KS2 SCIENCE
Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Particle Theory and Chemical Reactions
Scheme of Work
Chemical Reactions
Lesson
Particle Theory and Chemical Reactions.
Key Stage and Year Group
KS2
A Brief Aside
Unfortunately, for many people, their experience of high school chemistry is that it was not as fun as it should have been. In
fact, it may even have left them deeply cynical of the whole subject! We hope that through this scheme, we manage to reignite
a real ‘flame (safely of course!) of enthusiasm’. The following anecdote is from a real chemist and should provide a flavour of
the kind of zeal for the science we hope to induce:
A Historical Sidelight: Ira Remsen on Copper and Nitric Acid
Ira Remsen (1846-1927) founded the chemistry department at Johns Hopkins University, and founded one of the first centers
for chemical research in the United States; saccharin was discovered in his research lab in 1879. Like many chemists, he had a
vivid “learning experience,” which led to a heightened interest in laboratory work:
While reading a textbook of chemistry I came upon the statement, “nitric acid acts upon copper.” I was getting tired of reading
such absurd stuff and I was determined to see what this meant. Copper was more or less familiar to me, for copper cents were
then in use. I had seen a bottle marked nitric acid on a table in the doctor’s office where I was then “doing time.” I did not know
its peculiarities, but the spirit of adventure was upon me. Having nitric acid and copper, I had only to learn what the words
“act upon” meant. The statement “nitric acid acts upon copper” would be something more than mere words. All was still. In
the interest of knowledge I was even willing to sacrifice one of the few copper cents then in my possession. I put one of them
on the table, opened the bottle marked nitric acid, poured some of the liquid on the copper and prepared to make an observation. But what was this wonderful thing which I beheld? The cent was already changed and it was no small change either. A
green-blue liquid foamed and fumed over the cent and over the table. The air in the neighborhood of the performance became
colored dark red. A great colored cloud arose. This was disagreeable and suffocating. How should I stop this? I tried to get rid of
the objectionable mess by picking it up and throwing it out of the window. I learned another fact. Nitric acid not only acts upon
copper, but it acts upon fingers. The pain led to another unpremeditated experiment. I drew my fingers across my trousers and
another fact was discovered. Nitric acid acts upon trousers. Taking everything into consideration, that was the most impressive
experiment and relatively probably the most costly experiment I have ever performed. . . . It was a revelation to me. It resulted
in a desire on my part to learn more about that remarkable kind of action. Plainly, the only way to learn about it was to see its
results, to experiment, to work in a laboratory.
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Introduction
From ancient Greece to the present day, mankind has puzzled over the nature of matter and why materials behave the way
they do. Particle theory states that all matter consists of many, very small particles which are in a continual state of motion.
This is why it is also referred to as kinetic theory. The degree to which the particles move is determined by the amount of
energy they have and their relationship to other particles. We have the ability to change the energy of such particles by
subjecting them to various processes. Particles might be atoms, molecules or ions (simply atoms with more or less electrons).
In an element, the particles will be atoms of that element. In a pure compound, the particles will be molecules or ions of that
compound. Solutions and some compounds contain ions. Of course, some substances might contain mixtures of all three! Use
of the general term ‘particle’ means the precise nature of the particles does not have to be specified.
Particle theory helps to explain properties and behaviour of materials by providing a model which enables us to visualise
what is happening on a very small scale inside those materials. As a model it is useful because it appears to explain many
phenomena. For example, metals expand when they are heated because the particles vibrate to a greater degree when energy
is introduced to the system. On cooling, the vibrations decrease and the metal returns to its original size. Like all models
however, it does have its limitations.
The scheme of work is split into 2 parts:
Particle Theory itself, and an introduction to simple chemical reactions. See below for further details.
The Scheme has been designed to conform to and in some instances, go beyond the requirements of the National Curriculum.
Useful links are as follows:
New National Curriculum Link:
https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/nationalcurriculum-in-england-science-programmes-of-study
Links to Relevant Sections from Old NC UNITs 4D, 5C, 5D , 6C and 6D
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci4d/?view=get
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci5c/?view=get
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci5d/?view=get
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci6c/?view=get
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci6d/?view=get
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
The Empiribox System
This is the term we give to how we believe science should be undertaken in the class room. It involves much use of practical
investigation to understand scientific theories and encourages pupils to think for themselves by asking their own questions and
devising their own methods.
The way science is taught using this method can be broken down into the following stages:
1. Define the question and form a hypothesis
2. Conduct research and make a prediction
3. Write a method and produce equipment lists
4. Perform experiments, collecting data (observations and measurements) and presenting results
5. Interpret data, draw conclusions and explain observations
6. Evaluate the experiment and suggest further investigations
7. Publish results + ‘Pupil Peer Review’ (so pupils in other schools can see them and compare them with their own results)
8. Retest (this can be done by other pupils)
We can however condense the stages into four parts:
Stage
Planning
Activities
 Asking a question(s) that can be tested.
 Determining Independent and Dependent Variables
 Making and justifying Prediction
 Writing a Method
 Deciding which equipment to use and using it correctly.
Recording Data and Analysis
 Collecting and presenting scientific observations in a way
that can be analysed .
 Creating graphs and charts of the data
 Analysing data the data obtained from the
experiment, writing a conclusion and determining
whether or not it proves the hypothesis.
Evaluation
 Critically deciding how well the experiment went
 Deciding how to improve the investigation to obtain
better and more valid results.
 Make suggestions for further areas of study.
Once pupils become used to the planning process, they will be able to undertake their own investigations with reduced input
from teachers. They can call themselves proper scientists at this point!
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
What should students being doing in a science lesson?
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Having lots of fun
Asking questions
Identifying variables
Obtaining valid results by controlling some factors
Testing ideas and models
Helping each other
Making mistakes and understanding why they happen
Recording data
Drawing and interpreting graphs
Developing the skill of thinking for themselves
NEVER accepting received wisdom
Particle Theory – a synopsis
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All matter consists of particles which move to a certain degree
Particles may be atoms, molecules or ions. (They may be mixed!)
There are 3 states of matter – solid, liquid and gas
The particles for each state of matter are arranged as follows:
Pupils could be asked what these diagrams tell them about each state of matter. Their answer could look like this:

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Particles in Solids
are held tightly and packed
fairly close together - they are
strongly attracted to each other
are in fixed positions but they do
vibrate
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Particles in Liquids
are fairly close together with
some attraction between them
are able to move around in all
directions but movement is
limited by attractions between
particles
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Particles in Gases
have little attraction between
them
are free to move in all
directions and collide with
each other and with the walls of
a container and are widely
spaced out
Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Once the pupils have these ideas, they can use the model to help explain (they will be given several substances to investigate):
1.
The properties of matter
2.
What happens during physical changes such as melting, boiling and
evaporating The properties of matter
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Solids
have a definite shape
maintain that shape
are difficult to compress as
the particles are already
packed closely together
are often dense as there are
many particles packed closely
together
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Liquids
do not have a definite shape
flow and fill the bottom of a
container
maintain the same volume
unless the temperature
changes
are difficult to compress
because there are quite a lot of
particles in a small volume
are often dense because there
are quite a lot of particles in a
small volume
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Gases
do not have a definite shape
expand to fill any container
are easily compressed because
there are only a few particles in
a large volume
are often low density as there
are not many particles in a
large space
Changing States
Solids have the lowest kinetic energy particles as they just vibrate around their fixed points. Gases on the other hand have high
kinetic energy as they are free to move wherever. Therefore, substances can change their state of matter by introducing energy,
usually in the form of heat. For example, if we heat ice, it changes rapidly to water and finally when the temperature is high
enough, to steam. There are some keywords associated with changing states that pupils should know. This is best shown by the
following diagram (some important definitions follow):
IMPORTANT DEFINITIONS:
Boiling Point – the temperature at which a liquid turns to a gas
Melting Point – the temperature at which a solid turns to a liquid
Freezing Point – the temperature at which a liquid turns to a solid
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Famous Scientists who contributed to Particle Theory
These scientists had a dramatic effect on the history of science with their theories and discoveries:
Democritus
http://en.wikipedia.org/wiki/Democritus
Robert Boyle
http://en.wikipedia.org/wiki/Robert_Boyle
John Dalton
http://en.wikipedia.org/wiki/John_Dalton
Antoine Lavoisier
http://en.wikipedia.org/wiki/Lavoisier
Dmitri Mendeleev
http://en.wikipedia.org/wiki/Dmitri_Mendeleev
Robert Brown
http://en.wikipedia.org/wiki/Robert_Brown_(botanist)
Albert Einstein
http://en.wikipedia.org/wiki/Albert_Einstein
JJ Thomson
http://en.wikipedia.org/wiki/J._J._Thomson
Ernest Rutherford
http://en.wikipedia.org/wiki/Ernest_Rutherford
Chemical Reactions – A synopsis
A chemical reaction is a process that leads to the change of one set of chemical substances
to another (by rearrangement of atoms). Chemical reactions can be either spontaneous,
requiring no input of energy, or non-spontaneous, often coming about only after the input
of some type of energy, such as heat, light or electricity. Changes of state often result from
reactions.
A slightly more complex definition is that chemical reactions involve the movement of
electrons in the forming and breaking of chemical bonds.
The substance/substances initially involved in a chemical reaction are called reactants.
Chemical reactions produce one or more products, which usually have properties different
from the reactants.
Chemical Equations
A chemical equation can be written if a chemical reaction takes place. They can either be
a symbol equation or simpler word equations. They always have the following format:
Reactant(s)
Product(s)
Eg. A +
C
B
+
D
NOTE: If you are to attempt to ask pupils to write some equations, never allow an ‘equals
sign’ to be used instead of an arrow!
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Science enquiry and investigation skills
The skill of being able to do science requires continuous practise. At its heart, the Empiribox Method enables pupils the opportunity
to develop their science skills on an ongoing basis, week after week, year after year. Lesson time is an opportunity for pupils to
improve their planning, analytical and evaluative ability. They need to become proficient at handling equipment and chemicals and
eventually be able to use a number of methods to answer their questions.
As a simple example, if you asked a pupil how to find the boiling point of water, they will need to know that a thermometer is required
to answer this question. It is difficult to complete whole investigations each time so we suggest you focus on one of the four skill
areas each half term. By the end of the final term, pupils should have gained enough experience to complete whole investigations.
A science investigation often begins with an observation leading to a question or the need to solve a problem. Examples of these
can be seen below.
Observation followed
by a question
Robert Brown was a botanist who observed pollen grains in a drop of water moving in a random and
jerky manner using a microscope in 1827. He repeated his observation with boiled pollen grains and
found the same result and so knew it was because the pollen grains were ‘alive’. He was unable to
explain his observation. It was eventually explained by Albert Einstein 1905 but named Brownian motion
after Robert Brown. Brownian motion is caused by water molecules colliding with the pollen grains.
Einstein explained it using mathematics.
Problem to solve
When NASA scientists were developing the Space Shuttle, they knew that the heat generated on reentry would burn up the shuttle unless they could insulate it. The problem was that most insulation
materials were not robust enough to stand the forces of take-off.
The problem was solved by developing ceramic foam tiles made from sand. These were developed and
tested and found to be the best solution to the problem
Planning
Scientists must plan investigations in detail in order to answer questions or solve problems. In this way, they can ensure the highest
probability of gathering sufficient, accurate, reliable and reproducible data. Any plan should be as detailed as necessary so it could be
used by other individuals who may wish to investigate similar scientific questions. The 8 step process described previously provides
a good ‘template’ for how an investigation plan should look.
Hypotheses
A hypothesis is a statement that can be proven by scientific investigation as true or false. An example would be:
‘Solid Fuels contain more energy than liquid fuels.’
‘Usually, pupils are given the hypothesis. From this, they can do research, make a prediction, identify variables, write a method,
gather the equipment they will need and work out how they will present their experimental results.
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Terms regarding scientific data
Data obtained from scientific investigations can take many forms, but it is typically either an observation, a measurement or both.
There are some keywords which pupils should become familiar with as they improve their proficiency.
Primary evidence
Primary evidence is original evidence that the scientist collects his or herself.
This evidence may be measurements, observations or survey results.
In terms of school-based science, this means the pupils doing an investigation
and making observations and/or measurements..
Secondary evidence
Secondary evidence is evidence that the scientist collects from other sources.
These sources may be directly from other scientists or from scientific journals.
This evidence may be measurements, observations or survey results.
In terms of school-based science, this means the pupils getting results from
other groups of pupils or researching for information on the internet or
reference books.
Valid
A valid measurement is one that measures what you want to measure. A valid
way to measure the height of a person is with a ruler or tape measure. Using
bathroom scales is not a valid way to measure the height of a person.
Reliable
A good measure of how reliable results are is by repeating measurements or
observations. If the measurements or observations are about the same each
time, we can say they are reliable. To improve the reliability of our evidence,
we discount outlier results and take an average of our measurements.
Sufficient
We have sufficient evidence if we have enough to establish a pattern. For
example, if we want to find out if there is a pattern between the weight we
hang on a spring and its length, using five or so values of weight may well be
sufficient. To find out if there is a pattern between the height of a person and
the length of their stride, many more measurements would be needed before
we have sufficient evidence.
Accurate
An accurate measurement is one which is close to the true value. In science, it
is often difficult to be sure of the true value for a measurement. We often need
to make a judgement of what the true value is based on how we have made
the measurement. For instance, using a 30 cm rule to measure the width of a
piece of paper is likely to give us an accurate measurement. We would have
more evidence the result was accurate because repeated readings would give
the same value. We would judge this to be the true value for the width of the
paper.
Measuring the true height of a tall tree would be more difficult to measure
accurately. We might need to make several different measurements using
different methods. We would judge the accuracy of our result from the
methods we used and the reliability of our results.
Reproducible
This refers to the methodology of scientific investigations. Using the same
method and equipment as one scientist has used to obtain data, can another
individual observe similar results?
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Variables
Variables are factors which do not have fixed values and can be kept the same, changed or measured by scientists. Variables can be
independent or dependent. Independent and dependent variables can be continuous, discrete or categoric.
Variable Type
.
Independent
An independent variable is one which the scientist changes in the investigation. For
example, in an investigation to measure how the length of a spring varies with weight, the
independent variable is the weight the scientist changes to put on the spring. He can then
make different measurements of the length of the spring. It is important to note that
independent variables are always plotted on the x-axis of graphs. To help pupils remember
this the word ‘Exchange’ can be used as an aide-memoire.
Dependent
A dependent variable is one where the value depends on the value of another variable. In
the case of the spring investigation, the length of the spring depends on the weight the
scientist puts on the spring. In other words, it is the variable that is measured by the
scientist. This would be plotted on the y-axis of graphs..
Continuous
A continuous variable is one which can have any value e.g. length. The length of a piece of
string can be any value; 15 cm, 27.3567 cm 25.345 km etc. Quantities such as weight,
length, speed, temperature can have any value and are continuous variables..
Discrete
A discrete variable can only have whole number values. For example, number of people (not
to be confused with the average number of people which is continuous. This is why we
can have a family with 2.4 children!).
Categoric
A categoric variable is one which has values which are described by labels; it does not have
number values e.g. type of metal, colour of eyes, country etc.
Control
A control variable is a condition which is kept the same throughout the experiment in
order to ensure a fair test. It is only by having control variables do we achieve valid results.
For example, the distance between the bunsen burner and test tube when heating water,
using the same thermometer etc
In an investigation of the density of metals, the metal would be the independent categoric variable. The density of the metal
would be the dependent continuous variable.
Key points to remember
Pupils need to be given planned opportunities to ask questions that can be investigated scientifically and decide how
to find answers. They should consider what sources of information, including first-hand experience and a range of other
sources, they will use to answer these questions.
Pupils must think about what might happen, or try things out, when deciding what to do, what kind of evidence to collect,
and what equipment and materials to use. Using the Sc1 Planning sheets for each investigation students will develop
the skill of identifying variables to control, measure and change in addition to making and testing PREDICTIONS or
HYPOTHESES,
Try and use the right terminology with pupils and get them to use it in their discussions about science
investigations
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Observing and recording evidence
Observing and measuring
Observation is a really important skill for the scientist. The ability to see what is really happening rather than seeing what you expect
to see can be difficult. It’s a good idea to give pupils observation exercises to help them to improve this skill.
A good example of an observation exercise is to get them to describe what happens when a match is struck. The first time they see
it, they will see the flare of the flame as it is struck, the yellow flame and the match turns to black. If you repeat it, asking them to
observe every little detail including sounds and smells, the list they come up with is enormous
Pupils should be able to choose and use simple scientific equipment and materials appropriately and take action to the control
risks involved in their use. They need to make systematic observations and accurate measurements using appropriate equipment,
including the use of ICT for data logging. In their investigations, pupils should check their observations and measurements by
repeating them where appropriate to ensure that they are reliable.
Recording data
Pupils should demonstrate their ability to use a wide range of methods, including diagrams, drawings, tables, bar charts, photographs,
video clips, voice recordings, line graphs and ICT, to communicate data in an appropriate and systematic manner. Pupils will need
explicit skill teaching in order to construct tables, charts and graphs well. They also need practise in choosing the most appropriate
method to show their results to analyse and evaluate their evidence.
The way data is recorded often depends on the type of data. Measurements are often tabulated before they are put on a graph, pie
chart or bar-chart. A bar chart or pie chart is used to show categoric and discrete variables. Continuous variables are shown by line
graphs. Measurements and observations can be written in simple tables which are arranged to show the independent variable (left
hand column) and the dependent variable (right hand column). Tables should always state the units being used in the experiment.
Observations which are made can be recorded by photograph, picture or diagram. Events may be recorded using video or sound
recording.
Examples of recording data
Line graph:
continuous variable (heating time)
continuous variable (water temperature)
Bar chart:
categoric variable (favourite food)
discrete variable (number of pupils)
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Pie chart:
categoric variable (employment sector)
discrete variable (percentage)
Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Table of Results:
Independent variable (temperature)
Dependent variable (rate of solubility)
Photograph (of a model virus)
Drawing (of a heart)
Analysing
Most scientific data is presented in one form of graph such as a Line graph, Bar graph, Pictographs or Pie Charts. When analysing
scientific data a decision needs to be made as to which particular type of graph best reveals the ‘trends’ or patterns in the data. As
a general rule, line graphs are only used where both the variables are continuous.
The key part of every analysis is of course to state clearly what the data ‘appears’ to suggest i.e. ‘it appears* that there is a
correlation between Force and Mass’ etc. *Always remember there are NO DEFINITES in science!
Two key skills in analysing data are
1.Learning that (for most graphs) the Independent Variable data goes on the X axis and the Dependent Variable data goes
on the Y axis
2.Drawing ‘Lines of best Fit’ – this is defined simply as ‘A line on a scatter plot which can be drawn near the points to more
clearly show the trend between two sets of data’ e.g. a ‘strong positive correlation’. A good rule of thumb for lines of
best fit is that the number of points above your line should be the same as those below the line, and the line drawn
should bisect as many points as possible.
Lines of best fit can show strong positive and negative correlations or weak positive and negative correlations.
A positive correlation is one where the dependent variable increases as the independent variable increases (as with the example
above). A negative correlation is where the dependent variable decreases as the independent variable increases’.
A strong correlation is where all the points are clustered closely to the line of best fit. A weak correlation is where the points on the
graph are more scattered. In the weakest correlation, no line of best fit can be drawn.
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
There are lots of different types of Lines of best fit and care needs to be taken to determine which the best one to use is. The most
common line of best fit is a straight line but the graphs below show some common shapes of curve.
e.g. How speed increases with time
e.g. How the time for one swing of a
e.g. How the temperature of a cup of
e.g. ow the number of bacteria in a
for something you drop
pendulum changes with length
coffee decreases with time
colony increase with time
Writing conclusions
The type of conclusion being written depends very much on the type of variables used in the investigation. When writing conclusions for experiments
which contain independent and dependent variables, pupils should always refer to both variables and the results they have obtained. For example a
model conclusion would be ‘I can conclude that the longer I heat the water, the higher the temperature of the water. At 1 minute, the temperature
of the water was 30oC and at 10 minutes the temperature was 100oC.
Where ‘categoric’ investigations are conducted, a conclusion could be more definite. For example ‘In my class, most pupils have brown hair’ etc.
Evaluating
In using the Sc1 Analysis and Evaluation sheet to support investigation work, students will develop the skill of analysing data from each of their
experiments and suggesting ways in which they could improve them to increase the validity and reliability of the data.
Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain whether their evidence
is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to provide additional relevant evidence.
Prompt questions to support evaluation of quality of data
To prompt pupils to identify inconsistencies/anomalies in
evidence:• Are there any results/observations which don’t seem to match
others?
• Are there any results/observations that you were not expecting?
• How reliable are your results?
To prompt pupils to explain inconsistencies/anomalies in
evidence:• How would you explain any results/observations which don’t
seem to match others?
• How would you explain any results/observations that you were
not expecting?
• How reliable are your results and how can you tell?
To prompt pupils to explain inconsistencies/anomalies in evidence
using science:• How would you use science to explain any results/observations
which don’t seem to match others?
• How would you use science to explain any results/observations
that you were not expecting?
Prompt questions to support evaluation of quality of
procedure
To prompt pupils to suggest improvements to working
methods:• What could you do to make your method better?
• What could you do to get more reliable results?
• How could you get more accurate measurements?
• Is that the best way of doing that
• Is there a better piece of equipment you could use?
• Is there any part of your method you could change to get better
results?
To prompt pupils to explain improvements to working
methods:• Why would doing X make your method better?
• Why would doing X give you more reliable results?
• Why would doing X give you more accurate measurements?
• Explain why doing X would be a better way of doing that
• Explain why X would be a better piece of equipment to use?
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Evaluating
In using the Sc1 Analysis and Evaluation sheet to support investigation work, students will develop the skill of analysing data from each of their
experiments and suggesting ways in which they could improve them to increase the validity and reliability of the data.
Evaluation involves critically considering the reliability of the data and discussing how it can be improved. Pupils explain whether their evidence
is robust enough to support a firm conclusion. They also suggest ideas to enable their investigation to provide additional relevant evidence.
Particle Theory and Chemical Reactions
KEY VOCABULARY
Diffuses
Particles
Particle theory
Atoms
Molecules
Elements
React
Reactant
Products
Flame
Flammable
Melt
Mixture
Proportion
Properties
Residue
Solution
Dissolves
Evaporate
Condense
Vapour
Vaporize
Crystal
Solidify
Thixotropic
Temperature
Endothermic
Exothermic
Valid
Reliable
Prediction
Hypothesis
Line of best fit
Line graph
Bar graph
Pictograph
Surface area
Rate of Reaction
Oxidation
Asphyxiate
Carbon dioxide
Hydrogen
Hydrochloric acid
Sulfuric acid
Ethanoic acid
Nitric Acid
Magnesium
Zinc
Iron
Combine
Celsius
Thermometer
KEY FACTS AND DEFINITIONS
Particles – The name given by scientists to atoms and molecules that make up
all solids, liquids and gases.
Atoms – the smallest unit of mass that has all the unique properties of the
element to which it belongs.
Molecules – 2 or more atoms chemically combined – i.e. cannot be separated
by physical means.
Element – a pure substance containing only one type of atom. There are
currently about 108 of them and are the basic building blocks of all matter
Chemical reaction – a process where one set of substances is transformed into
another.
Reversible change – A reversible chemical reaction is one where the products
can change back into the reactants.
Irreversible change – An irreversible chemical reaction is one where the
products cannot change back into the reactants.
Exothermic reaction – A chemical reaction in which thermal energy is emitted
into the surroundings and the temperature increases.
Endothermic reaction – A chemical reaction in which thermal energy is
absorbed from the surroundings and the temperature drops.
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Understanding the assessment focuses for science
The AFs for science describe the key elements of performance. They are linked to the National Curriculum programmes of study and
the level descriptions, and are designed give a detailed, analytic view of pupils’ attainment across all the key stages and in all areas
of science.
AF1 Thinking scientifically
AF1 contains the main criteria related to how pupils work with scientific ideas, models and evidence to understand and handle
knowledge of the subject. It includes criteria which recognise how scientific ideas and models develop through further evidence,
recognising the tentative nature of science as a discipline. Pupils work with scientific ideas, models and evidence themselves to
further their understanding, and recognise how scientific understanding as a whole develops in such a way.
AF2 Understanding the applications and implications of science
The focus of AF2 is linking specific scientific ideas to particular applications and scientific and technological developments, and
exploring how these developments can affect individuals, society and the world. It includes criteria related to the understanding of
various issues surrounding such developments, such as ethical or moral arguments, and also criteria related to the understanding
of the factors that can influence the development of science and technology. In addition there are criteria which relate to the
application of science in roles or jobs.
AF3 Communicating and collaborating in science
AF3 contains the main criteria related to how pupils construct and present evidence-based responses and arguments for particular
audiences, drawing on appropriate scientific language, mathematics, and scientific conventions and terminology. It also contains the
main criteria related to how pupils use and develop collaborative approaches to their own work, and understand and recognise the
advantages of the collaborative work of scientists.
AF4 Using investigative approaches
The focus of AF4 is how pupils ask questions, hypothesise, and develop appropriate and safe strategies and methodologies to collect
scientific evidence, through experimental or other means.
AF5 Working critically with evidence
AF5 involves criteria based on how pupils interpret and analyse data and other scientific evidence to identify outcomes and draw
conclusions using scientific knowledge and understanding. It also considers their ability to evaluate evidence, recognise limitations
and develop methodologies or other strategies to improve data or provide further evidence.
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
APP (ASSESSING PUPIL PROGRESS)
Opportunities for APP in this Unit
Assessment Foci
Explanation and Level Descriptors
AF 1
Thinking scientifically
AF 2
Understanding the
applications and implications
of science
AF 3
Communicating and
collaborating in science
AF 4
Using investigative
approaches
AF 5
Working critically with
evidence
Can use simple models to describe the difference between solids, liquids and gases.
2
Can use simple notation to represent basic chemical reactions.
4
Can make abstract ideas or models when describing processes
6
Can suggest a simple application of some of the experiments
2
Can identify aspects of chemistry used in specific jobs
4
Can explain in detail the applications of chemical reactions
6
Can represent data in a simple table
2
Can present data in more than one way
4
Can use appropriate graph / table to present and discuss data for specific experiment
6
Can follow instructions and handle basic equipment to complete investigation
2
Can use scientific terms to describe chemical reactions
4
Can make and record detailed sets of scientific measurements
6
Can suggest problems with some of the experimental procedure
2
Can identify ways of making the investigations fairer
4
Can suggest detailed ways of improving the data obtained from the experiments
6
PARTICLE THEORY– WEEK BY WEEK SUMMARY OF KEY CONCEPTS, OBJECTIVES,
INVESTIGATIONS AND EQUIPMENT
LIST OF THEORY LESSONS AND DEMONSTRATIONS
QCA UNIT REFERENCES & LINKS
4D: Solids, liquids and how they can be separated
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci4d/?view=get
Unit 5C: Gases around us
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci5c/?view=get
Unit 5D: Changing state
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci5d/?view=get
Unit 6C: More about dissolving
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci6c/?view=get
Unit 6D: Reversible and irreversible changes
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/sci6d/?view=get
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
INVESTIGATION FOCUS & HOW SCIENCE WORKS LEARNING OBJECTIVES
All through this term the focus is on recording and analysis of data from scientific investigations, looking specifically at obtaining
different types of scientific information, how to record it and ultimately how to analyse it.
INVESTIGATION AND DEMONSTRATION EQUIPMENT SHEET
Weeks 1 and 2
LESSON
DEMONSTRATIONS
Introduction to particle theory – atoms,
molecules and scientific models
INVESTIGATIONS
Evaporation and diffusion of essential
oils
Weeks 1 and 2
Day
Period
Year
Room
• Whoosh bottle!
KEY QUESTIONS & Investigation Ideas
that can be tested.
1. Does the cost of an essential
oil determine how quickly it
diffuses?
2. What might affect how quickly
a vapour / gas particles travel?
3. Were there any problems with
this investigation?
KEY CONCEPTS and LEARNING
OBJECTIVES
 Everything is made of tiny particles
called atoms and molecules.
 Because these particles are small
scientists use models to represent
them
 Solids, liquids and gases have particles
which have different separations due
to their inherent kinetic energy
 Be able to draw a particle diagram for a
solid, liquid and a gas.
HOW SCIENCE WORKS LEARNING
OBJECTIVES
 Liquids turn to gases by evaporation
and diffuse away into the atmosphere
 Using particle theory, explain that
diffusion is movement of particles
from a high concentration to a
low concentration
 There are often problems with
investigations and scientists need to
minimise these
 Enhance the skill of detecting
systematic errors from a wide range of
contributory factors
Practical Equipment
Whoosh Bottle – water bottle, safety screen, meter ruler, splint, matches, ethanol (40 ml)
Investigation : Evaporation and Diffusion of Perfumes / Aftershaves
Class Set (x 15) 4 different essential oils, pipettes, 4 x petri dishes, meter ruler, stopwatches, Sc1
Planning Sheets, access to sink and paper towels.
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Weeks 3 and 4
LESSON
DEMONSTRATIONS
Introduction to particle theory (II) –
solids, liquids and gases.
INVESTIGATIONS
Materials circus and a thixotropic
substance - custard powder.
• Sodium ethanoate stalagmite.
• Funny putty
KEY QUESTIONS & Investigation Ideas
that can be tested.
1.
2.
Weeks 3 and 4
On what basis are substances
classified as solids, liquids and
gases?
How could you make sure your
opinions / analysis are consistent
with other evidence?
KEY CONCEPTS and LEARNING
OBJECTIVES
 Classify materials in terms of properties
of solids, liquids and gases and justify
their classification
 Explain why some materials are difficult
to classify
 Generate descriptions of solids, liquids
and gases consistent with the evidence
and their scientific knowledge
 Learn the term thixotropic and give
examples.
HOW SCIENCE WORKS LEARNING
OBJECTIVES
 That materials can be classified as
solid, liquid or gas, but that some are
difficult to classify
 To evaluate their own theory in the
light of evidence
 It is essential to check that scientific
results / observations are RELIABLE by
checking other identical experiments.
Day
Practical Equipment
Demonstration 1 Funny putty - Science Museum Funny Putty, CD
Period
Demonstration 2 – Sodium Ethanoate Stalagmite
Year
Beaker (250 ml)
Measuring cylinder (25 ml)
Petri dish
Stirring rod
Bunsen burner, tripod and gauze
Access to a top-pan balance (accurate to 0.1 g is sufficient)
Sodium ethanoate-3-water (sodium acetate-3-water) (Low hazard), 125 g
Room
Investigation : Materials Circus + Thixotropic Substances
Class Circus Arrangement of the Following Materials - paper, sand, jelly, talc, toothpaste, tomato
sauce, blue tack, sponge, small blocks of metal, wood and glass
Class Set (x 15) ~ 100 ml custard / corn flour, 50 ml beaker, pipette, plastic washing up bowl, access
to water.
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Weeks 5 and 6
LESSON
DEMONSTRATIONS
Introduction to simple chemical
reactions (i) – reactions of metals with
acids
INVESTIGATIONS
Reacting metals with acids
• Elephant’s toothpaste
• Carbon dioxide trough
KEY CONCEPTS and LEARNING OBJECTIVES
 Learn the simple description of a
chemical reaction as REACTANTS reacting
to produce PRODUCTS and use this to
describe simple every day examples.
 Learn that metals react with acids to produce
hydrogen gas.
 Learn the squeaky pop test for hydrogen
 Learn the test for oxygen – relights a
glowing splint.
 Learn that carbon dioxide is a dense gas and
‘suffocates’ flame which is why it is used in
fire extinguishers.
KEY QUESTIONS & Investigation Ideas
that can be tested.
1. Is there a pattern to your
observations? How can you
tell?
2. Do you think all metals and acids
react the same way?
3. How can the data from
this experiment be
‘Valid’
4. How could you investigate your
theory / observations further?
HOW SCIENCE WORKS LEARNING
OBJECTIVES
 There are often ‘patterns’ in science
and these are important for making
scientific predictions to test.
 VALID data is obtained from
experiments where only one variable is
changed.
 Identify when chemical reactions
are occurring from a number of
observations such as colour
changes, temperature changes,
bubbles, changes of state, light,
sound.
Weeks 5 and 6
Practical Equipment
Day
Demonstration 1 – Elephants Toothpaste - latex gloves, hydrogen peroxide (H2O2), 2 x 100 ml
measuring cylinders, 1l measuring cylinder, washing up liquid, saturated potassium iodide (KI)
solution, bin bag, washing up bowl, food colouring
Period
Year
Room
Demonstration 2 – Carbon dioxide trough – sodium hydrogen carbonate (NaHCO3), vinegar, large
measuring cylinder / jug, clear-sided sloping candle trough, matches and 4 candles.
Investigation : Simple Chemical Reactions – Metals and Acids
Class Set (x 15) 4 x test tubes, bottles of 1 M hydrochloric acid (HCl), 1 M sulfuric acid (H2SO4),
0.1 M nitric acid (HNO3) and 1 M ethanoic (acetic) acid (CH3COOH), test tube rack, splints, safety
goggles, matches, strips of magnesium (Mg), pieces of zinc (Zn), copper (Cu), granular iron (Fe),
sieve
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Weeks 7 and 8
LESSON
DEMONSTRATIONS
Foaming endothermic reaction  Learn that chemical reactions often involve a
Citric acid + Sodium
change in temperature.
hydrogen carbonate +
 If the temperature increases the reaction is
powdered food dye.
EXOTHERMIC and if the temperature
decreases it is ENDOTHERMIC.
 Be able to state and explain a range of
exothermic and endothermic reactions.
Introduction to simple chemical
reactions (ii) - temperature
KEY QUESTIONS &
Investigation Ideas that can
be tested.
INVESTIGATIONS
Endothermic and exothermic reactions
– (possible data logging temperature)
Weeks 7 and 8
Day
Period
Year
Room
KEY CONCEPTS and LEARNING OBJECTIVES
1. Do chemical reactions
involve a change in
temperature? How can
you tell?
2. How can you make sure
data from an
investigation is
‘Reliable’.
HOW SCIENCE WORKS LEARNING OBJECTIVES
 You ensure results are RELIABLE by checking data
from other identical experiments.
 Develop the confidence to handle a range of
different chemicals in different forms
 Being able to accurately measure temperature
changes in a chemical reaction.
Practical Equipment
Demonstration 1 – Foaming Endothermic Reaction - Citric Acid (C6H8O7), sodium hydrogen
carbonate (NaHCO3), food colouring, 5 litre beaker, large plastic basin, 2 litre jug
Investigation : Energy Changes in Chemical Reactions
Class Set (x 15)
Polystyrene cup (expanded polystyrene)
Beaker (250 ml) in which to stand the polystyrene cup for support
Thermometer (–10°C to 110°C)
Measuring cylinder (10 ml), 2
Spatula
Absorbent paper + Access to the following solutions: (all at approx. 0.4 M concentration);
Copper(II) sulfate (Low hazard)
Hydrochloric acid (Low hazard)
Sodium hydrogen carbonate (Low hazard)
Sodium hydroxide (Irritant)
Sulfuric acid (Low hazard)
Access to the following solids
Magnesium ribbon (Highly flammable), cut into 3 cm lengths.
Magnesium chips (Highly flammable).
Citric acid (Irritant).
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Weeks 9 and 10
LESSON
DEMONSTRATIONS
Introduction to simple chemical
reactions (iii) – speed / rates of reaction
INVESTIGATIONS
Speed of chemical reactions with
rhubarb
Weeks 9 and 10
Day
Period
Year
Room
 Nails and water – rusting
 Ethanol flame
 Icing sugar tin explosion
KEY QUESTIONS &
Investigation Ideas that can
be tested.
1. Does the size of a
reactant have any effect
on the speed of a
chemical reaction?
2. How could you repeat
this experiment to make
it more precise?
KEY CONCEPTS and LEARNING OBJECTIVES
 Chemical reactions occur at a range of different
speeds.
 Give examples of slow, medium and fast reactions
e.g. – rusting, growth of organisms, fermentation,
and explosions
 The speed of chemical reactions is affected by
‘surface area’ – the greater the surface area the
faster the reaction.
HOW SCIENCE WORKS LEARNING OBJECTIVES
 Appreciate how errors may affect experimental
results through experimental procedures that
are difficult to undertake
 Develop the skill of being able to decide an end
point in a chemical reaction
 Develop the skill of handling chemicals safely.
Practical Equipment
Demonstration 1 – Rusting – Nail, beaker
Demonstration 2 –Ethanol fire – Small heat proof mat, methylated spirits, matches, tin lid, low
classroom lighting.
Demonstration 3 – Icing sugar tin explosion metal tin with lid, small funnel, rubber tubing, icing
sugar, tea-light candles, matches, heat proof mat.
Investigation : Speed of Chemical Reactions
Class Set (x 15)
Eye protection
Each working group will require:
3 x beakers (100 ml),
Measuring cylinder (50 ml)
Timer
White tile or piece of paper
Students will need access to:
Rhubarb stalks (frozen rhubarb also works if the pieces are long enough)
Knives, 4 to 6 per class (ordinary table knives are probably most appropriate.)
Acidified potassium manganate(VII) solution (Irritant)
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Empiribox Chemistry Scheme of Work – Particle Theory and Chemical Reactions
Weeks 11 and 12
LESSON
DEMONSTRATIONS
Introduction to simple chemical reactions • Disappearing plastic
(iv) – mass change
KEY CONCEPTS and LEARNING OBJECTIVES
 Learn that the term ‘Combustion’ – involves a
reaction with oxygen.
 Learn that when things react with oxygen the
products can be gases, solids or liquids.
 Some chemical reactions involve an increase in
mass and to be able to explain in simple terms
why this is using particle theory.
INVESTIGATIONS
Combustion of iron-wool and paper
KEY QUESTIONS &
Investigation Ideas that can
be tested.
1. When chemicals
undergo combustion
does their mass change?
2. What happens to the
mass of the iron after it is
burnt? Why?
3. What happens to the
mass of the paper after it
is burnt? Why?
HOW SCIENCE WORKS LEARNING OBJECTIVES
 Develop the skill of analysing the data from the
experiments
 Develop the skill of being able to carry out an
investigation with precision
 Develop an understanding about ‘reliability’ in
experimentation
 Develop the skill of being able to carry out a
combustion experiment safely.
Weeks 11 and 12
Practical Equipment
Day
Demonstration 1 – Disappearing Plastic – large tea mug, 50 ml acetone, expanded polystyrene
chips/blocks
Demonstration 2 – Burning Paper – mass balance, heatproof mat, tin lid, A4 paper, matches
Period
Year
Room
Investigation : Combustion
Class Set (x 15) 3 x 5 g portions of 001 grade fine iron wool, 9 V cell, 2 x small leadswith
small crocodile clips, 1 x metal tin lid / combustion tray
Class access to 4 x 0.01 g scale electronic mass balances.
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