Chemistry 3 Years

Exploring Science Working Scientifically KS3 Chemistry
3-year scheme of work

This document provides a scheme of work for teaching the Chemistry content from the 2014 Key Stage 3 Science National
Curriculum in 3 years, using the Exploring Science course.
Exploring Science: Working Scientifically has been designed with flexibility at its heart. We appreciate that some teachers will want
to complete Key Stage 3 in two years and then move on to GCSEs. Others prefer to spend two and a half years on Key Stage 3, and
others prefer to teach Key Stage 3 in three years. Exploring Science is designed to work with all of these approaches.
Each year is divided into 12 units and each unit contains 5 topics. Each topic is divided into Starters, Exploring tasks, Explaining
tasks and Plenaries. This scheme of work is designed so that each topic is a lesson.
Along with full coverage of the Key Stage 3 National Curriculum, this 3-year route includes three revision units, and three units that
support students transition to GCSE.
Exploring Science Working Scientifically KS3 Chemistry, 3-year scheme of work
Lesson 7Ea: Mixtures

Learning objectives Exemplar teaching activities Differentiation Resources Maths skills Practical skills
Developing Starter: Mixture examples 1 Exploring: Resources n/a n/a
Recall the three states of matter Provide students with a display of a Cleaning water from 7Ea
and identify solids, liquids, gases. range of mixtures as objects or pictures Students could Exploring
State the meaning of: mixture. (e.g. sand/water mix, a piece of granite, use what they Science.
State the meaning of: sieving, an 'empty' beaker labelled air, shaving find to produce a
filtering, insoluble, suspension. foam, a glass of milk, some jelly flowchart
Describe what the three states of (gelatine mixed with water). Students showing the
matter are like. work in pairs or small groups to discuss stages of
Identify mixtures. how the mixtures are similar and how treatment. They
Describe how insoluble solids can they are different. should also
be separated from a liquid. identify the roles
Securing Exploring: Cleaning water of sieving and
Group materials using their states Students research how waste water from filtering in these
of matter as justification. homes and offices is cleaned and treated stages.
Classify mixtures as suspensions, to produce water that is safe for release
colloids and solutions, based on into the environment, and even for
what they look like and whether drinking. They should focus on the
they separate on standing. physical aspects of removing suspended
Exceeding and dispersed solids in the water.
Classify colloids as, foams,
emulsions, gels, aerosols based on Explaining: Local water treatment
what they are made up of. Arrange a visit to a water treatment
Justify the decision to separate a plant, or invite someone who works there
mixture in a certain way. to come and talk to the students about
the stages in water treatment. Students
should prepare questions in advance.
Plenary: Thinking skills

Consider All Possibilities: A mixture is
formed from two liquids. (Possible
answers: it is a suspension such as oil
and water; it is a colloid that won't
separate on standing such as
mayonnaise; or it is a mixture of liquids
that form a solution such as ethanol and
water.)
Lesson 7Eb: Solutions

Developing Starter: Solution anagrams n/a Resources n/a Students test
Describe what is seen when a solid Write the words 'no bullies' and 'solve from 7Eb what happens
dissolves, and correctly use the dis' on the board and ask students what Exploring when different
terms: soluble, solute, solvent, science terms they are anagrams of Science. substances are
solution. (insoluble and dissolve). Repeat with stirred into a
Describe how some solids can be other pairs of words, such as 'lo blues' beaker of tap
used to form a solution, and identify (soluble) and 'is solved' (dissolve), or water. Provide a
the solvent and solute in a solution. 'lion outs' (solution) and 'lo vents' range of soluble
Describe what happens when a liquid (solvent). and insoluble
will not dissolve any more of a solid substances for
and use correctly the terms: Exploring: Does it dissolve? testing.
solubility, saturated solution. Students test what happens when
State what happens to mass in a different substances are stirred into a Demonstrate
physical change. beaker of tap water. Provide a range of the change of
Securing soluble and insoluble substances for solubility with
Describe how factors affect how testing. temperature
much of a substance dissolves. using lead
Describe how we know that different Explaining: Snowstorm in a test tube iodide. Ask
solutes have different solubilities. Demonstrate the change of solubility students to
Exceeding with temperature using lead iodide. Ask explain what
Plan a fair test to discover how students to explain what they see and they see and
different factors affect the solubility why it happens. why it happens.
of a substance.
Plus, Minus, Interesting: Teabags
should be made bigger, and have
bigger holes. (Possible answers: Plus
more water would get into the bag so
the soluble substances in the tea would
dissolve out faster; Minus the pieces
of tea would need to be bigger so they
stay in the bag; Interesting Would
this change the flavour of the tea? In
May 2013 a food company in Australia
unveiled a teabag with a mass of 151
kg enough for 100 000 cups of tea.
Lesson 7Ec: Evaporation

Developing Starter: Recovering solids from Exploring: Resources n/a Students obtain
Describe what happens during solution Making salt from from 7Ec samples of pure
evaporating. Stir a large spoonful of a soluble salt rock salt Exploring salt from rock
State what happens at a material's into a small beaker of water until the Give this practical Science. salt, using the
boiling point. solid has fully dissolved. Then ask: context by techniques of
Securing How could we get the solid back out providing filtering and
Use a knowledge of dissolving to of the mixture?/What would happen if samples of rock evaporation.
decide how mixtures should be we left the solution for a few days? salt from
separated. Answers should include a description different mines, Students
Exceeding and an explanation. and ask students practise
Justify the decision to separate a to determine evaporation of
solution in a certain way. Exploring: Making salt from rock salt which would be copper sulfate
Working Scientifically Students obtain samples of pure salt the best mine to solution to
Identify risks to themselves and others from rock salt, using the techniques use for making dryness.
and state the meaning of: risk, hazard. of filtering and evaporation. salt.
Explain why a certain safety instruction
has been given, and describe how to Explaining: Heating to dryness Explaining:
control familiar risks. demonstration Heating to
Recognise a range of risks and plan Demonstrate or let students practise dryness
evaporation of copper sulfate solution demonstration
appropriate safety precautions.
to dryness. Discuss the
Justify chosen methods of risk
hazards
reduction. Plenary: Thinking skills associated with
Carry out an experiment safely by Odd One Out: Drying nail varnish, heating for too
following all safety recommendations. boiling water, disappearing rain long.
puddle. (Possible answers: boiling
water because other two are
examples of evaporation, drying nail
varnish because it involves a solvent
other than water.)
Lesson 7Ed: Chromatography

Developing Starter: Chromatography introduction Explaining: Resources n/a Students
Give examples of where Demonstrate chromatography to the Chromatography from 7Ed produce
chromatography is used, and describe whole class using a dark-coloured using other Exploring chromatograms
how chromatography is used to water-based ink that includes a range solvents Science. of water-soluble
separate mixtures. of different colours. Challenge substances
Securing students to (e.g. felt tip
Explain how chromatography works, Exploring: Chromatography analysis suggest pens, food
and interpret a chromatogram. Students carry out a simple situations where colours, colours
Exceeding chromatography analysis of water- this analysis from the hard
Evaluate the information provided by soluble substances (e.g. felt tip pens, could be useful sugar coating of
chromatograms. food colours, colours from the hard (e.g. in a forensic sweets).
sugar coating of sweets). examination).
Explaining: Chromatography using

other solvents
Demonstrate that a chromatogram
can be made from non-water-soluble
substances by using a solvent in
which the substances do dissolve. For
example, separating the colours in
biro ink or a 'permanent' marker pen
using ethanol or methylated spirits.

Odd One Out: Evaporation,
chromatography, filtration. (Possible
answers: chromatography because it
separates dissolved substances,
filtration because it starts with a
mixture containing an undissolved
(insoluble) solid.)
Lesson 7Ee: Distillation

Developing Starter: The water cycle Explaining: Liebig Resources n/a Students distil
Give examples of where distillation is Give students one minute to draw a condenser from 7Ee 'dirty' water
used, and describe how distillation can diagram to show the water cycle. This could lead Exploring using side-arm
separate mixtures. Then ask students to share their onto a debate Science. test tubes.
Securing ideas about the water cycle in groups about the
Explain how distillation works. and explain why rain is not salty. problems of Demonstrate
Identify factors that could affect providing safe the distillation
distillation. Exploring: Distilling dirty water drinking water, of dirty (or
Exceeding Students distil 'dirty' water using including issues inky) water,
Explain how fractional distillation is side-arm test tubes. Prepare the of cost, using a Liebig
used in making perfumes. water before the lesson by mixing soil appropriateness condenser.
from a site that is not contaminated to need and
with animal waste or other pollutants. problems that
might occur for
Explaining: Liebig condenser each of the
Demonstrate the distillation of dirty methods
(or inky) water, using a Liebig suggested.
condenser.

Plus, Minus, Interesting: We should
get all our drinking water by distilling
sea water (Possible answers: Plus
there should never be a problem of
running out of water; Minus places
not by the sea would have to
transport the sea water somehow;
Interesting would this affect marine
environments? Thames Water has
built a desalination plant in the
Thames.)
Lesson 7Fa: Hazards

Developing Starter: Alphabet quiz n/a Resources n/a Demonstrate
Recall examples of everyday Ask groups of students to write out from 7Fa the effect of
substances that are acids. the alphabet vertically on a piece of Exploring concentrated
Recall the purpose of hazard symbols. scrap paper, and then to write down Science. sulfuric acid on
Recognise the hazard symbols for: a substance or situation that can be sugar.
dangerous to the environment, dangerous/harmful against each
corrosive, toxic, explosive, flammable, letter (e.g. acid, burning).
caution.
Recognise common hazards when in Exploring: The Hazchem code
the lab and suggest ways of ensuring Introduce students to the Hazchem
they do not cause harm. code used to label vehicles carrying
Securing hazardous substances.
Describe the difference between
substances that are corrosive or Explaining: Concentrated sulphuric
irritants. acid and sugar
Describe how to reduce the risk from Demonstrate the effect of a corrosive
acids by dilution. substance on everyday materials
State the meaning of hazard. using granulated sugar and
Exceeding concentrated sulfuric acid.
Describe the use and importance of
the Hazchem code. Plenary: Thinking skills
Working Scientifically Plus, Minus, Interesting: Only dilute
Describe how to control familiar risks. acids should be allowed. (Possible
State the meaning of hazard and risk. answers: Plus the hazards of
concentrated acids would be
removed; murderers would not be
able to dissolve bodies!; Minus it
would be much more expensive to
transport acids; Interesting are
some concentrated acids more
dangerous than others? (It can take
over two days to dissolve a body in
acid.))
Lesson 7Fb: Indicators

Developing Starter: Water into wine Exploring: Using Resources n/a A two-part
Recall examples of everyday demonstration red cabbage as from 7Fb practical:
substances that are alkalis. Demonstrate the water into wine an indicator Exploring students first
Recall the colour changes associated trick. Pour a beaker of water (in fact Students could Science. extract the
with litmus indicator. dilute sodium hydroxide solution) into use other fruit or colour from red
Describe how indicators are used to an apparently empty beaker (which vegetables and cabbage leaves
distinguish between acidic, alkaline has a few drops of phenolphthalein assess them for by crushing,
and neutral solutions. indicator at the bottom of the their usefulness dissolving and
Securing beaker). as indicators. filtering. The
Use solutions of known solution
acidity/alkalinity in order to deduce a Exploring: Using red cabbage as an obtained from
colour chart for an indicator. indicator this process is
Explain why litmus is purple in neutral A two-part practical: students first then used to
solutions. extract the colour from red cabbage test a variety of
Exceeding leaves by crushing, dissolving and household
Evaluate the effectiveness of different filtering. The solution obtained from chemical
indicators. this process is then used to test a substances,
variety of household chemical allowing
substances, allowing students to students to
classify these as acids or alkalis. classify these as
acids or alkalis.
Explaining: Laboratory indicators
Set up a row of test tubes in pairs,
with a different indicator in each pair.
Demonstrate what happens when the
indictors are mixed together.

Odd One Out: water, vinegar, orange
juice. (Possible answers: water is the
only neutral substance or not an
acid.)
Lesson 7Fc: Acidity and alkalinity

Developing Starter: How strong? Exploring: Resources n/a Students test
Describe how universal indicator is Introduce the idea of a numerical Testing the pH of from 7Fc substances
used to distinguish between acidic, scale to indicate how acidic or substances Exploring using universal
alkaline and neutral solutions. alkaline a substance is, by comparing Ask students to Science. indicator
Describe the main features of the pH two different dilutions of hydrochloric write a short solution or
scale (numbered scale that shows how acid using litmus and marble chips. paragraph about paper.
acidic or alkaline a solution is, with why a numerical
solutions below pH 7 being acidic, Exploring: Testing the pH of scale is Have prepared
those above pH 7 being alkaline and substances preferable based a set of test
those at pH 7 being neutral). Students test substances using on subjective tubes with
Securing universal indicator solution or paper. decisions about solutions of
Describe the use of universal indicator colours. different pHs.
and pH meters to determine the pH of Explaining: pH probe and universal Add indicator to
a solution. indicator each and stand
Describe solutions as being more or Have prepared a set of test tubes a white card
less acidic/alkaline by comparing their with solutions of different pHs. Add behind the rack
pHs. indicator to each and stand a white so students can
Exceeding card behind the rack so students can see the colours
Use information about indicator colour see the colours easily. Ask them to easily. Ask
changes to design different indicators refer to pH charts to work out the pH them to refer to
for different purposes. of the contents of each tube, and pH charts to
then use a pH probe and datalogger work out the pH
to measure the pH. of the contents
of each tube,
Plenary: Thinking skills and then use a
Odd One Out: 1, 8, 14. (Possible pH probe and
answers: 1 is the only pH number datalogger to
that is an acid; 8 is the only number measure the
that represents a less pH.
hazardous/dangerous/powerful
substance.)
Lesson 7Fd: Neutralisation

Developing Starter: Making the spill safe Explaining: Resources Reading and Students
Recall that acids react with alkalis and 'Spill' some acid into a wide shallow Following from 7Fd plotting line investigate how
this is called neutralisation. container. Use indicator (liquid or neutralisation Exploring graphs. pH changes
Explain how chemical reactions are paper) to show that the liquid is Prepare graphs Science. when an acid is
different to physical changes. acidic. 'Cancel' the acidity by adding and challenge diluted and
Interpret a word equation to identify sodium hydroxide solution. Show that students to state when it is
the products and reactants in a any remaining liquid is now neutral. what must have neutralised.
chemical reaction. happened to Universal
Recall some applications of Exploring: Changing the pH cause any indicator or pH
neutralisation (changing the pH of Students investigate how pH changes changes in pH meters can be
soils). when an acid is diluted and when it is shown. used.
Supply missing reactants or products neutralised. Universal indicator or pH
to complete a word equation. meters can be used. Students can Use a pH probe
Securing plot a graph of their results. and a
Model simple reactions using word datalogger to
equations. Explaining: Following neutralisation demonstrate
Describe the reactions of acids with Use a pH probe and a datalogger to how the pH
alkalis (including the salts produced by demonstrate how the pH changes as changes as an
hydrochloric, sulfuric and nitric acids). an alkali is added to an acid drop by alkali is added
Explain how everyday examples of drop. Ask students to predict what to an acid drop
neutralisation are useful (changing the will happen if more acid or alkali is by drop. Ask
pH of soils). added, and to check their predictions. students to
Exceeding predict what will
Apply ideas about the pH scale to Plenary: Thinking about becoming happen if more
explain the changes that take place on pregnant acid or alkali is
neutralisation and dilution. Consider All Possibilities: The pH of a added, and to
Plot and interpret graphs of pH against solution decreases. (Possible check their
volume of acid or alkali added in a answers: it is an alkaline solution that predictions.
neutralisation reaction. has been diluted; it is an
alkaline/neutral solution to which
some acid has been added; it is an
acidic solution to which a more acidic
substance has been added.)
Lesson 7Fe: Neutralisation in daily life

Developing Starter: Word cards Exploring: Resources n/a Students carry
Correctly use the term: base. Give students some key words Testing from 7Fe out an
Recall some applications of relating to neutralisation and ask indigestion Exploring experiment to
neutralisation (antacids, toothpastes, them to write their own definitions. remedies Science. compare
treating waste gases, rust removal). Ask students to different
Securing Exploring: Testing indigestion predict the indigestion
Describe the reactions of acids with remedies results by giving remedies. They
bases. Students carry out an experiment to them the recipes look at the pH
Explain how everyday examples of compare different indigestion for the different change caused
neutralisation are useful (antacids, remedies. They look at the pH change remedies they by adding
toothpastes, treating waste gases, rust caused by adding different indigestion are testing. different
removal). remedies to acid. Which will be the indigestion
Exceeding most effective? remedies to
Describe how to produce a solution Explaining: Household chemical acid.
that is only a salt and water using the substances
reaction between an acid and an alkali Illustrate some of the hazards
or insoluble base. presented by common household
chemical substances, and how these
chemical substances can be handled
safely.

Consider All Possibilities: What could
you use to take away the pain of a
bee sting? (Possible answers:
bicarbonate, toothpaste, dissolved
indigestion tablets do not accept
substances with higher pH, such as
oven cleaner.)
Lesson 7Ga: Solids, liquids and gases

Developing Starter: Solids, liquids and gases n/a Resources n/a n/a
Classify materials as solids, liquids and Introduce some statistics about the from 7Ga
gases. amount of waste we produce, Exploring
Record observations and describe explaining the role of landfill sites and Science.
simple properties of the three states of how recycling is necessary. Include
matter. an introduction to how different waste
State what is meant by volume. materials in different states have to
Appreciate that the properties of waste be handled differently because of
materials determine their disposal. their different properties.
Securing
Describe the properties of the three Exploring: Classifying difficult
states of matter in terms of shape, substances
volume and compressibility. Provide a selection of substances that
Explain what a landfill site is and some are difficult to classify, and ask
of the problems they cause. students to decide if they are solids,
Exceeding liquids or gases, giving their reasons.
Appreciate that some substances are
difficult to categorise. Explaining: Waste categories
Empty out the contents of your bin
(providing it is safe to do so) and sort
the contents into groups. Ask
students why we dont throw liquids
into bins. Ascertain how much of your
bins contents could be recycled. Link
this to recycling in your school.
Plenary: Thinking about solids, liquids

and gases
Odd One Out: solid, liquid, gas.
(Possible answers: solids are the only
substances that cannot flow; gases
are the only substances that can be
compressed.)
Lesson 7Gb: Particles

Developing Starter: Properties of solids, liquids Starter: Resources n/a Carry out some
State that all materials are made from and gases Properties of from 7Gb demonstrations
particles. Ask students to name some solids, liquids and Exploring to confirm how
Describe, draw and recognise the properties of solids, liquids and gases Science. particle theory
arrangement of particles in solids, gases. Then ask them why the three Ask students to explains
liquids and gases. states of matter have these label pictures observations.
Securing properties. showing the For example,
Describe how the movement and arrangement of show solids do
spacing of the particles is different in Exploring: Modelling particles with particles in solids, not change
solids, liquids and gases. students liquids and gases. shape but
Use the particle theory to explain the Use a Visual Auditory Kinaesthetic liquids do.
properties of solids, liquids and gases. thinking skills exercise to get student
Exceeding to model the three states of matter
Use the particle model to explain other using themselves as particles. For
observations about matter. example, students link arms to model
Working Scientifically a solid. They may sway slightly, to
Describe different types of model the vibration of atoms, but do
observations and data that can be not move their feet.
used as evidence.
Identify scientific questions, Explaining: Demonstrations
hypotheses and predictions. Carry out some demonstrations to
Describe how evidence and confirm how particle theory explains
observations are used to develop a observations. For example, show
hypothesis into a theory. solids do not change shape but liquids
Explain how evidence and observations do.
support or do not support a certain
theory. Plenary: Correcting misconceptions
Ask students to write down an
incorrect idea about particles. Pass
the paper to the next student who
reads it and writes the correct view
below it. A third student, after
reading both ideas, writes down the
part in the previous topic/lessons
they thought best explained the idea.
Lesson 7Gc: Brownian motion

Developing Starter: Thinking about particles Exploring: Resources Converting Set up a
Describe Brownian motion. Consider All Possibilities: A tiny speck Measuring the from 7Gc between demonstration
State where Brownian motion can be floating on some water is seen to be very small Exploring metres and of Brownian
observed. moving slightly. What ideas could Extend this Science. nanometres. motion using a
Securing explain this movement? (Possible activity by asking smoke cell.
Explain how Brownian motion occurs, answers: it is being blown by the students to
using particle theory. wind; someone is blowing on it; the measure some
Convert metres to nanometres and speck is a tiny organism that is objects and ask
vice versa. moving; water particles are bumping them to convert
Exceeding into it.) their
Explain how evidence from Brownian measurements in
motion is used to support the particle Exploring: Measuring the very small metres and
theory. Introduce ideas of units and scales. centimetres into
Give students measurements to millimetres,
convert, including the nano-scale: micrometres and
metres to millimetres, micrometres nanometres.
and nanometres.
Explaining: Investigating Brownian

motions
Set up a demonstration of Brownian
motion using a smoke cell.
Plenary: Thinking about theories

Odd One Out: the Sun and Moon
circle the Earth, Rajesh will go
shopping tomorrow, all things can
exist in one of three states, shadows
are formed when light cannot pass
through something. (Possible
answers: the Sun and Moon circle
the Earth has been disproved;
Rajesh is a prediction whereas the
others are theories.)
Lesson 7Gd: Diffusion

Developing Starter: Diffusion n/a Resources n/a Demonstrate
Describe diffusion as the movement Place a container of a strong-smelling from 7Gd the traditional
of one substance through another substance (ethanol, perfume or after- Exploring experiment
without any external mixing. shave) in the room just before the Science. investigating
Recall some everyday examples of students enter. Some students may the diffusion of
diffusion. comment on the smell, and others may hydrogen
Make a prediction about diffusion. notice that the smell has not reached chloride and
Securing all areas of the room. Discuss the ammonia gases.
Explain how diffusion occurs in terms reasons for this and introduce the term The
of movement of particles. diffusion. demonstration
Explain why the speed of diffusion in should be
gases is faster than in liquids. Exploring: Diffusion of hydrogen carried out in a
Recognise examples of diffusion chloride and ammonia fume cupboard.
causing problems. Demonstrate the traditional
Exceeding experiment investigating the diffusion Prepare two
Carry out a calculation to work out of hydrogen chloride and ammonia beakers of
the speed of diffusion. gases. The demonstration should be potassium
carried out in a fume cupboard. manganate(VII)
in water: i)
Explaining: Liquid diffusion crystals
Prepare two beakers of potassium dissolved and
manganate(VII) in water: i) crystals dispersed
dissolved and dispersed throughout; ii) throughout; ii)
a few crystals placed at the bottom of a few crystals
the beaker of water. Ask the students placed at the
to explain what they see. bottom of the
beaker of
Plenary: Thinking about diffusion water. Ask the
Consider All Possibilities: you can hear students to
someone cooking food but cannot smell explain what
it. (Possible answers: the food being they see.
cooked does not smell; you have a cold
and so cannot smell anything; there is
a breeze moving the smell away from
you; the smell has not had time to
diffuse as far as you yet.)
Lesson 7Ge: Air pressure

Developing Starter: Collapsing can Exploring: Resources n/a Demonstrate
Describe how moving gas particles Demonstrate the collapsing can Pneumatic tyres from 7Ge and discuss
cause pressure when they hit the walls experiment. Ask students to explain Students can Exploring some
of their container. what is happening as the air is prepare Science. experiments
Recognise some effects of pressure removed. presentations on that can be
(e.g. blowing up a balloon). the development explained with
Explain that more particles in a Exploring: Pneumatic tyres of the pneumatic reference to
container will cause a greater Ask students to find out about Robert tyre. air/gas
pressure. Thomson, John Dunlop and the pressures. After
Securing development of the pneumatic tyre. each
Explain the ways in which gas pressure experiment the
can be increased (more particles Explaining: Talking about pressure students should
introduced into a container, container Demonstrate and discuss some be asked to
is made smaller, gas is heated). experiments that can be explained write a
Describe what a vacuum is. with reference to air/gas pressures. description of
Explain some of the effects of air After each experiment the students what happens
pressure (e.g. using a straw, collapsing should be asked to write a description and an
can). of what happens and an explanation explanation
Exceeding using gas pressures. using gas
Explain how barometers work. pressures.
Plenary: Thinking about pressure
Consider All Possibilities: a car tyre
bursts. (Possible answers: there is a
puncture; the pressure in the tyre
was too high; the tyre got too hot.)
Lesson 7Ha: The air we breathe

Developing Starter: About purity Explaining: Resources The use of: n/a
Describe the difference between a Students draw up a table on a piece Elements, from 7Ha tables; line
mixture and pure substance. of paper with two columns headed compounds and Exploring graphs;
Recall the names of the most pure and mixture/impure. They mixtures Science. scatter
important gases that are mixed define the terms and list as many Extend this by graphs; pie
together in air. words or phrases connected with the asking students charts; and
State that all matter is made up of tiny headings as possible. Discuss the to pick bar charts.
particles called atoms. meaning of the terms when referring appropriate
Explain the differences between to matter. terms to describe
elements, compounds and mixtures models as you
(with reference to elements being Exploring: Displaying data display them
substances that cannot be broken Tell students about a series of (e.g. pure,
down into anything simpler by investigations that could be done mixture, atoms,
chemical means). about air and ask them to sketch the molecules,
Explain the difference between an type of chart or graph that they element and
atom and a molecule. would draw for each. Students should compound).
Interpret particle models of mixtures, be encouraged to add labels to the
atoms, molecules, elements and axes to show which variable goes
compounds. where.
Securing
Explain, in terms of atoms and Explaining: Elements, compounds and
particles, how air is a mixture of mixtures
elements, compounds, atoms and Display a variety of space-filling
molecules. models showing elements, mixtures
Represent atoms, molecules of and compounds. Explain to students
elements and simple compounds using what to look for when deciding
a model. whether something is an element or a
Exceeding compound.
Recall that atoms can be joined
together by bonds and that bonds Plenary: Thinking about mixtures
affect the shape of a molecule. Odd One Out: nitrogen, oxygen,
Working Scientifically carbon dioxide. (Possible answers:
Draw and use tables, bar charts, pie carbon dioxide is a compound and the
charts, scatter graphs and line graphs. other two are elements.)
State the difference between
quantitative and qualitative data.
State the difference between discrete
and continuous quantitative data.

Interpret tables, bar charts, pie charts
and scatter graphs.
Identify the best way to present
different types of data.
Lesson 7Hb: Earths elements

Developing Starter: Element or not? Exploring: Resources n/a n/a
Recall that different materials have Give students a list of materials Elements from 7Hb
different properties. encountered in Topic 7Ha (e.g. sulfur, symbols Exploring
Recall that elements are often copper, mercury, chlorine, bromine, Extend this Science.
represented by symbols. oxygen, iron, carbon, aluminium, activity by asking
Explain why internationally agreed nitrogen, carbon dioxide, wood, students to find
symbols and conventions are polythene, glass, pure water, sea out how some
necessary in science communication. water, air, salt) and ask them to sort other elements
Recognise some symbols for common the list into two groups: elements and symbols were
elements. other substances. chosen (e.g. W,
Use the periodic table to look up Au, Ag, Pb, Cu)
symbols for elements. Exploring: Elements symbols and annotate
Relate the uses of different elements Issue students with a basic periodic their periodic
to their properties. table with names and symbols (Skills table with this
Securing Sheet SC 5) and ask them to colour information.
Explain the advantages of recycling in the symbols that match the letters
metals. of each element's name.
Describe how some elements are
found in their native states. Explaining: Elements in use
Explain why some elements have been Display some large samples of
known for much longer than others. elements from the store cupboard.
Exceeding State their names and ask students
Explain how new evidence has to find their symbols. Then discuss
changed ideas about elements. their properties and how the property
is linked to a use.
Plenary: Thinking about the Earths

elements
Odd One Out: iron, silicon and carbon
dioxide. (Possible answers: iron, as it
is the only metal; carbon dioxide, as
it is the only compound the others
are elements; carbon dioxide, as it is
the only gas.)
Lesson 7Hc: Metals and non-metals

Developing Starter: Uses of metals Starter: Uses of Resources n/a Students carry
Identify some common materials as Introduce a display of different metals from 7Hc out three tests
being metals or not. metals to the class and ask students Extend to discuss Exploring to examine the
Describe some common properties of to match each metal with a possible the properties of Science. thermal
metallic and non-metallic materials. use. the metals for a conduction,
Describe the evidence needed to particular use. electrical
decide whether an element is a metal Exploring: What is a metal? conduction and
or a non-metal. Students carry out three tests to density of
Relate the uses of different elements examine the thermal conduction, metals.
to their properties (includes electrical conduction and density of
magnetism). metals.
Securing
Use ideas about the periodic table to Explaining: Linking properties to uses
identify the positions of metal and Demonstrate some of the other
non-metal elements. properties of metals (malleability,
Use evidence to classify unfamiliar flexibility, ductility. In each case, link
materials as being metal elements, the property of the metal with a use.
metallic, non-metal elements, non-
metallic. Plenary: Poster plenary
Exceeding Ask students to summarise the
Interpret experimental evidence to properties of metals and non-metals
identify elements. as a poster display showing examples
of metals and non-metals, along with
important properties and how those
properties are related to the uses of
the elements.
Lesson 7Hd: Making compounds

Developing Starter: Ideas about elements and Starter: Ideas Resources n/a Students make
Describe how all other materials are compounds about elements from 7Hd a compound
made from the chemical elements. Students work together in pairs to and compounds Exploring from the two
Recall some observations that indicate agree a definition of element or Definitions could Science. elements iron
a chemical reaction. compound, together with an example. include particle and sulfur.
Describe how elements can combine to They must not use the words diagrams as part
form compounds. 'element' or 'compound' in their of their
Explain the differences between definitions. explanation.
elements, compounds and mixtures.
Describe the changes in properties Exploring: Iron and sulfur Explaining:
between a compound and its Students make a compound from the Making
constituent elements. two elements iron and sulfur. compounds
Interpret particle models of mixtures, The
atoms, molecules, elements and Explaining: Making compounds demonstrations
compounds. Demonstrate a series of reactions to can be used as a
Securing make compounds. For example, the way of showing
Name simple compounds formed from reactions that take place when copper that a compound
two elements. and magnesium are heated in the air. can be very
Recall that temperature changes occur different from the
during many chemical reactions. Plenary: Chemical keys elements that
Represent atoms, molecules of Students work in small groups to make it up.
elements and simple compounds using design a dichotomous key to tell
a model. whether a chemical is an element or
Exceeding not, and a metal or a non-metal.
Write simple chemical formulae from Students then swap their keys with
molecular structures. other groups to be road-tested.
Lesson 7He: Chemical reactions

Developing Starter: Different changes Exploring: Resources n/a Students carry
Recall examples of chemical Demonstrate the difference between a Household from 7He out a set of
reactions in everyday life. chemical and a physical change and how reactions Exploring experiments
Recall some observations that one is easier to reverse than the other, Students should Science. using mainly
indicate a chemical reaction. by burning a match and bending a match be able to household
Identify the products and reactants (use long matches, and do not break categorise the chemicals.
using a word equation. them). Then demonstrate folding a piece chemical
Supply missing reactants or of cotton or wool fabric and burning it. reactions
products to complete a word Ask students to describe the difference needing or not
equation. between the changes. needing energy
Identify thermal decomposition to start them off,
reactions. Exploring: Household reactions reversible or not,
Securing Provide simple instruction cards for undergo physical
Model simple reactions using word students to carry out a set of and chemical
equations. experiments using mainly household change or just
Recall examples of energy being chemicals. Students decide whether chemical change,
used to start a chemical reaction or there is no reaction, a reversible or an etc.
keep it going. irreversible change and state if a change
Describe what happens during is physical or chemical and explain why.
thermal decomposition of a metal
carbonate. Explaining: Word equations 2
Name compounds that contain two Use some of the simpler chemical
elements plus oxygen. reactions to introduce the terms for
Exceeding reactants and products and explain how
Apply knowledge of thermal reactions can be described by using word
decomposition in carbonates to equations.
other compounds.
Plenary: Thinking about chemical
reactions
Odd One Out: calcium oxide, calcium
carbonate, carbon dioxide. (Possible
answers: carbon dioxide is the only gas;
calcium carbonate as it is the reactant-
the others are products; calcium oxide,
as it does not contain carbon.)
Lesson 8Ea: Burning fuels

Developing Starter: What happens during burning? Explaining: Resources n/a Set light to a
State the meaning of: fuel, Set light to a small amount of ethanol in Internal and from 8Ea small amount of
combustion. a watchglass or light a small candle. external Exploring ethanol in a
State the meaning of hydrocarbon. Students should think of three key ideas combustion Science. watchglass or
Describe the combustion of that explain the burning: fuel, reaction engines light a small
hydrocarbons (in terms of reactants with oxygen from the air and reduction Extend this candle.
and products). in size of the candle as it burns have to consider the Students should
Identify the products and reactants been covered. impact of type of think of
using a word equation. engine on size three key ideas
Describe the tests for carbon Exploring: Fuels used in vehicles and power, to that explain the
dioxide and water. Students research the wide range of help explain why burning.
Securing fuels used to power vehicles, e.g. cars use internal
Recall the fuel used in a fuel cell. external combustion engines that burn rather than Demonstrate a
Model reactions using word fuels to produce steam, as well as external model steam
equations. internal combustion engines that burn combustion engine to show
Explain the formation of the the fuel within the engine. engines. how the
products when hydrocarbons burn. combustion of
Exceeding Explaining: Internal and external fuel can be
Describe how rocket engines obtain combustion engines used to produce
enough oxygen in space to explode Demonstrate a model steam engine movement (or
using oxidising agents. to show how the combustion of fuel can use a video
be used to produce movement (or use a from the
video from the Internet). Compare this Internet).
with a video or diagram of how an Compare this
internal combustion engine works. with a video or
diagram of how
Plenary: Thinking about burning fuels an internal
Odd One Out: candle, hydrogen, petrol, combustion eng
water. (Possible answers: hydrogen is ine works.
the only gas; water, because it is a
product of a combustion reaction and the
others are reactants in
combustion reactions; water because it is
not a hydrocarbon.)
Lesson 8Eb: Oxidation

Developing Starter: Combustion concept map 1 n/a Resources n/a Students use a
State what happens to mass in a Write the word combustion in the from 8Eb tea light or
chemical reaction. middle of the board and ask students Exploring spirit burner to
State the meaning of: oxidation. to suggest related words and identify Science. investigate any
Describe the reactions of metals with how they should be linked to change in mass
oxygen. produce a concept map. Encourage after burning.
Identify and explain the products students to suggest definitions for
formed by the oxidation of metals. any related terms.
Securing
Explain the change in mass seen in Exploring: Losing mass
reactions. Students use a tea light or spirit
Compare and contrast the oxygen and burner to investigate any change in
phlogiston theories for combustion. mass after burning. They should
Exceeding explain any change using what they
Evaluate the evidence used to displace have learnt about the combustion of
the phlogiston theory of combustion. hydrocarbons.
Model simple reactions using symbol
equations. Explaining: Conservation of mass
demonstration
Demonstrate the oxidation of a metal
(e.g. copper) in a closed system to
show students that there is no
change in mass during an oxidation
reaction.
Plenary: Combustion concept map 2

Students return to their concept
maps from the Starter. Using a
different colour of pen they should
add or amend anything that they
think is appropriate following the
lesson.
Lesson 8Ec: Fire safety

Developing Starter: The fire triangle Exploring: Resources n/a Students plan
Name the three sides of the fire Ask students what they think is Comparing fuels from 8Ec and carry out
triangle. needed for a fire. Collect Challenge Exploring an investigation
Describe how to stay safe in familiar contributions and use them to students to Science. to show which
situations. construct a fire triangle on the board. identify as many fuel releases
Recognise hazard symbols. variables as the most
Use the idea of the fire triangle to Exploring: Comparing fuels possible. They energy during
explain how to extinguish a fire. Students plan and carry out an can investigate combustion.
Explain why different types of fire need investigation to show which fuel some.
to be put out in different ways. releases the most energy during
Securing combustion. Suitable fuels include the
Describe what is meant by exothermic alcohols methanol, ethanol, propan-
changes. 1-ol and butan-1-ol. The focus is on
Compare the temperature rise of water planning a fair test and identifying
when some fuels are burnt. ways to control the variables.
Apply knowledge of explosive reactions
to explain why they occur more/less Explaining: Test for oxygen
rapidly when variables (proportion of Ask students what would happen to a
fuel/oxygen mixture, the droplet size, fire if more oxygen was added.
the oxidiser) are changed. Demonstrate the effect by placing a
Exceeding burning splint in oxygen.
Justify methods of risk reduction.
Evaluate data on burning fuels to Plenary: Thinking about fire safety
deduce the best energy per gram of Consider All Possibilities: A fire is
fuel. extinguished. (Possible answers:
Working Scientifically oxygen is excluded from the fire; the
Identify variables that need to be heat is taken from the fuel by
controlled in a given experiment. reducing its temperature with water;
Plan ways in which to control a simple the fuel is used up.)
control variable.
Explain the need for a fair test.
Plan ways in which to control more
than one variable.
Justify the choice of control variables.
Lesson 8Ed: Air pollution

Developing Starter: Water cycle pollution Exploring: Resources Calculating Students use
Recall examples of non-metal oxide Students sketch the water cycle and Measuring from 8Ed means. sticky cards to
pollutants caused by burning fossil label it to show where the changes of pollution Exploring compare
fuels and their impurities. state of water take place. They then Students can find Science. particulate (e.g.
Describe the reactions of non-metals consider how air pollution leads to out about soot) pollution
with oxygen. ground and water pollution as a result different in different
Securing of the water cycle, and annotate their sampling areas.
Explain the products formed by the diagrams to show this. techniques.
complete and incomplete combustion
of hydrocarbons. Exploring: Measuring pollution
Explain the problems caused by Students use sticky cards to compare
incomplete combustion. particulate (e.g. soot) pollution in
Explain how sulfur dioxide and different areas. They should
nitrogen oxides are produced in some formulate one or more hypotheses
combustion reactions. about the locations that will have the
Explain how sulfur dioxide and highest levels of particulate pollution
nitrogen oxides help to cause acid rain. then test these.
Explain how neutralisation can be used
to reduce pollution from fossil fuel Explaining: Catalytic converter
combustion. Outline how a catalytic converter
Explain how vehicle catalytic works. Students could draw molecular
converters work (to reduce pollution diagrams to show the reactions that
from fossil fuel combustion). take place inside the catalytic
Explain the effects of acid rain on converter.
organisms, bodies of water.
Exceeding Plenary: Thinking about air pollution
Evaluate ways in which pollution from Odd One Out: carbon dioxide, carbon
non-metal oxides can be reduced. monoxide, carbon. (Possible answers:
carbon because it hasnt reacted with
oxygen; carbon monoxide because it
is the only one that is poisonous;
carbon because it is a solid and the
others are gases.)
Lesson 8Ee: Global warming

Developing Starter: Climate change images Exploring: Resources n/a n/a
Recall some effects of global Show students a few climate change Causes of from 8Ee
warming, climate change. images (containing no words) from the temperature Exploring
Recall reasons why the Internet. Students should discuss in change Science.
temperature on the Earth varies small groups what the images show and Students could
over time. how they try to get the message across present their
Explain how human activity affects without the use of words. research (e.g.
the levels of carbon dioxide in the poster or
atmosphere. Exploring: Causes of temperature change presentation
Securing Working in groups, ask students to carry summarising
State the meaning of the out research on the causes of their findings).
greenhouse effect. temperature change.
Explain how carbon dioxide helps to
cause the greenhouse effect. Explaining: Should the government
Explain how methods of controlling increase taxes on transport? the
the levels of carbon dioxide work. debate
Exceeding Students should consider the different
Decide how responsibility for ways in which governments try to
cutting emissions should be shared. persuade people to change their travel
Evaluate the contribution made by habits and so reduce their contribution
combustion to the amount of to carbon dioxide emissions.
carbon dioxide in the air in the
short, medium and long term. Plenary: Thinking about global warming
Evaluate the link between global Plus, Minus, Interesting: The government
temperature and levels of carbon is increasing tax on petrol and diesel.
dioxide in the atmosphere. (Possible answers: Plus This could
reduce how much fuel people buy and so
reduce pollution; Minus This would
make it more expensive to do even
essential travelling; Interesting Sixty
per cent of the price of fuel in the UK is
tax. Would the sales of electric or hybrid
cars go up?)
Lesson 8Fa: Daltons atomic model

Developing Starter: Element or not n/a Resources n/a n/a
Recall that different elements have Ask students to recall the definition of from 8Fa
different physical properties. an element. Give students a list of Exploring
Identify the chemical symbols for some substances (e.g., carbon, gum, Science.
common elements and vice versa. aluminium, wax, oxygen, iron, paper,
Record two-letter symbols correctly. potassium nitrate, water, copper,
Describe Daltons ideas about atoms. sulfur, carbon dioxide, magnesium,
Use a simple (Daltons) atomic model iron oxide). Ask them to sort the list
to describe an element. into two groups, elements and non-
Use a simple (Daltons) atomic model elements.
to describe a compound.
Securing Exploring: Atoms from Democritus to
Use the idea of atoms to explain why Dalton
different elements have different Ask students to research how our
physical properties. ideas about matter changed over the
Exceeding 2000 years from Democritus to
Use information about reaction ratios Dalton. Students should produce a
to calculate atomic masses. report of their findings.
Explaining: Calculating relative

masses
Demonstrate, using a double-pan
balance, how one large nail can be
balanced in mass by several small
nails. Relate this to how we compare
the masses of atoms of different
elements.
Plenary: Thinking about Daltons

atomic model
Consider All Possibilities: A substance
contains the atoms of three different
elements. (Possible answers: it is a
mixture of three separate elements; a
mixture of one element and one
compound; a single compound.)
Lesson 8Fb: Chemical properties

Developing Starter: Signs of reactions Exploring: Resources n/a Students use
Explain how chemical reactions are Students work in pairs to list chemical Modelling from 8Fb polystyrene
different from physical changes. reactions they have seen in the reactions Exploring balls and
Explain the difference between laboratory or in everyday life. Each pair Students add Science. cocktail
physical and chemical properties of should then choose one reaction explanatory sticks to model
a substance. to illustrate using a labelled diagram or notes, using the the reaction
Use observations to decide whether drawing. Display these on a gallery wall. five points from between carbon
a chemical reaction has taken Daltons atomic and oxygen to
place. Exploring: Modelling reactions theory. form carbon
Model simple chemical reactions Students use polystyrene balls and dioxide.
using word equations. cocktail sticks to model the reaction
Use a simple (Daltons) atomic between carbon and oxygen to form
model to describe a compound. carbon dioxide.
Securing
Model more complex chemical Explaining: Using observations of change
reactions using word equations. Demonstrate what happens when
Describe how atoms are rearranged mercury oxide is heated and beads of
in chemical reactions. mercury metal are seen to form on the
Write simple chemical formulae sides of a boiling tube. Ask students to
from information on structure. indicate where there is a
Interpret formulae to identify the chemical change (formation of mercury)
types of and ratio of atoms in a and a physical change (condensation of
compound. mercury gas to liquid) during the
Exceeding experiment.
Give a simple description of the
valency of an element and use this Plenary: Thinking about atoms and
to deduce the formula of properties
compounds (containing two main Odd One Out: melting point, atomic
group elements). radius, flammability. (Possible answers:
melting point is the only property that
must involve a change of state; atomic
radius is the only property that does not
involve an energy change (heat);
flammability is the only property that
involves a chemical change.)
Lesson 8Fc: Mendeleevs table

Developing Starter: Elements code n/a Resources n/a Demonstrate
Use the periodic table to look up Working in small groups, students from 8Fc the properties
symbols. use a copy of the periodic table to Exploring of the first three
Identify the alkali metals, halogens, make up five code words using the Science. alkali metals,
(transition metals) and noble gases in symbols of three or four elements, including how
the periodic table. e.g., casters: calcium, strontium, they are stored
State what elements in the same erbium and sulfur. Groups take turns under oil, how
group of the periodic table share. to read out their list of elements and they do not look
Recall that the noble gases are ask other groups to work out the shiny until cut
chemically inert compared with other code word. then quickly go
elements. dull, their
Securing Exploring: Groups in the periodic reaction with
Recall the typical properties of alkali table water.
metals. Give students some exercises to
Recall the typical properties of complete about the main groups in
halogens. the periodic table (alkali
Explain how Mendeleev made metals, halogens and noble gases)
predictions using his table. and how elements in the same groups
Describe how the periodic table is are similar.
arranged (in terms of elements in
groups of similar properties). Explaining: The alkali metals
Exceeding Demonstrate the properties of the
Explain how Mendeleev originally first three alkali metals, including how
arranged the periodic table by placing they are stored under oil, how they
the elements in order of atomic do not look shiny until cut then
weight. quickly go dull, their reaction with
Working Scientifically water.
Identify the range of readings in an
experiment. Plenary: Taboo: periodic table
State the meaning of: anomalous Play taboo (a game that involves
result, outlier. defining a term or phrase without
Identify anomalous results/outliers in using the most natural words
data. that come to mind) based on terms
Suggest scientific reasons for or phrases used in this topic.
anomalous results/outliers.
Lesson 8Fd: Physical trends

Developing Starter: Thinking about physical n/a Resources Use a variety Use a display of
State what happens at a materials properties from 8Fd of charts and different
melting, freezing and boiling points. Using a display of different materials, Exploring graphs to materials to
Use knowledge of melting/freezing and demonstrate and compare their Science. present and demonstrate
boiling point to predict the state of a different properties to the class. Do analyse and compare
substance at a given temperature. this without any explanation. Ask data. their different
Identify metals and non-metals by students to list as many of the properties to
their physical properties. demonstrated physical properties as the class.
Use ideas about the periodic table to possible.
identify the positions of metal and Students carry
non-metal elements. Exploring: Groups in the periodic out an
Securing table investigation to
Recall there is usually a regular Students carry out an investigation to identify trends
gradation in physical properties as you identify trends across the periodic across the
go down a group. table in the physical properties of periodic table in
Use data to identify trends in physical elements, including: appearance, the physical
properties within a group. conduction of electricity, melting properties of
Exceeding point and density. elements,
Recall suitable units to measure including:
particle diameters. Explaining: Graphical trends appearance,
Compare particle sizes to the sizes of Provide students with data on the conduction of
common objects. properties of the elements 1 to 20, electricity,
Describe how the sizes of atoms and ask them to graph different melting point
change in the groups and periods of trends. Students should be and density.
the periodic table. encouraged to use different ways of
displaying the same data and
compare the advantages and
disadvantages of the different
displays.
Plenary: Poster plenary

Ask students to summarise the
properties of metals and non-metals
as a poster display showing examples
of metals and non-metals along
with important properties.
Lesson 8Fe: Chemical trends

Developing Starter: Missing words and definitions Exploring: The Resources n/a Students test
Describe the reactions of metals with Provide words and definitions properties of from 8Fe the type of
oxygen. (separated) from the previous four oxides Exploring solution/pH of
Describe the reactions of non-metals topics (four sets). Students work in Ask students to Science. oxides of
with oxygen. groups to match up the words with predict the different
Describe the reactions of metals with the definitions. results before elements in
water. carrying out the water.
Use the reactions of some alkali metals Exploring: The properties of oxides investigation.
with water to predict the reactions of Students look for a trend in the pH of
other alkali metals with water (in oxides of elements going across the
terms of what happens, not reactivity). periodic table by testing the type of
Securing solution/pH of oxides of different
Compare the physical and chemical elements in water.
properties of metal and non-metal
oxides. Explaining: Different structures
Recall there is usually a regular Show students the structure of
gradation in chemical properties as different oxides representing
you go down a group. molecular and lattice structures using
Use data to identify trends in chemical molecular models, e.g. sulfur dioxide
properties within a group. molecules and a magnesium oxide
Identify a pattern of reactivity in the lattice. Discuss the differences
reaction between some alkali metals between the structures and link these
and water and use this to predict the differences with the melting points of
reactivity of other alkali metals. the oxides.
Exceeding
State that atoms can be joined up to Plenary: Thinking about trends in
make molecules or giant lattice chemical properties
structures. Consider All Possibilities: When a
Describe the difference between mixture of an element and oxygen is
molecules and giant lattice structures. heated and water is added the pH
remains 7. (Possible answers:
the element does not react with
oxygen; the element is hydrogen and
the product formed is water;
the element forms an oxide that is
insoluble in water.)
Lesson 8Ga: Metal properties

Developing Starter: Using metals Explaining: Resources n/a Students
Describe some common properties of Provide students with a range of Another catalyst from 8Ga investigate how
metals and non-metals. objects made of different kinds of Students can Exploring the rate of
Relate the uses of different elements metal. Include examples of different then test the Science. the reaction
to their properties. objects made from the same metal. catalytic effect between zinc
Recall some reactions that happen Ask them to group the objects into of different metal and sulfuric acid
slowly and some that happen quickly. types of metal and to suggest why oxides is changed by
Relate the uses of different elements each object was made of that mixing small
to their chemical properties. particular kind of metal. pieces of
Securing different metals
Name the compounds formed by a Exploring: Looking at catalysts with the zinc to
reaction between a metal and a non- Students investigate how the rate of act as a
metal. the reaction between zinc and sulfuric catalyst.
Describe how catalysts affect the acid is changed by mixing small
speed or rate of a reaction. pieces of different metals with Demonstrate
Describe some applications of catalysts the zinc to act as a catalyst. the catalytic
in everyday use. action of
Model simple reactions of metals and Explaining: Another catalyst manganese
non-metals using word equations. Demonstrate the catalytic action of dioxide on the
Exceeding manganese dioxide on the decomposition
Use valencies to deduce the formula of decomposition of hydrogen of hydrogen
simple two-element compounds peroxide and the test for oxygen. peroxide and
including transition metals. Follow this up with a class discussion the test for
of how to compare the catalytic oxygen.
action of different metal oxides.
Plenary: Metals in building poster

Ask students to draw a poster to
show the different types of metal
used in the building industry.
Lesson 8Gb: Corrosion

Developing Starter: Describing substances Explaining: Resources n/a Students set up
Describe the corrosion of metals by Arrange a number of different objects Symbol equations from 8Gb an experiment
reactions with oxygen. made of different materials, in for combustion Exploring to investigate
Identify and explain the products stations, around the room. Working Equations for the Science. the conditions
formed by the oxidation of metals. in pairs, ask students to list reactions of zinc required for iron
State the meaning of: rusting. adjectives that describe the and copper will to rust.
Recall ways in which iron can be appearance or properties of each follow a similar
prevented from rusting. of the objects. format, while
Recall some reactions that happen those for sodium
slowly and some that happen quickly. Exploring: Investigating rusting oxide (Na2O) and
Relate the uses of different elements Ask students to set up an experiment iron oxide
to their chemical properties. to investigate the conditions required (Fe2O3) are more
Securing for iron to rust. challenging.
Model simple oxidation reactions using Aluminium oxide
word equations. Explaining: Symbol equations for has a similar
Explain how barrier methods protect combustion formula to iron
iron from rust. Give students the formulae of some oxide.
Identify the products and reactants metal oxides and ask them to
using a symbol equation. construct balanced symbol equations
Exceeding for the reactions that have occurred,
Model simple reactions using balanced e.g. the balanced equation for
symbol equations. magnesium is: 2Mg + O2 2MgO.
Work through the format with the
students.
Plenary: Thinking about corrosion

Odd One Out: copper, magnesium,
gold. (Possible answers: gold is the
only metal which does not corrode/
react with oxygen; magnesium is the
only one that burns in air; copper is
the only one that could be used for
water pipes; magnesium is the only
silver-coloured metal.)
Lesson 8Gc: Metals and water

Developing Starter: What reacts? n/a Resources n/a Students
Describe the reactions of different Give students a list of 10 metals, from 8Gc investigate the
metals with water. including the metals used in building Exploring reactions of
Describe the gas test for hydrogen. (i.e. aluminium, calcium, copper, Science. calcium, copper
Relate the uses of different elements gold, iron, magnesium, potassium, and magnesium
to their chemical properties. silver, sodium and zinc). Ask them to with water,
Securing split the metals up into two groups their reactivity
Identify and explain the products according to whether they are and the
formed by the reactions of metals with predicted to react with water or not. gas produced.
water.
Model simple reactions of metals and Exploring: Investigating metals and Using a trough
water using word equations. water of water, add
Use information on the reactions of Students investigate the reactions of pieces of
metals with water to place them in an calcium, copper and magnesium with sodium, lithium,
order of reactivity. water, their reactivity and the calcium,
Supply missing reactants or products gas produced. aluminium, iron
to complete a symbol equation. and copper to
Exceeding Explaining: Outside metals water to
Use ideas about reactivity to explain Using a trough of water, add pieces of demonstrate
how sacrificial metals can protect iron sodium, lithium, calcium, aluminium, how some
from rusting. iron and copper to water to of the metals
demonstrate how some of the metals react with water
react with water and others dont and others
react. Discuss which metals might be dont
suitable to be used in building and react. Discuss
why. which metals
might be
Plenary: Thinking about metals and suitable to be
water used in building
Odd One Out: sodium, magnesium, and why.
copper. (Possible answers: sodium is
the only metal that reacts quickly
with water; magnesium is the only
metal that reacts slowly with water;
copper is the only metal that has no
visible reaction with water.)
Lesson 8Gd: Metal and acids

Developing Starter: Water and other solutions Exploring: Resources n/a Show the
Describe the reactions of acids with Show the students magnesium Investigating from 8Gd students
metals. reacting with water. Then add metals and acids Exploring magnesium
Recall which salts are produced by which magnesium ribbon to dilute acid The investigation Science. reacting
acids. and ask students what the can also be used with water.
Recall some reactions that happen slowly difference is and to suggest to consider the
and some that happen quickly. reasons for this difference. quality of Students carry
Relate the uses of different elements to evidence out an
their chemical properties. Exploring: Investigating metals obtained. investigation to
Securing and acids find the order of
Model simple reactions of metals and Students carry out an investigation reactivity of the
acids using word equations. to find the order of reactivity of the metals calcium,
Use information on the reactions of metals calcium, magnesium and magnesium and
metals with acids to place them in order zinc with hydrochloric acid, by zinc with
of reactivity. measuring the volumes of gas hydrochloric
Model simple reactions using symbol produced over a set time interval. acid, by
equations. measuring the
Exceeding Explaining: Salts volumes of gas
Write and derive the formulae for Demonstrate how salts can produced over a
common acids and simple salts, given the be obtained by the reaction of set time
ratios of atoms or the formulae of metals and acids. Use magnesium interval.
reactants. and hydrochloric acid.
Model simple reactions using balanced Demonstrate
symbol equations. Plenary: Thinking about metals how salts can
Working Scientifically and acids be obtained by
Identify the range of readings in an Odd One Out: magnesium, the reaction of
experiment. calcium, copper. (Possible metals and
Identify repeated measurements. answers: magnesium is the only acids. Use
Identify data that is repeatable, not metal that reacts with dilute acids magnesium and
repeatable, reproducible, not but doesnt react with cold water; hydrochloric
reproducible, reliable and not reliable. calcium is the only metal that acid.
Explain why repeatable, reproducible, reacts quickly with cold water;
reliable data is better quality. copper is the only metal that
Suggest a simple way to improve an doesnt react with acids or water;
investigation. copper is the only metal that isnt
Explain how to improve an investigation. silver in colour.)
Lesson 8Ge: Pure metals and alloys

Developing Starter: Alloy demonstration Exploring: Resources n/a Demonstrate
Describe what happens during changes Demonstrate melting solder, allowing Researching from 8Ge melting solder,
of state. the molten metal to drip into a tin lid. alloys Exploring allowing the
State what happens at a materials If possible, demonstrate how solder is Students could Science. molten metal to
melting, freezing and boiling point. used to join copper pipes or compare the drip into a tin
State what is meant by: pure. wires together. properties of the lid. If possible,
State the meaning of: alloy. alloy with the demonstrate ho
Explain why metals are often alloyed Exploring: Researching alloys properties of the w solder is used
with other elements. Ask students to use books and/or the component to join copper
Securing Internet to find out about alloys. metals and add pipes or
State that a pure material has a fixed information about wires together.
melting point and boiling point. Explaining: Harder alloys how the purity of
Describe how impurities alter melting, Explain how the introduction of alloys is stated.
freezing and boiling points. different atoms into a metal
Identify a pure substance from its structure to make an alloy can make
melting or boiling point. it harder and more rigid. Illustrate
Use models to explain why converting the idea by using marbles in a tray.
pure metals into alloys often increases
the strength of the product. Plenary: Thinking about pure metals
Exceeding and alloys
Describe some ways in which purity is Plus, Minus, Interesting: Alloys should
stated. have the same properties as the pure
Plot and interpret graphs of melting metal. (Possible answers: Plus
point or boiling point for mixtures of properties of metals would
varying compositions. be consistent and well known; Minus
there would be no point in making
alloys as you could not improve their
properties; Interesting would
metals have so many uses?)
Lesson 8Ha: Rocks and their uses

Developing Starter: Rocks brainstorm n/a Resources n/a Students
Recall what earthquakes and volcanoes Ask students to jot down as many from 8Ha investigate the
are. facts about rocks and soils as they Exploring permeability of
Recall some uses for rocks and some can. Students can then try to Science. rocks by finding
products made from limestone. categorise the facts they have how much
State what rocks are made of. between them, e.g. properties of water different
Recall why different rocks have rocks, names of some types of rock, rock specimens
different properties. uses for rocks, etc. absorb.
Recall some examples of rocks with
different textures. Exploring: Permeable rocks
Explain why certain rocks are porous Students investigate the permeability
and/or permeable. of rocks by finding how much water
Securing different rock specimens absorb.
Relate features of a landscape to the Students predict which rocks they
type of rock and how it has weathered. think will absorb the most water,
Explain why certain rocks are used for based on an examination of their
certain applications. textures, and then work out the mass
Exceeding of water absorbed per unit mass of
Interpret formulae to identify the types rock.
of, and ratio of, atoms in a compound.
Explaining: Demonstrating textures
Use a 3D interlocking puzzle to
illustrate interlocking textures and a
beaker full of marbles to illustrate
non-interlocking textures.
Plenary: Thinking about rocks

What Was The Question: It has
interlocking crystals. (Possible
questions: Why is a rock
impermeable? What is the texture of
granite? In what way is gabbro
similar to granite?)
Lesson 8Hb: Igneous and metamorphic

Developing Starter: Growing crystals Starter: Growing Resources n/a Students model
Recall that the Earth consists of a core, Show students some large copper crystals from 8Hb the cooling
mantle and crust. sulfate crystals formed by allowing a Extend the Exploring rates of
Describe how magma can be erupted solution to evaporate slowly in a cool discussion to Science. intrusive and
to form volcanoes. place. Show them some smaller cover the idea extrusive
Describe how igneous rocks are crystals formed by heating a solution that with the magmas by
formed. to evaporate it. Describe the larger crystals measuring the
Recall the names of some igneous and differences in the way they were there was more cooling rate of
metamorphic rocks. prepared and ask students to suggest time for particles two beakers of
Describe the textures and properties of why crystals of different sizes were to join up. Use hot water, one
igneous and metamorphic rocks. obtained. this opportunity surrounded by
Describe how metamorphic rocks are to probe sand
formed. Exploring: Cooling curve students (representing
Explain how the size of crystals in Ask students to model the cooling understanding of rock) and one
igneous rocks is evidence for the speed rates of intrusive and extrusive what crystals are. surrounded
of cooling and describe some factors magmas by measuring the cooling by air.
that affect this. rate of two beakers of hot water, one Explaining:
Securing surrounded by sand (representing Modelling
Use crystal size to classify igneous rock) and one surrounded by air. metamorphism
rocks as intrusive and extrusive. Extend this to
Explain the variation in crystal size in Explaining: Modelling metamorphism model the
an igneous intrusion, in terms of Model metamorphism by showing deformation of
cooling rate. students unbaked cake mixture and a grains in the
Exceeding baked cake, emphasising that there metamorphism of
Compare the densities of igneous rocks have been no chemicals added in the a sedimentary
and relate them to the minerals transformation of one to the other. rock and the
contained in the rocks. alignment of
Plenary: Thinking about igneous and platy minerals
metamorphic rocks when mudstone
Consider All Possibilities: A rock has or shale is
changed to a metamorphic rock. converted to
(Possible answers: the original rock slate.
was buried by earth movements;
some magma was forced into the
crust near the original rock and
heated it.)
Lesson 8Hc: Weathering and erosion

Developing Starter: Moving rock Explaining: Resources n/a Students
Recall some examples of physical Demonstrate the link between the Heating and from 8Hc observe what
changes and of chemical changes. speed of movement of water and the cooling Exploring happens when
Describe the effect of physical and size of fragments that it will carry, Students can Science. they drop
biological weathering on rocks. using a jam jar two-thirds full with compare these hydrochloric
Explain why rainwater is slightly acidic. water and a spoonful of sand, then a models with the acid on a range
Describe the effect of chemical spoonful of gravel. way rocks of rocks
weathering on rocks. weather. (limestone,
Recall how weathered rocks are eroded Exploring: Acid and rocks marble and
and explain how fragments get worn Students observe what happens when chalk,
down during transport. they drop hydrochloric acid on a sandstone and
Describe the link between the size of range of rocks (limestone, marble some igneous
rock fragments carried and the water and chalk, sandstone and some and
speed. igneous and metamorphic rocks). metamorphic
Securing rocks).
Describe how weathering can break up Explaining: Heating and cooling
rocks. Demonstrate the effect of repeated
Compare the fragment sizes that can cycles of hot and cold, using a glass
be transported by wind, water and ice. rod or a corner of a chip of granite.
Exceeding
Describe features in limestone Plenary: Thinking about weathering
landscapes and relate them to the way and erosion
they were formed. Consider All Possibilities: One statue
is much more weathered than
another. (Possible answers: it has
been in a different place; it has been
exposed to different conditions; it is
made of a different kind of rock.)
Lesson 8Hd: Sedimentary rocks

Developing Starter: Fossils n/a Resources n/a Students
Recall the names of some sedimentary Hand fossil samples around the class from 8Hd observe a range
and metamorphic rocks. and then hold a short brainstorming Exploring of different
Describe the textures and properties of session where students suggest what Science. sedimentary
sedimentary rocks. organisms the fossils are from and rocks in detail.
Describe how sedimentary rocks are how the fossils came to be in the
formed. rock.
Describe the link between the size of
rock fragments deposited and the Exploring: Describing sedimentary
water or wind speed. rocks
Securing Give students a range of different
Describe how fossils are formed. sedimentary rocks to observe in
Relate the grain size and roundness to detail. Once they have recorded their
transport history. observations, they should attempt to
Use the rock cycle model to link the describe how the grains in the rock
formation of igneous, sedimentary and were formed and how the sediments
metamorphic rocks. were deposited.
Appreciate the different timescales
involved in different rock cycle Explaining: The carbon cycle
processes, and give examples of fast Revise the carbon cycle with students
and slow processes. then consider the slow carbon cycle,
Exceeding which includes the effects of
Compare quantitative data about the weathering rocks and carbonate rock
effect of speed on the size of grain that formation.
can be transported.
Working Scientifically Plenary: Thinking about sedimentary
Outline the basic scientific method and rocks
how it is modified for largely Odd One Out: limestone, marble,
observational sciences such as slate. (Possible answers: slate, as
geology. marble is made from limestone, so
Identify hypotheses and some of the the other two contain the same
evidence that supports/refutes them. minerals; limestone as it is
sedimentary while the others are
metamorphic.)
Lesson 8He: Materials in the Earth

Developing Starter: Hangman Exploring: Where Resources n/a Demonstrate
Recall that metals can be recycled. Play a game of class hangman, using in the UK? from 8He one way in
Recall how some elements are found the names of different materials (e.g. Students could Exploring which metals
in their native states. wood, iron, wool, oil, copper, plastic, find out and Science. can be
Securing salt). For manufactured materials, describe the extracted from
Recall how metals are extracted from such as plastic, ask where the raw nature of coal rocks by
ores taken from the Earths crust. materials came from. measures and extracting
Explain the advantages of recycling relate this to how copper from
metals. Exploring: Where in the UK? they were malachite
Evaluate the environmental effects of Look at geological maps of the UK and formed. (copper(II)
quarrying and mining. help students to identify rocks in your carbonate).
Exceeding local area. Also ask them to identify Explaining:
Describe how metals are extracted which parts of the UK consist of Extracting copper
from their ores by heating with sedimentary rocks and where igneous demonstration
carbon or electrolysis. and metamorphic rocks can be found. Students can
Explain why the method used to look at how the
extract a metal is related to its Explaining: Extracting copper method of
position in the reactivity series and demonstration extracting a
the cost of the extraction process. Demonstrate one way in which metals metal depends on
can be extracted from rocks by its reactivity.
extracting copper from malachite
(copper(II) carbonate). Start by
showing students a piece of malachite.
Then show them a crushed sample.
Plenary: Thinking about materials from

the Earth
Odd One Out: iron, silver, gold.
(Possible answers: iron is the only one
not found in its native state; iron is the
one with the most uses/that we use the
most of; iron is the only one that rusts;
gold is the only one that is a yellow
colour.)
Lesson 9Ea: About ceramics

Developing Starter: Grouping materials Exploring: Resources n/a Students place
Recall examples of common Provide students with a range of objects Crystals from 9Ea a drop of
insulators and conductors. made of different kinds of material (e.g. Students can Exploring molten salol
Recall some examples of common steel, copper, aluminium, lead, bone begin to think of Science. (phenyl
ceramics (e.g. pottery, glass). china, pottery, porcelain, coloured glass, ways of salicylate) onto
State the meaning of: ceramic. clear glass, poly(ethene), poly(styrene), measuring crystal warmed and
Explain how the properties of PVC, rubber, concrete, glass fibre, paper, size. chilled
ceramics make them useful. plywood, etc.). Ask them to split the microscope
Securing objects up into an appropriate number slides. When
Justify the use of a ceramic of different groups, based on the the salol
material for a given application. materials that the objects are made of. has solidified,
Explain why crystal size depends on students
the speed of cooling. Exploring: Crystals examine the
Explain how the properties of a Students place a drop of molten salol samples using a
substance depend on the bonding (phenyl salicylate) onto warmed and hand lens or
and arrangement of atoms (in chilled microscope slides. When the salol microscope.
terms of strength and number of has solidified, students examine the
bonds only). samples using a hand lens or Demonstrate
Exceeding microscope. the formation of
Explain why modifications in a glass by
certain ceramic or glass Explaining: Making glass making sugar
manufacture can change its Demonstrate the formation of glass by glass or rock
properties (e.g. lead crystal). making sugar glass or rock candy. candy.
(Involves consideration of type and
arrangement of atoms.) Plenary: Thinking about ceramics
Plus, Minus, Interesting: All ceramics
should melt at 90 C. (Possible answers:
Plus it would be easy (and cheaper) to
mould ceramics into complex shapes;
Minus glass cookware would melt
before water boiled; Interesting would
glass be less likely to shatter and
therefore safer? (Some glasses do melt
at about 200 C.)
Lesson 9Eb: Polymers

Developing Starter: Polymer properties Exploring: Resources n/a Students use
Recall that crude oil is the primary Students work in groups to describe Polymer slime from 9Eb 4% PVA
source of raw materials for the plastics the general properties of polymers. Students can go Exploring solution, 4%
industry. Ask each group to look at some on to consider Science. borax solution
Recall what happens when monomers samples of polymers and then list the properties of to make slime.
polymerise. the properties they think they have in slime.
Recall the names of some common common. Demonstrate
artificial and natural polymers. Explaining: how nylon can
Link the properties of common plastics Exploring: Polymer slime Polymer be made from
to their uses. Students use 4% PVA solution, 4% formation and the reaction
Securing borax solution to make slime. energy between
Classify changes as exothermic or Students consider hexane-1,6-
endothermic from temperature Explaining: Polymer formation and the energy diamine (1,6-
changes. energy changes involved diaminohexane)
Explain how the properties of a Demonstrate how nylon can be in the reaction. in water and
substance depend on the bonding and made from the reaction between either decanedi
arrangement of atoms. hexane-1,6-diamine (1,6- oyl dichloride or
Exceeding diaminohexane) in water and hexanedioyl
Model the formation of poly(ethene) either decanedioyl dichloride or (adipoyl) dichlor
using equations, symbols and particle hexanedioyl (adipoyl) dichloride in ide in
diagrams. cyclohexane. cyclohexane.
Identify the monomer structures in a
given polymer chain. Plenary: Thinking about polymers
Working Scientifically Odd One Out: glass, poly(ethene),
Recall some methods by which copper. (Possible answers: glass is
scientists comment on one anothers the only brittle material; glass is the
work (e.g. scientific journals, only material made from sand;
conferences). poly(ethene) is the only material
Describe the process of peer review. made from oil; poly(ethene) is the
Explain why peer review is used. only one that is elastic; copper is the
Evaluate peer review. only metal; copper is the only
conductor of electricity; poly(ethene)
is the only polymer.)
Lesson 9Ec: Composite materials

Developing Starter: Pykrete Explaining: Resources n/a Students make
Recall some examples of common Tell students about pykrete, the Composites from 9Ec a biocomposite
composites (e.g. plywood, paper, composite material made by freezing Go on to discuss Exploring container.
concrete). a mixture of wood chips or paper with the justification Science.
State the meaning of: composite. water. Then demonstrate the of using certain
Explain how the properties of properties of ice and pykrete using composites for
composites make them useful. pre-prepared samples. particular jobs,
Identify thermal decomposition including the
reactions. Exploring: Investigate biocomposites economy and the
Securing Students make a biocomposite use of
Justify the use of a composite material container and then discuss the sustainable
for a given application. advantages and disadvantages materials.
Classify (using temperature change) that this biocomposite might have
and explain (in terms of energy over other materials when it is used
transfer) exothermic or endothermic to make this type of container.
reactions.
Exceeding Explaining: Composites
Explain why modifications in the Provide information on the properties
manufacture of a certain composite of different composites (e.g. GRP,
(e.g. paper, concrete) can change its Kevlar, safety glass, concrete and
properties. carbon fibre) and ask students to
suggest the composite best suited to
particular uses. Discuss with the
class the different types of composite
structures that can be produced.
Plenary: Thinking about composites

Odd One Out: cement, sand,
concrete. (Possible answers: sand is
the only one found naturally; sand is
the only one that is mainly one
compound (silicon dioxide/quartz);
concrete is the only one that contains
the other two; concrete is the
strongest when mixed with water.)
Lesson 9Ed: Problems with materials

Developing Starter: Acid rain revision n/a Resources n/a Students carry
State the meaning of: biodegradable, Write the words acid rain on the from 9Ed out an
non-biodegradable. board and ask students for their ideas Exploring experiment to
Recall examples of pollutants released about what it means. Demonstrate Science. investigate the
by burning fossil fuels and impurities in blowing into a jar of water with speed at which
fuels. universal indicator added. Ask different types
Explain how sulfur dioxide and students what causes the change and of waste
nitrogen oxides help to cause acid rain. then what this means for the pH of materials break
Explain how atmospheric gases help to natural rainwater. down when
cause the greenhouse effect. buried in the
Recall some problems with the disposal Exploring: Breaking down soil, as they are
of artificial polymers. Students carry out an experiment to in landfill sites.
Securing investigate the speed at which
Explain why biomagnification of toxins different types of waste materials
can occur. break down when buried in the soil,
Explain how some of the problems of as they are in landfill sites.
artificial polymers can be overcome.
Suggest ways of reducing the Explaining: Chlorofluorocarbons
greenhouse effect on Earth. Describe CFCs, their uses, their
Exceeding problems and how the problems can
Describe the properties and uses of be overcome. Ask students to write
chlorofluorocarbons (CFCs). some notes on CFCs that address
Explain the link between CFCs and skin certain questions, such as: What are
cancer, and how the problem can be CFCs? Why were they used? What
solved. effect do they have on ozone?
Plenary: Thinking about material

problems
Consider All Possibilities: What is the
greenhouse effect caused by?
(Possible answers: more carbon
dioxide in the air; more methane in
the air; more water vapour in the
air.)
Lesson 9Ee: Recycling materials

Developing Starter: Recycle n/a Resources n/a Students make
Recall that metals can be recycled. Ask students to list materials that from 9Ee recycled paper
Explain what a landfill site is and some they have heard of that can be Exploring from old
of the problems they cause. recycled and then to sort the Science. newspaper,
Describe how metals can be recycled. materials into groups based on using water, a
Explain the advantages of recycling categories of their choice. Discuss frame and
materials. why not everything that can be screen and a
Securing recycled is collected and recycled rolling pin.
Describe how glass can be recycled. after use.
Describe how concrete and paper can
be recycled. Exploring: Recycling paper
Exceeding Ask students to make recycled paper
Evaluate the efficacy of recycling of from old newspaper, using water, a
different sorts of materials. frame and screen and a rolling pin,
and evaluate the quality of the paper
formed.
Explaining: Interviewing a councillor

Ask your local councillor or a council
representative to come in and speak
to students about recycling and waste
collection in your local area.
Plenary: Thinking about recycling

Odd One Out: concrete, precious
metals, polymers. (Possible answers:
concrete is the only one recycled by
crushing; compared with the
others precious metals are recycled in
tiny amounts; polymers are the only
ones with recycle labels.)
Lesson 9Fa: Types of explosion

Developing Starter: Changes concept map Exploring: Resources n/a Students carry
Recall some examples of physical Ask students to construct a concept Mentos and diet from 9Fa out the Mentos
changes and of chemical changes. map using the terms physical coke Exploring and diet cola
Explain how chemical reactions are change and chemical reaction. They More able Science. explosion, or
different from physical changes. could include: melting, freezing, students could demonstrate it.
Use observations to decide whether a evaporating, condensing, mixing, as compare reasons
chemical or physical change has taken well as the types of chemical about whether it Demonstrate
place. reactions, such as neutralisation, is, or is not, a the imploding
Use the kinetic theory to describe the combustion, thermal decomposition. chemical reaction can experiment.
cause of gas pressure. and could test
Describe how the pressure of gases in Exploring: Mentos and diet coke this, for example,
containers can be increased or Students can carry out the by measuring the
decreased. Mentos and diet cola explosion or it pH before and
Securing can be done as a demonstration. after to see if the
Use the kinetic theory to explain why acidity of the
gas pressure increases or decreases as Explaining: The imploding can drink changes.
the temperature, number of particles Demonstrate the imploding can
or volume changes. experiment and discuss what must
Exceeding have happened to cause the
Identify relationships showing direct implosion.
and inverse proportion by analysis of
graphs involving pressure, volume Plenary: Thinking about gases
and/or temperature. Consider All Possibilities: The
pressure of a gas in a container
decreases. (Possible answers: the
temperature has decreased; some of
the gas particles have escaped from
the container; the volume of the
container has increased.)
Lesson 9Fb: Reactivity

Developing Starter: Concept map Exploring: Resources n/a Students wrap
Describe the reactions of metals with Ask students to construct a concept Preventing from 9Fb small pieces of
water. map about the reactivity series. They rusting Exploring different
Describe the reactions of metals with could include the reactions of metals Ask students to Science. metals around
dilute acids. with water, oxygen and dilute acids find out why the iron nails, place
Explain the products formed by the on their concept maps and extend nail with the them in test
oxidation of metals. their work by looking at rusting and copper foil rusted tubes of water
State the meaning of reactivity series. corrosion. more quickly and leave them
Use information on the reactivity of than the nail for a week or
metals to place them in an order of Exploring: Preventing rusting without any other more to see
reactivity. Students wrap small pieces of metal attached. which metals
Securing different metals around iron nails, provide
Use ideas about reactivity to explain place them in test tubes of water and sacrificial
how sacrificial metals can protect iron leave them for a week or more to see protection.
from rusting. which metals provide sacrificial
Exceeding protection. Carry out this
Model more complex reactions using demonstration
balanced equations. Explaining: Aluminium to show the
Carry out this demonstration to show real reactivity of
the real reactivity of aluminium. aluminium.
Plenary: Thinking about rusting

Consider All Possibilities: A piece of
steel has not rusted. (Possible
answers: it is stainless steel; it
is covered in oil/grease/paint/plastic/
another metal; it is attached to a
more reactive metal; there is
no water/oxygen/air.)
Lesson 9Fc: Energy and reactions

Developing Starter: Just a minute n/a Resources n/a Demonstrate
Describe the test for oxygen. Select one student to speak about from 9Fc how potassium
Describe the combustion of anything they know about energy and Exploring chlorate(V)
hydrocarbons (in terms of reactants start a stop clock when they start. At Science. oxidises the
and products). the first repetition, pause or sugar in a jelly
Describe examples of energy being mistake, another student takes over. baby into
used to start a chemical reaction or Continue until the minute is up. carbon dioxide
keep it going. and water.
Securing Exploring: Everyday exothermic and
Apply knowledge of explosive reactions endothermic reactions
to explain why they occur more or less Ask students to design a non-drug-
rapidly when the particle size or the containing medical pack to ease joint
oxidiser is changed. stiffness in older people. They need to
Describe how some explosive mixtures present their designs, together with
obtain enough oxygen to explode. ingredients and details of how they
Classify changes as exothermic or would make their packs and how they
endothermic from temperature work.
changes.
Explain why energy input may be Explaining: Shrieking jelly baby
needed to start some reactions or keep experiment
them going. Demonstrate how potassium
Exceeding chlorate(V) oxidises the sugar in a
Describe bond breaking and making in jelly baby into carbon dioxide and
terms of energy transfer. water.
Summarise energy changes by
drawing simple energy level diagrams. Plenary: Thinking about energy
Working scientifically changes
Calculate percentages. What Was The Question: carbon
Express one number as a percentage dioxide and water. (Possible question:
of another. What is made when a hydrocarbon
Calculate the outcome of a percentage burns? What is the product when
increase or decrease. wood/paper/sugar burns?)
Calculate percentage change.
Lesson 9Fd: Displacement

Developing Starter: Im the answer Explaining: Resources n/a Students
State the meaning of displacement Provide students with a card that has Displacement of from 9Fd investigate
reaction. a word written on it. The words silver Exploring temperature
Describe what happens when a given relate to metals, such as reactivity More able Science. changes during
displacement reaction occurs. series, potassium, magnesium, students can displacement
Securing copper, gold, hydrogen, metal write word and reactions of
Explain why a displacement reaction hydroxide, metal oxide, salt, balanced copper sulfate
may or may not occur. metal chloride, sacrificial equations for the solution, by
Use evidence to decide whether a protection. Ask the students a reaction. adding different
displacement reaction has or has not question and get them to stand up if metals to the
occurred. they think they have a card that gives copper sulfate
Use results from displacement the answer to your question. solution.
reactions to produce an order of
reactivity. Exploring: Investigating displacement Demonstrate
Exceeding reactions the
Write balanced equations for Students investigate temperature displacement of
displacement reactions. changes during displacement silver under a
reactions of copper sulfate solution, microscope,
by adding different metals to the using silver
copper sulfate solution. nitrate solution
and copper foil.
Explaining: Displacement of silver
Demonstrate the displacement of
silver under a microscope, using
silver nitrate solution and copper foil.
Plenary: Thinking displacement

Put In Order: copper, potassium,
magnesium, platinum, zinc. (Possible
answers: alphabetical order; order in
the periodic table; order of
reactivity.)
Lesson 9Fe: Extracting materials

Developing Starter: Extracting metals brainstorm Exploring: Resources n/a Students carry
Recall how metals are extracted from Ask students to work in pairs to Extracting metals from 9Fe out experiments
ores taken from the Earths crust. list bullet points about how metals from metal Exploring to extract
Recall that the extraction of some occur in the Earths crust and how to oxides Science. metals from
metals is more difficult than others, obtain pure metals. Form groups and Students can four metal
depending on the metals reactivity. ask for group list of bullet points. write balanced oxides, by
Explain why some elements have been equations for the heating with
isolated for much longer than others. Exploring: Extracting metals from reactions taking carbon
Securing metal oxides place. (powdered
Explain what happens in oxidation and Students carry out experiments to charcoal).
reduction. extract metals from four metal
Describe how metals are extracted oxides, by heating with carbon Demonstrate
from their ores by heating with carbon (powdered charcoal). the
and electrolysis. decomposition
Explain why the method used to Explaining: Electrolysis of molten zinc of zinc
extract a metal is related to its position chloride chloride into
in the reactivity series and cost of the Demonstrate the decomposition of zinc and
extraction process. zinc chloride into zinc and chlorine chlorine using
Exceeding using electrical energy. electrical
Describe the movement of ions in energy.
electrolysis. Plenary: Thinking about metals
Explain how oxidation and reduction Plus, Minus, Interesting: Aluminium is
happen during electrolysis. extracted from aluminium oxide using
electricity. (Possible answers: Plus
aluminium is available to make many
objects, such as aircraft, foil, drinks
cans; Minus the extraction is
expensive; Interesting when
aluminium was first extracted, it was
more valuable than silver.)
Lesson 9Ga: Working Scientifically

Material for revision National Curriculum statements Exemplar teaching activities
8Gd, 8Kc Accuracy, WS1: pay attention to objectivity and concern WS1: Review some ideas about the scientific method, including
precision and repeatability for accuracy, precision, repeatability and the condition that good quality evidence and accurate data are
7Fa, 8Ec, 8Gd Experimental reproducibility needed to form firm conclusions from investigations. Then
skills discuss ideas about obtaining reliable evidence.
7Hb, 7Kd SI units and
IUPAC conventions WS6: identifying independent, dependent and WS6: Describe a combustion experiment. Ask students to identify
control variables... the independent and the dependent variables.
WS7: paying attention to health and safety WS7: Card sort with assorted hazard symbols, their meanings
and an example of each hazard. Ask students to match them in
groups of three. Then ask them to rank the symbols in order from
least to most harmful.
WS8: evaluate the reliability of methods... WS8: Ask: What is an anomalous result? Then ask students to
explain the difference between repeatable and reproducible data.
WS17: understand and use SI units and IUPAC WS9: Issue students with a periodic table with names and
(International Union of Pure and Applied symbols. Ask students why some elements need to have a two
Chemistry) chemical nomenclature letter symbol and why some do not use the first two letters of
their name. Ask: How were other elements symbols chosen (e.g.
W, Au, Ag, Pb, Cu)?
Lesson 9Ga: Separating substances

7G, 8F The particulate C1: the properties of the different states of C1: Ask students how particle theory explains why gases spread
nature of matter matter (solid, liquid and gas) in terms of the out to fill a container, and the different properties of liquids and
7E, 7G Pure and impure particle model, including gas pressure solids.
substances
8F Energetics C2: changes of state in terms of the particle C2: Provide students with a temperaturetime graph and ask
model them to explain what is happening at different parts of the graph.
C6: conservation of mass, changes of state C6: Ask students to explain conservation of mass during changes
of state using a temperaturetime graph (heating and cooling).
C7: the concept of a pure substance C7: Ask students to explain the difference between a mixture and
a pure substance.
C8: mixtures, including dissolving C8: Discuss the classification of mixtures into categories, then
ask students to draw a flowchart to summarise the stages of
separating the substances in a mixture (e.g. waste water).
C9: diffusion in terms of the particle model C9: Ask students to explain how diffusion occurs in gases.
C10: simple techniques for separating mixtures: C10: Ask students to describe a method for getting the most pure
filtration, evaporation, distillation water out of salty water.
and chromatography
C11: the identification of pure substances C11: Ask students to explain how pure substances can be
identified.
C20: energy changes on changes of state C20: Card sort with assorted particle diagrams representing the
(qualitative) motion of particles at different stages in the melting and
evaporation of a substance, and a set of statements describing
what is happening. Ask students to sort the cards into pairs.
Lesson 9Gb: Chemical reactions

7H, 8F Atoms, elements and C3: a simple (Dalton) atomic model C3: Ask students to use Daltons model to describe what an
compounds, and chemical element is like.
reactions
8E, 8G, 9F Chemical C4: differences between atoms, elements and C4: Ask students to describe the differences between elements
reactions compounds and compounds, and atoms and molecules.
9F Energetics
8D, 8H Earth and C5: chemical symbols and formulae for elements C5: Use a range of photographs, names and symbols to hold a
atmosphere and compounds quick-fire quiz on the symbols for common elements and the
formulae for compounds.
C6: conservation of mass, changes of state and C6: Heating substances can bring about physical and/or chemical
chemical reactions changes. Ask students to explain what makes a chemical change
different from a physical change.
C12: chemical reactions as the rearrangement of C12: Ask students to explain what happens to the atoms
atoms during chemical reactions.
C13: representing chemical reactions using C13: Ask students to use word and symbol equations to represent
formulae and using equations chemical reactions (e.g. between sulfur and oxygen, and carbon
and oxygen).
C14: combustion C14: Use video clips (from the Internet) to compare and contrast
the combustion of methane bubbles and hydrogen bubbles.
C14: thermal decomposition C14: Ask students to explain how to thermally decompose silver
oxide. Ask them to write an equation for the reaction.
C14: oxidation C14: Carbon reacts with oxygen to form an oxide. Ask students
to name the oxide and state what kind of reaction this is. Ask
them to explain their answer.
C14: displacement reactions C14: Provide copies of the reactivity series. Ask students to
suggest the name of a metal that could be used instead of
aluminium to displace iron from iron oxide. Ask them to explain
their answer.
C19: what catalysts do C19: Ask students to describe two uses of catalysts in everyday
life. For each use, name the catalyst and the chemical reaction
involved.
C21: exothermic and endothermic chemical C21: Gunpowder will only explode when there is an input of
reactions (qualitative) energy from heat or a flame. Ask students to describe the energy
transferred in a) the endothermic part of this process (and
explain why it is needed) and b) the exothermic part.
C35: the carbon cycle C35: Review the carbon cycle and extend it to consider the slow
carbon cycle, which includes the effects of weathering rocks and
carbonate rock formation.
Lesson 9Gc: Physical and chemical

7F, 8G Chemical reactions C15: defining acids and alkalis in terms of C15: Ask students to suggest how to make spilled concentrated
8G, 9E, 9F Materials neutralisation reactions acid safe to be mopped up.
C16: the pH scale for measuring C16: Ask students to design a quick test to find out how strong
acidity/alkalinity; and indicators two unknown acids are.
C17: reactions of acids with metals to produce a C17: Zinc reacts with sulphuric acid (H2SO4) to form zinc sulfate
salt plus hydrogen (ZnSO4). Ask students to write a word equation and a symbol
equation for the reaction. Then ask them to describe how they
could obtain a solid sample of the salt.
C18: reactions of acids with alkalis to produce a C18: Card sort with assorted names of five acids, five alkalis and
salt plus water five salts plus five water cards. Ask students to sort the cards,
including the water cards, into reactants and products of five
neutralisation reactions.
C28: the order of metals and carbon in the C28: Card sort with assorted descriptions of reactions of metals
reactivity series with acids. Ask students to arrange them in order of reactivity.
C29: the use of carbon in obtaining metals from C29: Ask students what they know about extracting metals.
metal oxides Provide them with a list of metals and ask them to decide if each
one occurs as the native metal, or is extracted by heating its ore
with carbon or by electrolysis of its molten ore.
C30: properties of ceramics, polymers and C30: Ask students to write a paragraph on each of ceramics,
composites (qualitative) polymers and composites, describing their properties.
Lesson 9Gd: The periodic table

7H, 8F The periodic table C22: the varying physical and chemical C22: Ask students to choose an element for a) wires in electrical
7H, 8H Earth and properties of different elements cables and b) powerful magnets to lift scrap steel, and describe
atmosphere two properties that make it suitable for that use.
C23: the principles underpinning the Mendeleev C23: Ask students to recall what they know about the Mendeleev
Periodic Table Periodic table: what order did he place the elements; what do the
elements in the same group have in common; how did he make
them fit into the correct groups?
C24: the Periodic Table: periods and groups; C24: Create a crossword with clues to the main groups in the
metals and non-metals periodic table (alkali metals, halogens and noble gases) and how
elements in the same groups are similar. Challenge students to
complete the crossword, using a copy of the periodic table for
reference.
C25: how patterns in reactions can be predicted C25: Ask students to describe the trend in the chemical
with reference to the Periodic Table properties of the oxides of elements across the periodic table.
C26: the properties of metals and non-metals C26: Set students a series of statements about metals and non-
metals, including incorrect details. Ask students to identify and
correct any details that are wrong.
C27: the chemical properties of metal and non- C27: Elements X and Y were burned in air and the products
metal oxides with respect to acidity dissolved in water. Element X formed a solution with a pH of 3
and Element Y produced a solution with a pH of 11. Ask students
what the results of the pH tests tell them about the positions of
elements X and Y in the periodic table.
C31: the composition of the Earth C31: Describe the properties of some rocks. Ask students to
suggest suitable uses for each rock and explain their answers.
C36: the composition of the atmosphere C36: Provide images of the arrangement of particles in air. Ask
students to identify each gas and to state whether it contains
atoms or molecules.
Lesson 9Ge: Earth and atmosphere

8E, 8H Earth and C32: the structure of the Earth C32: Provide a diagram of the Earth and ask students to label it
atmosphere to show its structure.
C33: the rock cycle and the formation of C33: Provide a set of half-sentences for students to match and
igneous, sedimentary and metamorphic rocks arrange into the correct order to describe the rock cycle.
C34: Earth as a source of limited resources and C34: Ask students to describe two advantages of recycling
the efficacy of recycling materials.
C37: the production of carbon dioxide by human C37: Ask students to explain how human activity could be
activity and the impact on climate causing global warming.
Lesson 9Ha: Ions

Developing Starter: Atoms at speed Starter: Atoms at Resources n/a Students work
Identify the parts of an atom (limited Ask students to draw and label a speed from 9Ha in groups to
to electrons and nucleus) and representation of an atom, including Extend this Exploring model ionic and
describe their positions using a nucleus, electrons, positive charge, activity by asking Science. metallic
model. negative charge. Explain the balance of students to bonding.
Describe the types of charges carried charges in an atom. Ask: What would experiment with
by electrons and atomic nuclei. happen to the overall charge on an representing an Students
Explain why atoms are electrically atom if electrons are removed or if ion based on observe
neutral. electrons are added? the models of electrical
Explain how ions are formed. atoms they have conduction in
Securing Exploring: Modelling ionic and metallic sketched. ionic solutions
Describe metallic bonding and state bonding and explain
where it can be found. Students work in groups to model ionic Explaining: Ionic what is
Explain why metals conduct bonding in an ionic compound, using solutions happening in
electricity. themselves and a small ball Extend this terms of ions.
Describe the structure of an ionic (representing an electron) each. They activity by
compound. then use themselves and their electrons showing students
Describe the properties of ionic to model metallic bonding. a blue solution of
compounds and explain their copper sulfate
conduction of electricity when molten Explaining: Ionic solutions and asking them
and in solution. Set up an electrical circuit with a power to predict
Exceeding pack, lamp, ammeter and two carbon whether it will
Use valencies to deduce the formula electrodes held in crocodile clips. Place conduct
of simple two-element compounds the electrodes in a beaker of distilled electricity.
including transition metals. water, switch on the power pack and
Explain some properties of ionic ask students what they observe
compounds in terms of structure and happening. Then add salt to
bonding. the distilled water and stir. Ask
students to explain what they see in
terms of charged particles (ions).
Plenary: Thinking about ions

Consider All Possibilities: A particle has
a positive charge. (Possible answers: it
is the nucleus of an atom; it is an atom
that has lost an electron an ion.)
Lesson 9Hb: Energy transfers

Developing Starter: Explosion video Exploring: Resources n/a Students do
Classify changes as exothermic or Show students video footage of an Investigating from 9Hb three simple
endothermic from temperature explosion, involving the transfer of energy changes Exploring experiments to
changes. energy by heating, light and sound. Challenge Science. identify
Explain exothermic and endothermic Ask students what they can see and students to examples of
changes in terms of energy transfer. why. Repeat for both energy being sketch reaction endothermic
Securing transferred out of the reacting profiles for each and exothermic
Summarise energy changes by substance by heating and by sound change. reactions.
drawing simple reaction profiles. waves. Explain exothermic and
Explain how the properties of a endothermic. Demonstrate
metallic substance depend on the the process of
bonding and arrangement of its atoms. Exploring: Investigating energy crystallisation
Exceeding changes by making a
Describe bond breaking and making in Students do three simple super-saturated
terms of energy transfer. experiments, using water, copper solution of
Calculate and compare energies sulfate and zinc powder (1), citric sodium acetate.
needed to break and make bonds to acid and sodium hydrogen carbonate
work out the overall energy change for (2) and an ice cube (3), all of which
a reaction. yield a temperature change that they
measure. From this they identify
examples of endothermic and
exothermic reactions.
Explaining: Hot ice

Demonstrate that the process of
crystallisation is exothermic by
making a super-saturated solution of
sodium acetate.
Plenary: Thinking about energy

transfers
Consider All Possibilities: A substance
gets warmer. (Possible answers: it is
taking part in an exothermic reaction;
it is being heated by something.)
Lesson 9Hc: Rates of reaction

Developing Starter: Fast and slow Exploring: Resources Plotting Students work
Recall some reactions that happen Ask students to compile a list of Investigating from 9Hc graph or in groups to
slowly and some that happen quickly. chemical reactions that happen energy changes Exploring chart. investigate the
Describe how surface area affects the slowly. Challenge students to explain Challenge Science. effect of surface
rate of a reaction. how they have defined slow. Repeat students to Calculating area on the rate
Apply knowledge of the kinetic theory for chemical reactions that happen sketch reaction means. of reaction
to describe how reactions occur. quickly. Explain rate. Ask: How profiles for each between
Interpret rate of reaction graphs might you measure rate? change. calcium
(including rate calculation). carbonate and
Securing Exploring: Marble chips and acid hydrochloric
Explain how the frequency of collisions Students work in groups to acid.
affects the rate of a reaction. investigate the effect of surface area
Explain the effects on rates of reaction on the rate of reaction between
of changes in the surface area to calcium carbonate and hydrochloric
volume ratio of a reacting solid. acid, using a balance to monitor loss
Exceeding of mass of the reactants as carbon
Explain how the energy of collisions dioxide gas is produced and lost from
affects the rate of a reaction. the flask.
Explaining: UV beads model

Demonstrate how particles in a
reactant will be protected from
another reactant if added to a
reaction in larger lumps using UV-
sensitive, coloured beads and a UV
source.
Plenary: Thinking about rates of

reaction
Odd One Out: rusting, neutralisation,
combustion. (Possible answers:
rusting is slow; neutralisation does
not require oxygen; combustion often
transfers some energy by light.)
Lesson 9Hd: Chemical equations

Developing Starter: Word equations n/a Resources n/a n/a
Interpret formulae to identify the types Challenge students to look at the from 9Hd
of and ratio of atoms in a compound, previous topic and identify two Exploring
including those with distinct groups. chemical reactions. For each one, Science.
Identify the products and reactants they should write out a word
using a symbol equation. equation.
Supply missing reactants or products
to complete a symbol equation. Exploring: Balancing symbol
Securing equations
Model simple reactions using balanced Briefly recap how to balance a
symbol equations. symbol equation. Then provide
Use state symbols in equations. students with some symbol equations
Exceeding to balance and add state symbols to.
Model more complex reactions using
balanced equations. Explaining: Whats the state symbol?
Working Scientifically Show students a range of different
Recognise and use numbers and units substances in different states and
with indices. show on the board how each would
Convert numbers to and from standard be written as a formula with a state
form. symbol in brackets after a formula.
Plenary: Thinking about chemical

equations
Odd One Out: MgO, CuCl2, C4H10O.
(Possible answers: MgO is the only
one that has a 1:1 ratio of elements;
CuCl2 does not contain oxygen;
C4H10O does not contain a metal.)
Lesson 9He: Equilibria

Developing Starter: Blue bottle experiment Explaining: Resources n/a Demonstrate a
Classify chemical reactions as Demonstrate a reversible reaction Heating from 9He reversible
reversible or irreversible. using sodium hydroxide solution and ammonium Exploring reaction using
State what is meant by a dynamic glucose. Prompt students to use the chloride Science. sodium
equilibrium. double arrow to show the reaction. Ask students to hydroxide
Classify forward and backward say whether they solution and
reactions in a reversible reaction. Exploring: Heating copper sulfate think the forward glucose.
Securing Students investigate how to change reaction is
Describe the nature of the energy copper sulfate between its two forms: exothermic or Students
changes in the forward and backward hydrated copper sulfate (blue) and endothermic, investigate how
reactions. anhydrous copper sulfate (white). giving their to change
Exceeding reasons. copper sulfate
Explain how the position of equilibrium Explaining: Heating ammonium between its two
is affected by [temperature, pressure]. chloride forms: hydrated
Demonstrate the heating of copper sulfate
ammonium chloride and how this is a (blue) and
reversible reaction. anhydrous
copper sulfate
Plenary: Thinking about equilibria (white).
Consider All Possibilities: Very little of
a useful product is made in a Demonstrate
reversible reaction. (Possible the heating of
answers: the equilibrium is towards ammonium
the reactants; the reaction conditions chloride and
are not favouring the product; there how this is a
is too little of one of the reactants; reversible
the wrong reactants are being used.) reaction.
Written by Mark Levesley, Iain Brand, Penny Johnson, Sue Kearsey and Sue Robilliard.

Chemistry 3 Years

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Exploring Science Working Scientifically KS3 Chemistry

3-year scheme of work

Lesson 7Ea: Mixtures

Plenary: Thinking skills

Lesson 7Eb: Solutions

Lesson 7Ec: Evaporation

Lesson 7Ed: Chromatography

Explaining: Chromatography using

Plenary: Thinking skills

Lesson 7Ee: Distillation

Plenary: Thinking skills

Lesson 7Fa: Hazards

Lesson 7Fb: Indicators

Plenary: Thinking skills

Lesson 7Fc: Acidity and alkalinity

Lesson 7Fd: Neutralisation

Lesson 7Fe: Neutralisation in daily life

Plenary: Thinking skills

Lesson 7Ga: Solids, liquids and gases

Plenary: Thinking about solids, liquids

Lesson 7Gb: Particles

Lesson 7Gc: Brownian motion

Explaining: Investigating Brownian

Plenary: Thinking about theories

Lesson 7Gd: Diffusion

Lesson 7Ge: Air pressure

Lesson 7Ha: The air we breathe

and continuous quantitative data.

Lesson 7Hb: Earths elements

Plenary: Thinking about the Earths

Lesson 7Hc: Metals and non-metals

Lesson 7Hd: Making compounds

Lesson 7He: Chemical reactions

Lesson 8Ea: Burning fuels

Lesson 8Eb: Oxidation

Plenary: Combustion concept map 2

Lesson 8Ec: Fire safety

Lesson 8Ed: Air pollution

Lesson 8Ee: Global warming

Lesson 8Fa: Daltons atomic model

Explaining: Calculating relative

Plenary: Thinking about Daltons

Lesson 8Fb: Chemical properties

Lesson 8Fc: Mendeleevs table

Lesson 8Fd: Physical trends

Plenary: Poster plenary

Lesson 8Fe: Chemical trends

Lesson 8Ga: Metal properties

Plenary: Metals in building poster

Lesson 8Gb: Corrosion

Plenary: Thinking about corrosion

Lesson 8Gc: Metals and water

Lesson 8Gd: Metal and acids

Lesson 8Ge: Pure metals and alloys

Lesson 8Ha: Rocks and their uses

Plenary: Thinking about rocks

Lesson 8Hb: Igneous and metamorphic

Lesson 8Hc: Weathering and erosion

Lesson 8Hd: Sedimentary rocks

Lesson 8He: Materials in the Earth

Plenary: Thinking about materials from

Lesson 9Ea: About ceramics

Lesson 9Eb: Polymers

Lesson 9Ec: Composite materials