Year 10 Chemistry TRIPLE Learning Cycle 4 Overview
Can a knowledge of atomic structure allow us to predict how elements will react with eachother?
Commented [T1]: Good overarching question that summarises
content for the LC
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
Are all salts alkaline?
Chemical reactions can occur by taking energy from the surroundings.
Mixing acids and bases together forms water.
Salts can be made in more than one way.
Separation of salts occurs depends on their solubility.
Bases and alkalis are the same thing.
Week 1
Commented [T2]: Hypothesis are good – contain a mixture of T
&F
Line of enquiry 2:
Hypothesis 5
Hypothesis 7
Hypothesis 8
Does the electronic configuration determine the shape of a
compound?
Elements with full outer shells are unreactive.
Molecules are held together by ionic bonds.
Your pencil is made of small pieces of diamond.
Week 2
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Line of enquiry one: Are all salts alkaline?
Intentions for learning from AQA:
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When chemical reactions occur, energy is transferred to or from the surroundings.
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An exothermic reaction is one that transfers energy to the surroundings. Examples of exothermic reactions include combustion, many oxidation reactions and neutralisation. Everyday uses of exothermic
reactions include self-heating cans (eg for coffee) and hand warmers.
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An endothermic reaction is one that takes in energy from the surroundings. Endothermic reactions include thermal decompositions. Some sports injury packs are based upon endothermic reactions.

If a reversible reaction is exothermic in one direction, it is endothermic in the opposite direction. The same amount of energy is transferred in each case. For example: hydrated copper sulfate (blue) ↔
anhydrous copper sulfate (white) + water.
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The state symbols in equations are (s), (l), (g) and (aq).
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Soluble salts can be made from acids by reacting them with: ■ metals – not all metals are suitable; some are too reactive and others are not reactive enough ■ insoluble bases – the base is added to the acid
until no more will react and the excess solid is filtered off ■ alkalis – an indicator can be used to show when the acid and alkali have completely reacted to produce a salt solution.
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Salt solutions can be crystallised to produce solid salts.
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Insoluble salts can be made by mixing appropriate solutions of ions so that a precipitate is formed. Precipitation can be used to remove unwanted ions from solutions, for example in treating water for
drinking or in treating effluent.
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Metal oxides and hydroxides are bases. Soluble hydroxides are called alkalis.
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The particular salt produced in any reaction between an acid and a base or alkali depends on: ■ the acid used (hydrochloric acid produces chlorides, nitric acid produces nitrates, sulfuric acid produces
sulfates) ■ the metal in the base or alkali.
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Ammonia dissolves in water to produce an alkaline solution. It is used to produce ammonium salts. Ammonium salts are important as fertilisers.
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Hydrogen ions, H+(aq), make solutions acidic and hydroxide ions, OH–(aq), make solutions alkaline. The pH scale is a measure of the acidity or alkalinity of a solution.

In neutralisation reactions, hydrogen ions react with hydroxide ions to produce water. This reaction can be represented by the equation: H+(aq) + OH–(aq) H2O(l)
Commented [T3]: All relevant content seems to be covered
from specification
Lesson 1: Chemical reactions can occur by taking energy from the
Lesson 2: Mixing acids and bases together forms harmful
Lesson 3: Salts can be made in more than one way.
surroundings.
productswater.
Key words: crystallised, precipitate.
Commented [T4]: Could this hypothesis include that water is
Key words: Exothermic, endothermic, reversible.
Learning Intentions:
Students should develop an understanding that:
 Chemical reactions are categorised as endothermic or
exothermic.
 Exothermic reactions release energy to the surroundings and
endothermic reactions take in energy from the surroundings.
Success Criteria:
 Define the terms exothermic and endothermic.
 Describe examples of exothermic and endothermic reactions.
 Explain why a reaction is exothermic or endothermic referring
to bond energies.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Self-assessed exam question.
Key words: Soluble, insoluble.
Learning Intentions:
Students should develop an understanding that:
 Soluble salts can be made by reacting acids with some metals,
insoluble bases and alkalis.
 Universal indicator can be used to show the progression of the
reaction. The pH scale is used to classify acidity of a substance.
 The state symbols in equations are (l) – liquid, (s) – solid, (g) –
gas and (aq) – aqueous.,
Success Criteria:
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Recall the state symbols (l), (s), (g) and (aq).
Synthesise and an insoluble saDesltcribe how to measure
acidity.
nName an insoluble salt.
Explain precipitation in terms of ions of the reaction of lead
nitrate and potassium iodide.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
always made as a learning outcome? It fits the hypothesis nicely.
Learning Intentions:
Students should develop an understanding that:
 Soluble salts can be made by reacting acids with some metals,
insoluble bases and alkalis.
 The name of the salt produced depends on the acid and alkali
or base used.The name of the salt produced depends on the
Commented [T5]: Would this lesson sit better before lesson two
acid and alkali or base used.
 Ammonia dissolved in water forms an alkaline solution which as
is a intro to acids and alkalis – a refresher of universal indicator with
“new” content of acid and alkali ions?
used to produce ammonium salts. These are used as fertilisers.

Formatted: Font: 9 pt
Success Criteria:
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Predict names of the salt formed when mixing an acid and an Formatted: Indent: Left: 0.63 cm, No bullets or numbering
alkali.
Formatted: Font: Bold
Write word and symbol equations for acid and base reactions.
Formatted: Font color: Auto
Explain the importance of ammonium salts as a fertiliser.
Formatted: Font: Bold
Commented [T6]: Consider if students need to do the practical
Feedback Focus:
to meet the success criteria for the exam, or if the knowledge from
Knowledge input | Check | Development | REACH | Improvementthe practical is more important.
Details:
Details:
Commented [LO7R6]:
Commented [T8]: This success criteria matches a learning
intention from lesson 3?
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Teacher assessed exam question.
Act on teacher feedback and improve during REACH time. Peerassess naming salts.
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Lesson 4: Separation of salts depends on their solubility.
Lesson 5: Bases and Alkalis are the same thing.
Key words: crystallised, precipitate.
Key words: hydroxide, basic, alkaline, neutralisation.
Learning Intentions:
Students should develop an understanding that:
 Soluble salts are separated using crystallisation.
 Insoluble salts are separated by filtration of precipitate.

Success Criteria:
Learning Intentions:
Students should develop an understanding that:

Metal oxides and hydroxides are bases. Soluble hydroxides are
called alkalis.
 H+ ions make a solution acidic and OH- ions make a solution
alkaline.
 These two ions react together to form water in a neutralisation
reaction.
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Describe how to separate soluble salts from solutions.
Describe how to separate insoluble salts from solutions.
Explain how insoluble salts can be used to treat waste water.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Success Criteria:
 Categorise common substances into acids and alkalis.
 Identify the formulae for common acids.
 Describe the difference between a base and an alkali.
 Write ionic equations for the neutralisation.
Commented [T9]: You’ve already taught a lesson on what
soluble and insoluble means in lesson 2 (based on your keywords).
Could you spread the content between the two more evenly?
Formatted: Font: 7 pt
Formatted: Indent: Left: 0.63 cm, No bullets or numbering
Formatted: Don't adjust space between Latin and Asian text,
Don't adjust space between Asian text and numbers
Formatted: Font: 9 pt
Commented [T10]: Fits better into lesson 5?
Formatted: Font: 9 pt
Details:
Teacher assessed 6 mark question. REACH activity.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Self-assess ionic equations.Lesson 5: Neutralisation reactions form
water.
Key words: Neutralisation, dissociate.
Learning Intentions:
Students should develop an understanding that:
 H+ ions make a solution acidic and OH- ions make a solution
alkaline.
 These two ions react together to form water in a neutralisation
reaction.
 The pH scale is used to classify acidity of a substance.
Success Criteria:
Commented [T11]: Would this lesson sit better before lesson
two as a intro to acids and alkalis – a refresher of universal indicator
with “new” content of acid and alkali ions?
 Write the ionic equation for neutralisation.
Formatted: Font: 9 pt

Explain how we measure acidity.
Investigate the pH of common chemical substances.
Formatted: Font: 9 pt
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Formatted: Pattern: Clear (White)
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Line of enquiry two: Does the electronic configuration determine the shape of a compound?
Intentions for learning from AQA GCSE specification:.

Elements in the same group in the periodic table have the same number of electrons in their highest energy level (outer electrons) and this gives them similar chemical properties.

The elements in Group 0 of the periodic table are called the noble gases. They are unreactive because their atoms have stable arrangements of electrons.

Compounds are substances in which atoms of two or more elements are chemically combined.

Chemical bonding involves either transferring or sharing electrons in the highest occupied energy levels (shells) of atoms in order to achieve the electronic structure of a noble gas.

When atoms form chemical bonds by transferring electrons, they form ions. Atoms that lose electrons become positively charged ions. Atoms that gain electrons become negatively
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charged ions. Ions have the electronic structure of a noble gas (Group 0).
The elements in Group 1 of the periodic table, the alkali metals, all react with non-metal elements to form ionic compounds in which the metal ion has a single positive charge.
The elements in Group 7 of the periodic table, the halogens, all react with the alkali metals to form ionic compounds in which the halide ions have a single negative charge.
Commented [T12]: Not covered? Could use a spare lesson to
An ionic compound is a giant structure of ions. Ionic compounds are held together by strong electrostatic forces of attraction between oppositely charged ions. These forces act in all cover this from merging lesson seven and eight?
directions in the lattice and this is called ionic bonding.
When atoms share pairs of electrons, they form covalent bonds. These bonds between atoms are strong. Some covalently bonded substances consist of simple molecules such as H2, Cl2,
O2, HCl, H2O, NH3 and CH4. Others have giant covalent structures (macromolecules), such as diamond and silicon dioxide.
Metals consist of giant structures of atoms arranged in a regular pattern
The electrons in the highest occupied energy levels (outer shell) of metal atoms are delocalised and so free to move through the whole structure. This corresponds to a structure of
positive ions with electrons between the ions holding them together by strong electrostatic attractions.
Commented [T13]: This content is also in 2.2.4 which is in the
long term plan for LC5
Lesson 6: Elements with full outer shells are unreactive.
Lesson 7: Molecules are held together by ionic bonds.
Lesson 8: Your pencil is made of small pieces of diamond.
Key words: Electrons, properties, unreactive.
Key words: Molecule, covalent, ionic, conservation.
Key words: giant covalent, lattice, macromolecules, electrostatic
attractions.
Learning Intentions:
Students should develop an understanding that:
 Elements are arranged in groups by the number of electrons
on their outer shell.
 Elements in the same group have similar properties.
 Noble gases are stable and have a full outer shell of electrons.
Learning Intentions:
Students should develop an understanding that:
 Two non-metallic elements are joined by a covalent bond. They
are called molecules.
 Compounds formed from metals and non-metals are
transferring electrons and forming an ionic bond.
 No atoms are lost or made during a chemical reaction so mass
of reactants is equal to mass of product.
Success Criteria:
 Draw the electronic structure of the first 20 elements using
atomic number.
 Calculate the number of each subatomic particle in specific
elements using atomic number and mass number.
 Write word equations for reactions of group 1 metals and
water.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Self-assessed electronic structures and word equations. Act on
feedback.
Success Criteria:
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Draw ionic and covalent bonds for different elements.
Balance symbol equations.
Calculate unknown masses of reactants and products using law
of conservation of mass.
Learning Intentions:
Students should develop an understanding that:
 Ionic compounds have strong intermolecular forces holding
them together and they form giant ionic lattice structures.
 Giant convalent structures, such as diamond and silicon
dioxide, are hard with high melting and boiling points.
 Metals atoms have a regular pattern and a sea of free,
delocalised electrons which are free to move between the
metal ions.
Success Criteria:
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
Describe the 4 main chemical structures and give examples.Commented [T14]: Useful skill and good refresher for equations
Compare the properties of giant ionic and giant covalent (though not strictly required until C3 (According to spec)) Would
these equations be easier than the acid and alkali ones to start
structures.
Explain the properties of the four main chemical structures. students off on?
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement

Details:
Teacher assessed equations. REACH marking.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Commented [T15]: You have got three lessons in LC5 to cover
Details:
Act on feedback and self-assess 6 mark exam question during
lesson. Redraft answer.
2.2.1-2.2.4 (details on the three types of bonding and the properties
they cause). Could you simplify the learning in these lessons and aim
to give the students a solid foundation in the basic differences
between bonding types and how to recognise them? Perhaps into
one lesson?
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16