Year 10 Chemistry TRIPLE Learning Cycle 5 Overview
How can chemical properties be analysed in industry?
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Are man-made metals more useful than pure metals?
Melted salt conducts electricity.
Diamonds conduct electricity.
Metals can change shape on their own.
Extracting metals is more expensive than recycling them.
Week 1
Line of enquiry 2:
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
How has instrumental analysis affected the chemical industry?
Instrumental analysis is slow.
Reactant masses can be used to find the formula of a compound.
Equations can be used to find masses.
All reactions produce 100% of the products.
Week 2
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Line of enquiry one: Are man-made metals more useful than pure metals?
Intentions for learning from AQA:
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Ionic compounds have regular structures (giant ionic lattices) in
which there are strong electrostatic forces in all directions
between oppositely charged ions. These compounds have high
melting points and high boiling points because of the large
amounts of energy needed to break the many strong bonds.
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When melted or dissolved in water, ionic compounds conduct
electricity because the ions are free to move and carry the
current.
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Atoms that share electrons can also form giant structures or
macromolecules. Diamond and graphite (forms of carbon) and
silicon dioxide (silica) are examples of giant covalent structures
(lattices) of atoms. All the atoms in these structures are linked
to other atoms by strong covalent bonds and so they have very
high melting points.
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In diamond, each carbon atom forms four covalent bonds with
other carbon atoms in a giant covalent structure, so diamond is
very hard.
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In graphite, each carbon atom bonds to three others, forming
layers. The layers are free to slide over each other because
there are no covalent bonds between the layers and so
graphite is soft and slippery.
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In graphite, one electron from each carbon atom is delocalised.
These delocalised electrons allow graphite to conduct heat and
electricity.
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Carbon can also form fullerenes with different numbers of
carbon atoms. Fullerenes can be used for drug delivery into the
body, in lubricants, as catalysts, and in nanotubes for
reinforcing materials, eg in tennis rackets.
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The elements in the central block of the periodic table are
known as transition metals. Like other metals they are good
conductors of heat and electricity and can be bent or
hammered into shape. They are useful as structural materials
and for making things that must allow heat or electricity to
pass through them easily.
Copper has properties that make it useful for electrical wiring
and plumbing.
Low density and resistance to corrosion make aluminium and
titanium useful metals.
Metals conduct heat and electricity because of the delocalised
electrons in their structures.
The layers of atoms in metals are able to slide over each other
and so metals can be bent and shaped.
Alloys are usually made from two or more different metals. The
different sized atoms of the metals distort the layers in the
structure, making it more difficult for them to slide over each
other and so make alloys harder than pure metals.
Shape memory alloys can return to their original shape after
being deformed, eg Nitinol used in dental braces.
Iron from the blast furnace contains about 96% iron. The
impurities make it brittle and so it has limited uses.
Most iron is converted into steels. Steels are alloys since they
are mixtures of iron with carbon. Some steels contain other
metals. Alloys can be designed to have properties for specific
uses. Low-carbon steels are easily shaped, high-carbon steels
are hard, and stainless steels are resistant to corrosion.
Most metals in everyday use are alloys. Pure copper, gold, iron
and aluminium are too soft for many uses and so are mixed
with small amounts of similar metals to make them harder for
everyday use.
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Ores contain enough metal to make it economical to extract
the metal. The economics of extraction may change over time.
Ores are mined and may be concentrated before the metal is
extracted and purified.
Unreactive metals such as gold are found in the Earth as the
metal itself but most metals are found as compounds that
require chemical reactions to extract the metal.
Metals that are less reactive than carbon can be extracted from
their oxides by reduction with carbon, for example iron oxide is
reduced in the blast furnace to make iron.
Metals that are more reactive than carbon, such as aluminium,
are extracted by electrolysis of molten compounds. The use of
large amounts of energy in the extraction of these metals
makes them expensive.
Copper can be extracted from copper-rich ores by heating the
ores in a furnace (smelting). The copper can be purified by
electrolysis. The supply of copper-rich ores is limited.
New ways of extracting copper from low-grade ores are being
researched to limit the environmental impact of traditional
mining. Copper can be extracted by phytomining, or by
bioleaching.
Copper can be obtained from solutions of copper salts by
electrolysis or by displacement using scrap iron.
Aluminium and titanium cannot be extracted from their oxides
by reduction with carbon. Current methods of extraction are
expensive because: ■ there are many stages in the processes ■
large amounts of energy are needed. j) We should recycle
metals because extracting them uses limited resources and is
expensive in terms of energy and effects on the environment.
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Lesson 1: Melted salts conducts electricity.
Lesson 2: Diamond conducts electricity.
Key words: lattice, electrostatic forces.
Key words: allotrope, van der Waals, fullerenes.
Learning Intentions:
Students should develop an understanding that:
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Ionic compounds have regular structures (giant ionic lattices) in which there are strong
electrostatic forces in all directions between oppositely charged ions. These compounds have high
melting points and high boiling points because of the large amounts of energy needed to break the
many strong bonds.
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When melted or dissolved in water, ionic compounds conduct electricity because the ions are free
to move and carry the current.
Learning Intentions:
Students should develop an understanding that:
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Atoms that share electrons can also form giant structures or macromolecules. Diamond and
graphite (forms of carbon) and silicon dioxide (silica) are examples of giant covalent structures
(lattices) of atoms. All the atoms in these structures are linked to other atoms by strong covalent
bonds and so they have very high melting points.
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In diamond, each carbon atom forms four covalent bonds with other carbon atoms in a giant
covalent structure, so diamond is very hard. In graphite, each carbon atom bonds to three others,
forming layers. The layers are free to slide over each other because there are no covalent bonds
between the layers and so graphite is soft and slippery.
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In graphite, one electron from each carbon atom is delocalised. These delocalised electrons allow
graphite to conduct heat and electricity.
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Carbon can also form fullerenes with different numbers of carbon atoms. Fullerenes can be used
for drug delivery into the body, in lubricants, as catalysts, and in nanotubes for reinforcing
materials, eg in tennis rackets.
Success Criteria:
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State the properties of ionic compounds
Describe and illustrate the structure of ionic compounds
Explain why ionic compounds conduct electricity.
Evaluate the hypothesis
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Peer assessment of exam questions on ionic structures and properties.
Success Criteria:
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Recall the term allotrope.
Illustrate and describe the bonding in diamond and graphite.
Describe the properties of the allotropes of carbon.
Explain why graphite conducts electricity and diamond does not.
Evaluate the hypothesis
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Self-assessment of exam questions on covalent structures.
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Lesson 3: Metals can change shape on their own.
Lesson 4: Extracting metals is more expensive than recycling them.
Key words: alloys.
Key words: Reduction, electrolysis, recycling, smelting,
Learning Intentions:
Students should develop an understanding that:
 Metals have many useful properties which make them useful as structural materials, for making
things which conduct heat and electricity and plumbing.
 Alloys contain a mixture of metal which make them harder than pure metals. Most everyday
metals are alloys. Shape memory alloys can return to their original shape after being deformed.
 Steel is an alloy of iron and carbon which can have specific properties for its use.
Learning Intentions:
Students should develop an understanding that:
 Metals which are more reactive than carbon are extracted by electrolysis of molten compounds,
which is very expensive.
 Metals which are less reactive than carbon are extracted by reduction with carbon.
 Extracting metals is more expensive in terms of energy and effects on the environment in
comparison to recycling.
 Copper can be extracted by phytomining, or by bioleaching as well as smelting.
Success Criteria:
 Recall properties of metals.
 Explain why metals conduct electricity.
 Explain why alloys are harder than pure metals.
 Evaluate the importance of using alloys in different industries.
 Evaluate the hypothesis
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Success Criteria:
 Describe the process of electrolysis and reduction.
 Explain the limitations with extracting aluminium, titanium and copper.
 Evaluate why extracting metals is more expensive than recycling.
 Evaluate the various methods of extracting copper from its ore.
 Evaluate the hypothesis
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Teacher assessed metal questions. Planned reach activity.
Details:
Act on teacher feedback.
Self-assessment of exam question.
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Line of enquiry two: How has instrumental analysis affected the chemical industry?
Intentions for learning from AQA GCSE specification:
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Elements and compounds can be detected and identified using instrumental methods. Instrumental methods are accurate, sensitive and rapid and are particularly useful when the
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amount of a sample is very small.
Chemical analysis can be used to identify additives in foods. Artificial colours can be detected and identified by paper chromatography.
Gas chromatography linked to mass spectroscopy (GC-MS) is an example of an instrumental method: ■ gas chromatography allows the separation of a mixture of compounds ■ the
time taken for a substance to travel through the column can be used to help identify the substance ■ the output from the gas chromatography column can be linked to a mass
spectrometer, which can be used to identify the substances leaving the end of the column ■ the mass spectrometer can also give the relative molecular mass of each of the
substances separated in the column.
The percentage of an element in a compound can be calculated from the relative mass of the element in the formula and the relative formula mass of the compound.
The empirical formula of a compound can be calculated from the masses or percentages of the elements in a compound.
The masses of reactants and products can be calculated from balanced symbol equations.
Even though no atoms are gained or lost in a chemical reaction, it is not always possible to obtain the calculated amount of a product because: ■ the reaction may not go to
completion because it is reversible ■ some of the product may be lost when it is separated from the reaction mixture ■ some of the reactants may react in ways different from the
expected reaction.
The amount of a product obtained is known as the yield. When compared with the maximum theoretical amount as a percentage, it is called the percentage yield.
In some chemical reactions, the products of the reaction can react to produce the original reactants. Such reactions are called reversible reactions and are represented: A + B  C
+ D For example: ammonium chloride  ammonia + hydrogen chloride
Lesson 5: Instrumental analysis is slow.
Lesson 6: Reactant masses can be used to find the formula of a compound.
Key words: gas-chromatography, mass spectrometry, chromatography.
Key words: relative mass, empirical formula, percentage mass
Mastery teaching
Learning Intentions:
Students should develop an understanding that:
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Elements and compounds can be detected and identified using instrumental methods.
Instrumental methods are accurate, sensitive and rapid and are particularly useful when the
amount of a sample is very small.
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Chemical analysis can be used to identify additives in foods. Artificial colours can be detected
and identified by paper chromatography.
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Gas chromatography linked to mass spectroscopy (GC-MS) is an example of an instrumental
method.
Success Criteria:
 Describe how artificial colours are identified.
 Explain how GC-MS works.
 Create instructions for GC-MS operation.
 Evaluate the hypothesis
Learning Intentions:
Students should develop an understanding that:
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The percentage of an element in a compound can be calculated from the relative
mass of the element in the formula and the relative formula mass of the compound.
The empirical formula of a compound can be calculated from the masses or
percentages of the elements in a compound.
Success Criteria:
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Recall the terms relative atomic mass and relative formula mass.
Calculate relative formula masses.
Calculate empirical formulas of various compounds.
Evaluate the hypothesis
Numeracy focus lesson
Numeracy focus lesson
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Peer assessed instructions for GC-MS using mark schemes.
Details:
Teacher assessed calculations.
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Lesson 8: All reactions produce 100% of the product.
Key words: actual yield, theoretical yield, reversible reaction.
Mastery teaching
Learning Intentions:
Students should develop an understanding that:
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The amount of a product obtained is known as the yield. When compared with the maximum theoretical amount as a percentage, it is called the percentage yield.
Even though no atoms are gained or lost in a chemical reaction, it is not always possible to obtain the calculated amount of a product because: ■ the reaction may not go to completion
because it is reversible ■ some of the product may be lost when it is separated from the reaction mixture ■ some of the reactants may react in ways different from the expected reaction.
In some chemical reactions, the products of the reaction can react to produce the original reactants. Such reactions are called reversible reactions and are represented: A + B C + D
For example: ammonium chloride  ammonia + hydrogen chloride.
Success Criteria:
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Calculate percentage yields of reactions.
Identify possible reasons for not obtaining 100% yield.
Explain why some reactions are reversible.
Evaluate the hypothesis
Numeracy focus lesson
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Self-assessed symbol equations and calculations. REACH activities planned for pupils to take autonomy over their work. Work through progressively harder calculations. Act on feedback.
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Practical Opportunities
Lesson
Practical
Opportunity
Demonstration/Experiment
Details
1
Conductivity of
ionic
compounds
Demo
Show how ionic
compounds can
conduct electricity
when dissolved.
Run through
needed/RA
completed?
No run through
needed, useful
precautions with
water and electricity.
2
Conductivity of
graphite
Demo
Show the
conductivity of
graphite and look
at why.
No run through
needed, useful
precautions with
electricity.
3
Shape change
alloys
Demo
Show how some
alloys will change
shape depending
on temperature.
4
Electrolysis
Experiment
Separate copper
sulphate in
solution using
electrolysis.
No run through
needed – just throw
the alloy into hot
water to get it to
return to its set shape.
No run through
needed, useful
precautions with
water and electricity.
5
Chromatography
Experiment
Separate the dyes
that ink are made
up of using
chromatography.
6
N/A
7
N/A
No run through
needed.
Materials Provided
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Salt
Water
Electric kit (battery, bulb,
wire, multimeter)
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100cm3 beaker
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Stirrer
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Carbon rods (Graphite)
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Electric kit (battery, bulb,
wire, multimeter)
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Molymods kits (to make
graphite and diamond)
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Hot water
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Kettle
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Shape change alloy already
set into a shape
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Water Trough
Per group:
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Copper sulphate or copper
chloride solution
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100cm3 beakers
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Carbon rods
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Electric kit (battery, wires)
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Water
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100cm3 beakers
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Chromatography paper
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Pens with water soluble
inks
Link for Practical
Year 10 Chemistry TRIPLE | Learning Cycle 3 | Medium Term Plan | Science 2015/16
Home learning
Balancing equation and mass from equations HL