KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
About this section of the curriculum
Pupils should be taught about:
• the varying physical and chemical properties of different elements
• the principles underpinning the Mendeleev Periodic Table
• the Periodic Table: periods and groups; metals and non-metals
• how patterns in reactions can be predicted with reference to the Periodic Table
• the properties of metals and non-metals
• the chemical properties of metal and non-metal oxides with respect to acidity.
PAGE 1
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Learning demand
The key concepts in this section of the curriculum are the development of the periodic table, elements, families of elements,
periodicity and the properties of matter: physical and chemical.
The structure of the Periodic Table appears very complex to young scientists. The more opportunities that pupils have to
undertake practical activities and identify patterns and trends in the groups and periods, the quicker their understanding will
develop. For further information and support, see the Secondary National Strategy materials: ‘Strengthening teaching and
learning of particles’.
http://www.nationalstemcentre.org.uk/elibrary/resource/5318/strengthening-teaching-and-learning-of-particles-key-stagethree-national-strategy-training-materials
PAGE 2
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Where this section of the curriculum fits in
This section of work covers some aspects of several QCA topics. The most significant links are:
8E Atoms and elements
This section of work follows on from the KS2 curriculum where pupils are taught to:
•e
xplain that some changes result in the formation of new materials, and that this kind of change is not usually reversible,
including changes associated with burning and the action of acid on bicarbonate of soda (Y6)
PAGE 3
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Expectations
Within this section of the curriculum in terms of working scientifically
all pupils will: find information from selected secondary sources about elements and their properties
most pupils will: select information about elements and their properties from a range of secondary sources; identify an
approach to finding out whether a material is an element or not and explain how their results provide appropriate evidence
some pupils will have progressed further and will: select secondary sources to provide the information needed
about elements and their properties; identify limitations of evidence obtained about whether a substance is an element or
not, where appropriate, suggesting alternative explanations
in terms of Chemistry: Periodic Table
all pupils will: name some elements and represent these by symbols; distinguish between symbols for elements and
formulae for compounds; name a wide variety of materials
most pupils will: recognise that there is a small number of elements and name some of these; explain that compounds
are made when atoms of different elements join together; begin to use symbols for elements and to represent reactions in
word equations
some pupils will have progressed further and will: identify elements whose properties do not fit the general
pattern of metals and non-metals; begin to represent compounds by formulae; make links between this section of the
curriculum and others
PAGE 4
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Health and safety
Risk assessments are required for any hazardous activity. Ensure that guidance is followed by referring to the latest editions
of Safeguards in the School Laboratory, Topics in Safety and current CLEAPSS documentation.
In this section of the curriculum pupils:
• observe reactions of a variety of elements
• carry out an investigation on the transition metals
• investigate the combustion of elements in oxygen
PAGE 5
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Language for learning
Through the activities in this unit pupils will be able to understand, use and spell correctly:
• scientific words, e.g. element, compound, atom, symbol, formula
• names of elements and compounds, e.g. oxygen, carbon dioxide, sodium, chlorine, sulfur dioxide
• words and phrases with different meanings in scientific and everyday contexts, e.g. element, equation, period
• words relating to scientific enquiry, e.g. data search, trend, pattern
Through the activities pupils could:
• discuss and question what they are learning
•u
ndertake independent research using knowledge of how texts and databases are organised and using appropriate
reading strategies
PAGE 6
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Resources
Resources include:
Equipment Links:
• access to information sources, e.g. CD-ROM, internet,
data books, which can be searched
• hazard warning labels for alkali metals
GHS HAZARD WARNING SYMBOLS
• large periodic table which can be placed on a table or
floor
WALL PERIODIC TABLE
PERIODIC TABLE POSTER
• individual copies of the periodic table for pupils
LAMINATED PERIODIC TABLE
PERIODIC TABLE WHITEBOARDS CLASS SET
• copies of pupils’ periodic tables in other languages
• samples or photographs of a wide variety of elements
ELEMENT CARDS
ELEMENTS – VISUAL POSTER
XL ELEMENTS POSTER
3D ELEMENTS POSTER
PAGE 7
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Independent learning
Pupils could:
• visit libraries or museums to find out more about the study of ‘alchemy’ in the past
• use the internet to research the ideas of elements by Döbereiner, Newlands and Mendeleev.
• research the history of how scientific ideas have changed over time with regard to the similarities and differences between
Mendeleev’s Periodic Table and the modern Periodic Table
PAGE 8
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Getting Practical
The purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science
http://www.gettingpractical.org.uk/
There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical
activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)
A copy of this paper can be found at:
http://www.york.ac.uk/media/educationalstudies/documents/research/Analysing%20practical%20activities.pdf
Getting Practical learning objectives:
A: B
y doing this activity, pupils should develop their understanding of the natural world
A1: Pupils can recall an observable feature of an object, or material, or event
A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship)
A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory
B: B
y doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical procedure
B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met
B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met
C: By
doing this activity, pupils should develop their understanding of the scientific approach to enquiry
C1: Pupils have a better general understanding of scientific enquiry
C2: Pupils have a better understanding of some specific aspects of scientific enquiry
PAGE 9
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Possible practical activities
Purpose
Equipment Links
Researching elements using secondary sources to make fact cards / a database about
each element:
- its symbol
- its state at 20°C
- density
- whether it is described as a metal or a non-metal
- whether it is described as magnetic or not
- hardness
C1
- conductivity
- melting point
Element cards
VI130500
- solubility in water
- its appearance (including colour)
- any other information they might think important
This activity involves pupils in researching and recording the required information, describe
some differences between elements and make some generalisations about elements
http://www.rsc.org/periodic-table
http://www.chemsoc.org/viselements /pages/data
Using fact cards to identify similarities and trends between elements in the same group
of the periodic table
This activity allows pupils to build upon each other’s ideas and hence develop their
own understanding further, and to identify trends and patterns
Possible misconceptions:
-
the Periodic Table has always been the same as it is now
it was agreed that there was only one way to categorise the elements
science provides absolute truth rather than being evolving
we know all there is to know about atoms and elements
A2
C2
Element cards
VI130500
Researching the Mendeleev Periodic Table to identify:
- patterns
- periodicity
- how it was underpinned by ideas and evidence
C1
Classifying elements by physical properties
This activity involves pupils in researching and making first hand observations
through investigations of physical properties to identify trends and patterns.
Periodic table poster
VI69500
A1
A2
B2
C2
PAGE 10
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Purpose
Equipment Links
Flame test glasses
FL07720
FL07725
Platinum wire in handle
LI3518
PO4808
Sodium SO5422
Methylated spirit IDA ME3884
2-Methylpropan-2-ol UN13005
Universal indicator solution pH1-14 ME4004
Glass trough 130x300mm GA08550
Colour charts UN6410
Sodium nitrate SO5732
Potassium nitrate PO5012
Sodium chloride SO5528
Potassium chloride PO4852
Sodium sulphate SO5812
Potassium sulphate PO5042
Lithium carbonate LI3524
Potassium carbonate PO4834
Sodium carbonate SO5490
Sodium hydroxide SO5642
Potassium hydroxide PO4948
Potassium bromide PO4824
Potassium chloride PO4855
Potassium iodide PO4976
Chlorine water CH2052
Bromine water BR1604
Bottled gas, oxygen GA110120
Valve for gas bottle GA110145
Steel wool ST5956
Bromine BR13005
Iodine IO3140
Spotting tile PL12565
Silver nitrate solution 0.1M SI5382
Filter flask 1L FL07978
Aluminium foil AL1114
Sodium chlorate SO5520
Dry ice CD150100
Aluminium powder AL1116
Lithium
Potassium
Investigating the Group 1 alkali metal and Group 7 halogen elements’ properties
and reactions with water.
This practical activity involves pupils in making observations, recording the results
in a table, identifying the trends in physical properties of Group 1 and 7 elements,
explaining why they are usually used in the form of compounds, stating reactants
and products in reactions, writing chemical formula for reactants and products and
attempting to write a balanced chemical equation for the reaction of these alkali
metals in water.
http://www.nuffieldfoundation.org/practical-chemistry/groups-1-and-2
A1
A2
B2
C2
http://www.nuffieldfoundation.org/practical-chemistry/halogens
Investigating the properties of the transition metals, to include: density, hardness,
reactivity
This practical activity involves pupils in making observations, recording the results in
a table, identifying the trends in properties of some of the transition elements, stating
reactants and products in reactions, writing chemical formula for reactants and
products and attempting to write a balanced chemical equation for the reactions.
http://www.rsc.org/learn-chemistry/resource/res00000472/properties-ofthe-transition-metals-and-their-compounds?cmpid=CMP00000542
MA10130
CO2190
Iron filings coarse IR3206
Nickel foil NI4206
Zinc foil ZI6648
Copper sulphate CO2260
Iron III chloride IR3250
Nickel chloride NI4226
Ammonia solution 33% AM1188
Bar magnet
Copper foil
A1
A2
B2
C2
PAGE 11
Produced in partnership with the Association for Science Education
www.timstar.co.uk
KS3 CHEMISTRY:
Periodic Table
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning.
They highlight opportunities throughout the KS3 National Curriculum and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Possible practical activities
Purpose
Equipment Links
Investigating Group 2 elements’ reactions with acid and water
This practical activity involves pupils in making observations, recording the results in
a table, identifying the trends in properties of some of the Group 2 elements, stating
reactants and products in reactions, writing chemical formula for reactants and
products and attempting to write a balanced chemical equation.
http://www.chemguide.co.uk/inorganic/group2menu.html
MA3614
CA1832
Barium metal BA1452
Hydrochloric acid 2M HY3052
Sulphuric acid 2M SU6102
Nitric acid 2M NI4290
Magnesium ribbon
A1
A2
B2
C2
http://www.nuffieldfoundation.org/practical-chemistry/groups-1-and-2
Calcium metal
TP7102
TP7118
Bromothymol blue indicator solution BR1680
Charcoal wood lump CH2044
Deflagrating spoon GA08570
Gas jar 200mm GA08515
Gas jar lids 65mm GA08530
Steel wool ST5956
Magnesium ribbon MA3614
Angled safety screen SA13490
Sodium metal SO5422
Phosphorus - red PH4640
Sulphur roll SU7000
Universal Indicator solution pH4-11 UN6380
Crucible tongs bowed TO15820
Litmus blue indicator paper
Litmus red indicator paper
Investigating the combustion of elements with oxygen
This practical activity involves pupils in making observations, identifying the
reactants and products in the reaction, writing chemical formula for reactants and
products and attempting to write a balanced chemical equation. Pupils can carry out
most of the combustion activities depending on risk assessment outcomes.
http://www2.ucdsb.on.ca/tiss/stretton/chem3/lab_4_oxides_metals_non_
metals.html
Researching the properties of metal and non-metal oxides
This activity involves pupils in researching and recording the required information,
describe some differences between and make some generalisations about metal and
non-metal oxides
A1
A2
B2
C2
A2
C2
PAGE 12
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