practical.
Visual: Watching
the disappearing
cross.
Auditory:
Listening to
discussions in
groups.

pupils examples of reactions,
could be photos on a power
point. Ask them to decide if
they are fast or slow reactions.
 Make brief notes draw sketch
graph showing rate of reaction
 describe experiments
to investigate the
effects of changes in
surface area of a solid,
concentration of
solutions, temperature  Practical Activity. See
and the use of a
worksheet. Thiosulphate
practical can be carried out as
catalyst on the rate of
a whole class practical using
a reaction
 describe the effects of
changes in surface
area of a solid,
concentration of
solutions, pressure of
gases, temperature
and the use of a
catalyst on the rate of
a reaction



an OHP. One pupil times and
the clock should be stopped
when most pupils have their
hands up that they cannot see
the cross.
Pupils carry out a gas
collection practical for the
reaction between Hydrochloric
acid and calcium carbonate
Pupils draw graphs of their gas
collection practical
Plenary Use animation from e
science. Interpret graphs at
different concentrations of acid
for gas collection and mass
loss experiments.
 Make brief notes

Hydrochloric
Acid – irritant
Sulphur
dioxide
produced in
thiosulphate
reaction,
room must
be well
ventilated
iGCSE Scheme of Work
Year 9
June 2012
Rate of Reaction
Lesson
Learning Objectives
Activities

describe experiments to
investigate the effects of
changes in surface area of
a solid, concentration of
solutions, temperature and
the use of a catalyst on the
rate of a reaction

describe the effects of
changes in surface area of
a solid, concentration of
solutions, pressure of
gases, temperature and
the use of a catalyst on the
rate of a reaction

Lesson 2
Collision
Theory




explain the effects of
changes in surface
area of a solid,
concentration of
solutions, pressure of
gases and temperature
on the rate of a reaction
in terms of particle

collision theory

Assessment
Starter- recall reactions

from last lesson, acid/
carbonate,
thiosulphate/acid, ask
them what we could do to
speed these reactions up
Make notes on factors
affecting rate of reaction
Discuss collision theory
and make brief notes
Practical Activity – show
pupils samples of Mg
ribbon and Mg powder.
Ask them which will react
the fastest with oxygen
(using collision theory to
explain). They should
include prediction a word
equation and balanced
symbol equation and what
observations they would
expect. They complete the
experiment
Review Practical work
including how surface
area affects rate in terms
of collision theory
Pupils write bullet points
Homework Collision theory
word search
Risk
Assessment
Other
emphasis


Mg ribbon and
powder
flammable


Kinaesthetic:
Completing
the practicals.
Visual:
Labelling of a
diagram.
Auditory:
Listening to
discussions in
groups.
iGCSE Scheme of Work
Year 9
June 2012
Rate of Reaction
Lesson
Learning Objectives
Activities
 Homework –
define varies terms,
Lesson 3
pupils write a
‘collision theory’,
conclusion
‘temperature’,
‘particles’,
The effect of
using collision
‘collision’, ‘rate’
temperature
theory to
explain their
 Practical Activity –
expt.
investigating temperature,
 describe the effects of
 This is an
sodium thiosulphate, see
changes in surface area of
opportunity for
worksheet
a solid, concentration of
either peer
solutions, pressure of

Pupils
plot
their
results
as
assessment
gases, temperature and
a
graph
and
use
these
using a
the use of a catalyst on the
graphs to find reaction
rate of a reaction
levelled model
times at different
answer OR
temperatures
 explain the effects of
comment only
changes in surface
marking
 Plenary – in small groups
area of a solid,

describe experiments to
investigate the effects of
changes in surface area of
a solid, concentration of
solutions, temperature and
the use of a catalyst on the
rate of a reaction
concentration of
solutions, pressure of
gases and temperature
on the rate of a reaction
in terms of particle
collision theory
 Starter – get pupils to
Assessment
pupils complete the
following statement ‘As
you heat up a reaction . . ‘
Each group reads out their
ideas and decide on the
best one. You could
award a small prize to the
best group OR e science
animation on temperature
Risk
Assessment
 SO2
produced,
ventilate
room.
 HCl corrosive
 Conc of
solutions ???
Other
emphasis




AfL
Kinaesthetic:
Completing
the practical.
Visual:
Watching
animation
Auditory:
Listening to
finished
sentences.
iGCSE Scheme of Work
Rate of Reaction
Lesson
Learning Objectives
Year 9
Activities
 Starter – Use the e
Lesson 4
science animation to
discuss and define
Effect of
concentration
Concentration
 Practical activity
effect of
concentration, marble
 describe the effects of
chips and acid, see
changes in surface area of
work sheet
a solid, concentration of
 Pupils plot graphs
solutions, pressure of
and write conclusions
gases, temperature and
the use of a catalyst on the
in terms of collision
rate of a reaction
theory
 Demo – Iron with air
 explain the effects of
and then in a gas jar
changes in surface
of oxygen. Ask pupils
area of a solid,
to explain what they
concentration of
solutions, pressure of
have seen in terms of
gases and temperature
collision theory.
on the rate of a reaction
 Plenary – e science
in terms of particle
animation on
collision theory
concentration and
pressure.

describe experiments to
investigate the effects of
changes in surface area of
a solid, concentration of
solutions, temperature and
the use of a catalyst on the
rate of a reaction
June 2012
Assessment
Risk
Assessment
Other
emphasis
 Homework
Pupils describe
the effect of
pressure on the
rate of a
reaction
comment only
marking


HCl
corrosive


Kinaesthetic:
Completing
the practical.
Visual:
Completing
the graph in
the starter
activity.
Auditory:
Listening to
other
student’s
definitions.
iGCSE Scheme of Work
Rate of Reaction
Lesson
Learning Objectives
Year 9
Activities
June 2012
Assessment
 Starter – foam demo,  Homework –
Lesson 5
see notes in teacher
Revise for test
book, pg 169 or ‘Byker
The effect of
Grove’
catalysts
 Pract decomposition
of H2O2 see worksheet
 Pupils plot and
 describe the effects of
compare graphs.
changes in surface area of
 Discuss activation
a solid, concentration of
energy and draw
solutions, pressure of
energy level diagrams,
gases, temperature and
the use of a catalyst on the
label activation energy
rate of a reaction
with and without
catalyst
 understand the term
 Make notes on how a
activation energy and
catalyst works
represent it on a reaction
profile
 Plenary – e science
animation OR e
 explain that a catalyst
science true/ false OR
speeds up a reaction by
Give students a sheet
providing an alternative
of A4 paper and ask
pathway with lower
them to fold it in half.
activation energy.
They should create 10
questions on the lefthand side about
catalysts. Then on the
right-hand side, they
should write the
answers.

describe experiments to
investigate the effects of
changes in surface area of
a solid, concentration of
solutions, temperature and
the use of a catalyst on the
rate of a reaction
Risk
Assessment
 100 vol
hydrogen
peroxide,
wear
gloves
 10 vol eye
protection
Other emphasis
 Kinaesthetic:
Completing
the practicals.
 Visual:
Completing
the graph.
 Auditory:
Listening to
other
student’s
poems.
iGCSE Scheme of Work
Year 9
June 2012
Rate of Reaction
Spiritual, Moral and Ethical, Social, Cultural and Other issues
Spiritual – students sense the natural, material and physical world they live in, reflecting on their part in it, exploring such
questions as the patterns shown by the reactions of the different elements, and experiencing a sense of awe and wonder at
the natural world.
Moral and Ethical – students understand the need to draw conclusions using observation and evidence rather than
preconception or prejudice, and through discussion of the implications of the uses of scientific knowledge, including the
recognition that such uses can have both beneficial and harmful effects. Exploration of values and ethics relating to application
of science and technology is possible.
Social – students begin to recognise how the formation of opinion and the justification of decisions can be informed by
experimental evidence, and attention is drawn to how different interpretations of scientific evidence can be used in discussing
social issues.
Cultural – encourage students to recognise how scientific discoveries and ideas have affected the way people think, feel,
create, behave and live, and draw attention to how cultural differences can influence the extent to which scientific ideas are
accepted used and valued.