Stratford School Academy
KS3 Schemes of Work
C4 - Chemical Reactions
Number of weeks (between 6&8)
Content of the unit
 Acids and alkalis
 Equations
 Reversible and irreversible
 Rates of reaction
 Bond energy
Assumed prior learning (tested at the beginning of the unit)
 Demonstrate that dissolving, mixing and changes of state are reversible changes
 Explain 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.
Assessment points and tasks
Written feedback points
Learning Outcomes (tested at the end and related to subject competences)
- Pre-unit test (baseline)
- C4 GAT (formative)
- 6 mark question (formative)
- Scientific skills investigation (formative)
- End of unit test (summative)
- diagnostic marking on badger
- diagnostic marking on 6 mark question
- diagnostic marking on skills investigation
- feedback on progress after end of topic test
6 weeks 24 lessons
(*these opportunities in AfL column)
I can state neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals and acids, as examples of
chemical reactions
I can state that different acids and alkalis may have different strengths
I can state that an indicator may be used to determine if a solution is acidic or alkaline
I can state that during chemical reactions reactants become products
I can state that catalysts speed up chemical reactions
I can state some other ways to speed up chemical reactions e.g. increase temperature, increase concentrations or increase surface area
I can state that during chemical reactions atoms are rearranged in order for reactants to become products
I can represent chemical reactions using word equations
I can describe how to use Universal indicator to find the strength of an acid or an alkali, using the pH scale
I can describe neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals and acids as examples of
chemical reactions
I can describe how using catalysts, increasing temperature, increasing concentrations or increasing surface area will affect reaction rate, with
reference to particles and collisions
I can represent chemical reactions using symbol equations
I can explain the conditions and uses of neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals
and acids, as examples of chemical reactions
I can explain how collisions are random and must be successful in order for a reaction to occur
I can represent chemical reactions using balanced symbol equations
I can state that during changes of state, there are energy changes
I can describe that during chemical reactions, surroundings may increase or decrease in temperature
I can state that during chemical reactions, energy may be released or absorbed
I can describe changes of states with reference to energy changes
I can explain changes of state with reference to the energy levels of particles
I can explain that during chemical reactions, energy may be absorbed or released during the making and breaking of bonds
Page 1 of 9
Stratford School Academy
KS3 Schemes of Work
C4 - Chemical Reactions
Lesson
1.
Pre unit
test
2.
Chemical
or
physical?
3.
Chemical
reactions
Clear learning
intentions
(KQ)
How much do I know
from KS2?
Clear success criteria
(Bands) (Keywords)
Hook
(starter)
Presentation of content
(teacher input)
Guided practice
(pupil activities)
To complete exam
Word-search on keywords
from KS2
Mind map of what pupils
remember from KS2 as
refreshers before exam
Pupils complete baseline test
in silence
What is a chemical
reaction?
I can name examples of
everyday chemical reactions
(G)
I can name examples of
laboratory chemical
reactions (E)
I can describe the difference
between physical and
chemical changes (D)
I can explain what is meant
by conservation of mass (C)
Show pictures of chemical
and physical changes. Ask
pupils to sort them into 2
groups and give a name to
each group.
Introduce practical task.
Pupils carry out practical task,
making observations.
I can state that during
chemical reactions reactants
become products (G)
I can describe observations I
would see in a chemical
reaction (F)
I can identify the reactants
and products in word
equations (E)
How do we make a cake?
Ask pupils what needs to
go in and what comes out?
What do we observe
happening?
What happens to the
reactants in a
chemical reaction?
Feedback from observation.
Explain difference between
chemical and physical
changes.
Pupils decide which
experiments were chemical
and which were physical and
give reasons.
Discuss conservation of mass.
Explain the terms reactant
and products in terms of the
example of the cake. Give an
example of a word equation.
Introduce 3 practical tasks
and discuss what is meant by
observations.
Page 2 of 9
Requisition (per group)
Examples of physical
changes:
Ice, beaker, tripod,
Bunsen
mirror to breathe on
candle wax melting,
freeze onto cold surface
Independent practice
(homework)
Closure
(AfL)
None
Pupil complete
sentences:
One thing I know about
this topic is…
One thing I don’t
understand is…
One question I have is…
Homework 1 set
Show pictures form
starter. Can pupils put
into correct groups and
explain their choice?
Mini-whitebaords.
Examples of chemical
changes:
magnesium ribbon,
tongs, Bunsen
sodium carbonate and
vinegar
splint to burn
Pupils carry out 3
experiments.
Pupils identify observations
that show a chemical reaction
has taken place.
Pupils complete word
equations for the 3
experiments.
Chemical reactions to make
observation from:
Bubbles: Magnesium
ribbon, HCl, test tube
Colour change: HCl,
NaOH, universal
indicator, test tube
Heat: Sodium
carbonate, ethanoic
acid, thermometer,
beaker
Show pictures of
chemical reactions and
pupils spot the
observation.
Stratford School Academy
KS3 Schemes of Work
C4 - Chemical Reactions
4.
Chemical
equations
How do we represent
chemical reactions
with equations?
5.
More
chemical
equations
How do we represent
chemical reactions
with equations?
6.
Combustio
n
What is combustion?
I can state that during
chemical reactions atoms are
rearranged in order for
reactants to become
products (G)
I can represent chemical
reactions using word
equations (E)
I can represent chemical
reactions using symbol
equations (C)
I can identify the symbols for
common elements (G)
I can count the number of
atoms of reactants and
products (E)
I can use the symbols to
write symbol equations for
different chemical reactions
(C)
I can write a balanced
symbol equation for a
chemical reaction (B)
Show a simple word
equation and ask pupils
what it means to them.
Recap idea of word equation
from last lesson.
Pupils, write word equations
from examples.
None
Mini-whiteboards. Pupils
write word equations
from written questions.
Give pupils a periodic
table. Ask them to find the
symbol for several
elements.
Explain the concept of a
chemical symbol.
Pupils try to spell their name
with chemical symbols.
None
Show pupils an example of a
word equation then write the
symbol equation or it.
Pupils write symbol equations
from word equations.
Pupils say whether an
equation is balanced or
not. Thumbs up, thumbs
down.
I can give examples of
combustion (H)
I can state the reactants needed
for combustion (G)
I can describe the difference
between complete and
incomplete combustion (F)
I can write word equations for
combustion (E)
I can write symbol equations for
combustion (C)
I can balance symbol equations
for combustion (B)
Ask pupils what they think
is need to make a fire.
Give pupils common formulae
to use (i.e. HCl, NaOH, H2O
etc.)
Look at examples of
unbalanced equations. Show
how to balance.
Discuss the fire triangle.
Demo combustion. Discuss
reactants and products.
Low ability: Count the number
of atoms on each side of
symbol equation.
Middle ability: Decide if an
equation is balanced or not.
High ability: Balance symbol
equations.
Pupils write word and/or
symbol equations for
combustion.
Demo:
http://www.nuffieldfoundat
ion.org/practicalchemistry/identifyingproducts-combustion
Demo:
Magnesium ribbon, jar of
oxygen
Demo:
Bunsen, test tube (use soot
to show differences
between complete and
incomplete combustion)
Page 3 of 9
Homework 1 due
Homework 2 set
Give examples for pupils
to write word equations
for.
Stratford School Academy
KS3 Schemes of Work
C4 - Chemical Reactions
7.
Acids and
alkalis
8.
Neutralisat
ion
9.
Antacids
What are acids and
alkalis?
What is a
neutralisation
reaction?
What is an antacid
and how does it work?
I can name some acids and
alkalis (H)
I can state that an indicator
may be used to determine if
a solution is acidic or alkaline
(G)
I can describe how to use
Universal indicator to find
the strength of an acid or an
alkali, using the pH scale (F)
I can write chemical
formulae for acids and alkalis
(C)
I can state that an acid will
neutralise an alkali (G)
I can describe how to carry
out a neutralisation reaction
(F)
I can write word equations
to represent neutralisation
reactions (E)
I can explain how to carry
out a neutralisation reaction
(D)
I can write symbol equations
to represent neutralisation
reactions (C)
I can state the pH of stomach
acid (H)
I can describe how antacids
reduce indigestion (F)
I can write word equations
to show how antacids work
(E)
I can explain how antacids
work (D)
I can use symbol equations
to show how antacids work
(C)
Show a range of
household products
(lemon juice, bleach, soap,
toothpaste, milk) and ask
pupils to put into 2 groups.
Ask pupils to explain
choices.
Introduce idea of an acid and
alkali.
Pupils investigate pH of
household substances.
Explain we can use indicators
to test for them and give
instructions for practical.
Pupils identify other
substances as acid or alkali.
Feedback on results.
What happens if we add
and acid to alkali? Discuss.
Introduce practical task.
Remind pupils of pH for acid,
alkali and neutral.
Explain idea of neutralisation.
Give general equation for
neutralisation.
Range of household acids
and alkalis to test: lime
juice, milk, tooth paste,
washing up liquid, over
cleaner, bleach. Universal
paper, spotting tiles.
Acid and alkali quiz. Miniwhiteboards.
Pupils carry out practical basic
titration (not using burettes)
to see how much alkali is
needed to neutralise acid.
HCl, NaOH, Beaker,
measuring cylinder,
universal indicator, spotting
tile, pipette x3
Today I am working at a
grade…
Pupils write word equations
for neutralisation reactions.
(Pupils measure out 20ml of
HCl and slowly add NaOH,
testing pH every 10 drops,
until neutral – count how
many drops it took)
Extension: What are the
formulae for common acids
and alkalis?
Extension: Pupils write symbol
equations and balance them.
Watch advert for antacid.
Ask pupils to write down
what heart burn is caused
by, what are the
symptoms and how does
antacid help.
Discuss idea of heart burn and
antacids.
Pupils test antacids to which
is most effective.
Introduce practical task to
test which antacids are more
effective, powdered, tablet or
liquid.
Pupils write evaluation and
conclusion.
Page 4 of 9
Testing antacids:
http://www.nuffieldfoundat
ion.org/practicalbiology/no-stomach-itinvestigating-antacidmedication
My evidence for this is…
Pupils write word or
symbol equation for
antacids.
Stratford School Academy
KS3 Schemes of Work
C4 - Chemical Reactions
10. GAT*
GAT Antacids
See GAT sheet
None
11.
Salt
equations
What happens when a
metal compound
reacts with an acid?
I can name some salts (G)
I can describe the method to
produce a salt (F)
I can write word equations for
making salts (E)
I can write symbol equations for
making salts (C)
Name the missing acid in
the salt equation.
12.
Rates of
reaction
investigatio
n*
What affects the rate
(speed) of a reaction?
I can define the term of rate of
reaction (G)
I can state factors that may
affect the rate of a reaction (F)
I can describe how I could
investigate rates of reaction (E)
Show images of a range of
reactions (cooking,
fireworks, rusting) and ask
them to put them in order
of speed (rate).
Demo each experiment.
Allow pupils to use
experiments to work out
reactants and products for
salt equations.
Pupils carry out practical for 4
salt reactions.
Pupils can complete following
types of equations:
Metal + acid
Metal oxide + acid
Metal hydroxide + acid
Metal carbonate + acid
Pupils will spend the next 4
lessons investigating
temperature, concentration,
surface area and catalyst.
Pupils write definition of rate
of reaction.
Introduce concept of rate of
reaction.
Each table produces poster on
plan of method. Give pupils
sections of plan based on
method:
Discuss factors.
Pupils plan method for one
experiment (each table does
different experiment). At the
start of each of the following
lessons, each table will
present the method to class.
Page 5 of 9
Pupils discuss factors.
Low: Risk assessment,
prediction
Middle: Variables, equipment
High: Hypothesis, method
Circus activity, one type of
salt reaction per table:
1. Magnesium ribbons and
HCl, test tube
2. Copper oxide and
sulphuric acid, test tube
3. Sodium hydroxide and
HCl, test tube, universal
indicator
4. Sodium carbonate, HCl,
limewater, bung with
delivery tube, test
tubex2
None
Homework 2 due
Homework 3 set
Stratford School Academy
KS3 Schemes of Work
C4 - Chemical Reactions
13.
Rates of
reaction:
Temperatu
re*
14.
Rates of
reaction:
Concentrat
ion*
15.
Rates of
reaction:
Surface
area*
How does
temperature affect
the rate (speed) of a
reaction?
How does
concentration affect
the rate (speed) of a
reaction?
How does surface area
affect the rate (speed)
of a reaction?
I can state how temperature
affects the rate of a reaction
(G)
I can describe how
temperature affects the rate
of a reaction (F)
I can explain how
temperature affects the rate
of reactions in terms of
particles (D)
I can explain collision theory
in terms of temperature (C)
I can state how
concentration affects the
rate of a reaction (G)
I can describe how
concentration affects the
rate of a reaction (F)
I can explain how
concentration affects the
rate of reactions in terms of
particles (D)
I can explain collision theory
in terms of concentration (C)
I can state how surface area
affects the rate of a reaction
(G)
I can describe how surface
area affects the rate of a
reaction (F)
I can explain how surface
area affects the rate of
reactions in terms of
particles (D)
I can explain collision theory
in terms of surface area (C)
Table presents method
Demo method if not clear.
Pupils carry out investigation.
Feedback from results.
Discuss in terms of particle
theory.
Per group:
250 cm3 Conical flask, 10
cm3 Measuring, 50 cm3
Measuring cylinder, Sodium
thiosulfate solution
Hydrochloric acid,
stopwatch, water bath.
Pupils write a conclusion.
http://www.rsc.org/learnchemistry/resource/res0000
0448/the-effect-oftemperature-on-reactionrate?cmpid=CMP00000518
Table presents method
Demo method if not clear.
Pupils carry out investigation.
Feedback from results.
Discuss in terms of particle
theory.
Per group:
250 cm3 Conical flask, 10
cm3 Measuring, 50 cm3
Measuring cylinder, Sodium
thiosulfate solution (3
different conc.) Hydrochloric
acid, stopwatch.
Homework 3 due
Homework 4 set
Pupils write a conclusion.
http://www.rsc.org/learnchemistry/resource/res0000
0743/the-effect-ofconcentration-on-reactionrate
Table presents method
Demo method if not clear.
Feedback from results.
Discuss in terms of particle
theory.
Page 6 of 9
Pupils carry out investigation.
Per group:
Powdered calcium
carbonate, limestone or
marble chips, HCl, test tube,
stopwatch
Pupils write a conclusion.
Stratford School Academy
KS3 Schemes of Work
C4 - Chemical Reactions
16.
Rates of
reaction:
Catalyst*
How does a catalyst
affect the rate (speed)
of a reaction?
17.
Rates of
reaction
conclusion
*
What did we find out
about rates of
reaction?
18.
Displaceme
nt
reactions
What is a
displacement
reaction?
I can state that catalysts
speed up chemical reactions
(G)
I can describe how a catalyst
affects the rate of a reaction
(F)
I can explain how a catalyst
affects the rate of reactions
in terms of particles (D)
I can explain collision theory
in terms of a catalyst (C)
I can state some ways to
speed up chemical reactions
(F)
I can describe how using
catalysts, increasing
temperature, increasing
concentrations or increasing
surface area will affect
reaction rate, with reference
to particles and collisions (D)
I can explain how collisions
are random and must be
successful in order for a
reaction to occur (B)
I can state which metals are
more reactive than others
(G)
I can describe what happens
during a displacement
reaction (D)
I can predict when a
displacement reaction will
occur based on reactivity (C)
I can express displacement
reactions as symbol
equations (B)
Table presents method
Demo method if not clear.
Pupils carry out investigation.
Per group:
http://www.nuffieldfoundat
ion.org/practicalchemistry/catalysisreaction-between-zinc-andsulfuric-acid
Pupils write a conclusion.
Pupils draw graph for results
(one graph each, all 4 covered
per table)
A3 sugar paper, graph
paper, ruler, pencils
Present findings to the
class.
Feedback from results.
Discuss in terms of activation
energy.
Pupils write a sentence (or
gap-fill) for each factor
and how it affects rate of
reaction.
Discuss results.
Recap graph drawing skills.
Pupils write conclusion for
each factor (possibly as
poster) including particle
theory.
http://www.nuffieldfoundat
ion.org/practicalchemistry/displacementreactions-between-metalsand-their-salts
Page 7 of 9
Homework 4 due
Homework 5 set
Stratford School Academy
KS3 Schemes of Work
C4 - Chemical Reactions
19.
Endotherm
ic and
exothermic
What’s the difference
between endothermic
and exothermic
reactions?
20. Bonds
What happens to
energy during a
chemical reaction?
21.
What is a chemical
bond?
I can define endothermic
and exothermic reactions (F)
I can give examples of
endothermic and exothermic
reactions (E)
I can carry out an
experiment to investigate
endothermic and exothermic
reactions (D)
I can explain what happens
during these reactions in
terms of energy (C)
I can define chemical bonds
I can state that during
chemical reactions, energy
may be released or absorbed
(F)
I can explain that during
chemical reactions, energy
may be absorbed or released
during the making and
breaking of bonds (C)
Bond calculations (B)
I can state the names of 2
chemical bonds (F)
I can describe elements
involved in ionic and covalent
bonding (E)
I can explain what electrons do
in ionic and covalent bonding
(D)
4 reactions as circus:
http://www.nuffieldfoundat
ion.org/practicalchemistry/exothermic-orendothermic
Recap endo and exo
Bond energy
Making and breaking
bonds
Energy level diagrams
None
Structure of atom
Covalent and ionic
None
Page 8 of 9
Stratford School Academy
KS3 Schemes of Work
C4 - Chemical Reactions
22. 6MQ*
Can I answer a 6 mark
question on this
topic?
I can score 1-2 marks on the 6
mark question (G)
Question:
Pupils discuss, plan then
answer question.
A student investigated how
the rate of this reaction
changed when the
concentration of hydrochloric
acid was changed.
Write a plan the student
could use.
I can score 3-4 marks on the 6
mark question (E)
I can score 5-6 marks on the 6
mark question (C)
In your plan you should:
• describe how you would
carry out the investigation
and make it a fair test
• describe the measurements
you would make.
23.
Revision
How much do I know?
PLC from success criteria
Match keywords with their
definition
What did we cover in the
unit?
Pupils peer assess:
Level 1 (1-2 marks)
A simple plan without
reference to changing any
variable but should include an
attempt at measuring rate or
an attempt at fair testing
Level 2 (3-4 marks)
A plan including change of
concentration / ‘volume’ of
acid and should include an
attempt at measuring rate
and / or an attempt at fair
testing
Level 3 (5-6 marks)
A workable plan including
change of concentration and
measurement of rate and fair
testing
Identity areas of weakness
None
Homework 5 due
Revision set
Complete quiz
Make revision notes
What did you clearly
understand
Produce a mind map for the
topic
What do you need to revise?
24. End of
unit test
How much do I know?
Complete test
Questions about the test
Supervise pupils
Complete test
Page 9 of 9
Complete title page for
next chapter