BTEC Level 2 Applied Science
Assessment Resource Pack
Unit 1 C
hemistry and Our Earth
Unit overview
Credits: 5
Cert / Ex Cert / Dip
In this unit, learners will investigate the basics of chemistry that underpin material science. They will also
practice the associated skills that are in demand by the chemical industry.
As chemistry comprises the analysis and synthesis of chemical substances, learners will be expected
to understand the relationships between the chemical and physical properties of different atomic,
elemental and molecular substances. Also, learners will need to know how chemical substances can
aggregate as mixtures, or be joined up as compounds, in order to understand how to control chemical
reactions and chemical yields. For this latter point, learners will investigate practically how the chemical
industry uses the reaction rate factors to maximise the production of industrially important chemical
reactions.
All chemical compounds, whether new or established, are produced in some way by large-scale
production methods. Learners will have the opportunity to mimic some of these methods through
laboratory experiments. As this unit has an emphasis on the practical side, learners will begin to
understand how experimental data are collected and processed to develop the ideas and concepts of
Chemistry.
Learners will also be expected to develop their presentation and researching skills when tasked with
finding out the fine details of the topics in this unit. As such, there will be plenty of opportunities
for using different presentational media, such as posters, presentations, model-making and
photography.
Assignments for this unit
The following ready-made assignments are available in this Pack.
Assignment
Learning outcome
Assessment Summary
and grading
criteria
A1 What’s in
your rock
pool?
Chemical
substances
at the
seashore
LO1 Be able to
P1, M1, D1
investigate different
types of chemical
substances related to
their physical properties
Learners investigate different groupings
that elements can undergo as
monatomic and diatomic molecules,
compounds and mixtures.
Evidence: labelled pictures; poster;
drawings; written description
A2 How the
physical
properties of
substances
determine
their use in
everyday life
LO1 Be able to
P2, M2, D1
investigate different
types of chemical
substances related to
their physical properties
Learners investigate and record the
measurable physical properties of some
substances in the laboratory.
Evidence: practical invstigation;
internet research findings; written
report; drawings
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BTEC Level 2 Applied Science
Assessment Resource Pack
Unit 1 Chemistry and Our Earth
Assignment
Learning outcome
Assessment Summary
and grading
criteria
A3 The elements
of the
periodic
table
LO2 Be able to
investigate the
properties of elements
relating to their atomic
structure
P3, P4, M3,
M4, D2
The nature of an atom is explored in this
assignment. Learners investigate the
properties of electrons, neutrons and
protons and draw diagrams of atoms
and electron arrangements.
Evidence: drawings; written
descriptions; observation sheet
A4 How fast
is your
reaction?
LO3 Be able to
investigate the factors
involved in the rate of
chemical reactions
P5, M5, D3
This assignment explores the factors that
affect the rates of chemical reactions.
Learners carry out experiments to
investigate each of the four factors and
they then produce written reports.
Eveidence: results table; written
report
The Earth
LO4 Know the factors
and its
that are affecting
environment the Earth and its
environment
P6, P7, M6,
M7, D4
In this assignment learners find out how
human and natural activities are affecting
the Earth and its environment. They will
have to produce a newspaper report.
Evidence: newspaper article; poster;
pictures; presentation
A5
Assignment guidance for tutors
A1 What’s in your rock pool? Chemical substances at the
seashore  P1 M1 D1
Learners should already have a good idea about elements, molecules, compounds and mixtures
from KS3. Prior to starting this assignment you could consolidate learners’ knowledge by reminding
them of previous KS3 material. Learners could carry out some experiments or take part in teacher
demonstrations of the following examples: heating sulphur powder; heating iron filings; mixing iron
and sulphur together in a Petri dish and then separating them using a magnet; heating iron and sulphur
together; heating magnesium ribbon in oxygen gas.
They could also carry out experiments where compounds are broken down or mixtures are separated
into the original elements/compounds. For example, learners could heat copper carbonate powder
to give copper oxide and carbon dioxide. The copper oxide could be reacted with sulphuric acid to
give copper sulphate, which then could be broken down into copper by electrolysis of copper sulphate
solution using graphite electrodes. During each step of the above reactions the learners could be
shown the relevant chemical equations (word and symbol/formulae) and then they could construct
models of the chemical formulae of the compounds/elements/mixtures using modelling kits, sweets
and cocktail sticks, plasticene or some other appropriate material. This then should lead them into
drawing relevant diagrams of monatomic and diatomic elements, mixtures and compounds in order to
highlight the differences between them.
Advanced learners could be shown the chemical bonds in compounds like iron sulfide as compared
to the lack of chemical bonds in an iron/sulphur mixture. By building models of different compounds
and elements, for instance the magnesium metallic lattice, the magnesium oxide ionic lattice and the
oxygen small molecule structure, learners should appreciate that the size of these macromolecular and
small molecular structures has a bearing on the external properties that can be observed.
Further work using appropriate worksheets and websites like the BBC Bitesize KS3 Science should help to
consolidate their knowledge. See Useful resources on page 200.
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Unit 1 Chemistry and Our Earth
BTEC Level 2 Applied Science
Assessment Resource Pack
A2 How the physical properties of substances determine their use
in everyday life  P2 M2 D1
Learners should be familiar with some properties of materials in everyday use. For instance, they
probably all know that ice cream and chocolate will melt when the temperature is too high. They are
also probably familiar with the properties of metals versus non-metals and this would be a good place
to start. Let them examine the electrical conductivity of a variety of small samples of metallic and nonmetallic substances such as iron, copper, lead, aluminium, zinc, nickel, silver, polystyrene, glass, wood,
polythene, graphite etc using a simple electrical d.c. circuit and seeing which one lights up a bulb. A
discussion could then follow regarding which substance would be suitable for carrying electricity in an
electrical circuit and which would be suitable for insulating us from electricity.
Idea
A further investigation into the electrical conductivity of substances could explore which of the
metals examined would be most suitable for carrying electricity, given the parameters of the
metals such as cost of production and resistivity. This enables more able learners to understand why
copper is chosen over silver for use in electrical wires despite silver being a better conductor.
Idea
Further preparation could then involve experiments that examine other properties of substances,
such as: solubility in water and other solvents; indicative values of melting/boiling points, where the
learners just report whether a melting point is low or high; thermal conductivity using equipment
such as Ingenhousz’ conductometer. All these experiments should prepare the learners for the
assignment as well as further work using worksheets, websites and other appropriate teaching and
learning strategies.
A3 The elements of the periodic table 
P3 P4 M3 M4 D2
This assignment involves looking at two linked but distinct areas of chemistry: atomic structure and the
periodic table. Starting off with atomic structure, learners could make models of the simplest elements,
e.g. hydrogen, helium, carbon and oxygen, using different materials for the electrons (lentils), neutrons
(dried peas) and protons (kidney beans). This should lead to a discussion of how atoms are arranged;
the properties of electrons, neutrons and protons (relative mass and relative charge); atomic and
mass numbers; isotopes. Learners could then extend their models or just draw diagrams with relevant
descriptions of the isotopes of hydrogen, carbon and chlorine. Next learners need to look at electron
arrangements for the first 20 elements. This is probably best done by showing learners how to draw the
relevant electron configuration diagrams for 1 to 20 electrons and then describing the patterns in the
building up of these configurations. Now the periodic table (PT) can be looked at and the information
about atomic structure and electron arrangements studied previously can be linked to the information
about each element of the PT.
Ideas
You could show learners videoclips (Teachers TV; Brainiac) and your own demonstration of water
and the reactive Group 1 elements lithium, sodium, potassium, rubidium and caesium. Similarly,
the reactivity of Group 7 elements could be explored by class practicals and by videoclips where
halogen salts are tested against dilute and aqueous solutions of chlorine, bromine and iodine.
Videos of the reactivity of the Group 7 elements also exist at a number of websites.
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BTEC Level 2 Applied Science
Assessment Resource Pack
Unit 1 Chemistry and Our Earth
Once the learners have experienced the elements of Groups 1 and 7 practically they need to look
at why they exist as compounds and how their chemical behaviour is related to their electron
arrangements. They will need considerable teacher support to help them understand these
relationships. The use of diagrams, presentations, animations, appropriate websites (Doc Brown’s
Chemistry Clinic, BBC Bitesize Science etc) and relevant worksheets will be essential.
A4 How fast is your reaction? 
P5 M5 D3
For P5 in this assignment, learners have to carry out four different experiments about rates of reactions.
To prepare the learners, it is best to let them gain relevant experiences of different rates of reaction
experiments and practice ones similar to those in the assignment.
Ideas
Use diagrams, presentations, animations, appropriate websites (Doc Brown’s Chemistry Clinic; BBC
Bitesize Science etc) and relevant worksheets to support learners when looking at how the four
factors of temperature, concentration, surface area and use of a catalyst affect a chemical reaction.
This also applies when they have to analyse these factors to help explain how the yield of chemical
reactions is affected.
The experiments could be modified for your own use in a number of ways: they could be done
as teacher demonstrations where the learners measure the time of the reactions themselves with
stopclocks and then process the data themsleves; different chemical substances could be used eg
decompositon of hydrogen peroxide by manganese (IV) oxide at varying strengths of hydrogen
peroxide; different measurements methods could be used eg measuring loss of mass or by the
collection of a volume of a gas.
A5 The Earth and its environment 
P6 P7 M6 M7 D4
For this assignment learners study the human and natural activities that have affected the crust of the
Earth. The unit content lists the different relevant natural and human activities that affect the Earth and
its environment and the learners will need to report on at least two of each type of activity.
Ideas
Use videos (Teachers TV, Iain Stewart – Power of Planet, Tsunami), presentations, animations
(tectonic plates – University of Texas, physical geology, BBC Bitesize), websites (Doc Brown’s
Chemistry Clinic), worksheets, library books etc.
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Assignment front sheet
Qualification
Unit number and title
BTEC Level 2 Extended Certificate in Applied Science
Unit 1 Chemistry on Our Earth
Learner name
Assessor name
Date issued
Deadline
Submitted on
Assignment title
A1: What’s in your rock pool?
In this assessment you will have opportunities to provide evidence against the following criteria.
Indicate where the evidence can be found.
Criteria
To achieve the criteria the
reference evidence must show that the
learner is able to:
Task no.
Evidence
P1
Identify different types of chemical
substances
1
Poster with images and
information
M1
Describe the differences between
types of chemical substances
2
Notes with chemical
formulae
Submitted
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully
acknowledged.
Learner signature:
Date:
5
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Assignment brief
Qualification
BTEC Level 2 Extended Certificate in Applied Science
Unit number and title
Unit 1 Chemistry on Our Earth
Start date
Deadline
Assessor name
Assignment title
A1: What’s in your rock pool?
The purpose of this assignment is to: help you identify different types of chemical substances and to
explain the difference between them.
Scenario
You work in the Education Department of the
Information Centre at a local seaside town and
have been asked to set up a small exhibition to
tell children about ‘science on the seashore’.
Your exhibition will include samples taken from
the seashore that you have specifically chosen
so you can educate children about elements,
mixtures, compounds, atoms and molecules.
As part of your exhibition you will produce a
detailed information poster that explains all the
differences between elements, mixtures and
compounds, with lots of drawings to show how
the atoms are arranged in elements, compounds
and mixtures.
Your poster needs to be user-friendly and colourful to attract people to its content and its
information. The exhibition must cover the following substances found at the seashore: air, sea
water, white foam in waves, fresh water in clouds, rocks, pebbles and sand.
TASK 1 − What is it?
For your exhibition you need to write a list, draw and collect pictures of the substances you
are going to display (air, sea water, white foam in waves, fresh water in clouds, rocks,
pebbles and sand) with a detailed label to go alongside each picture.
Produce your pictures, labels and other information into a poster.
Guidance
For each of the labels and each substance you must identify:
 what elements are present in each substance
 what the symbol is for these elements
6
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Unit 1
Chemistry on Our Earth
BTEC Level 2 First Applied Science
Assessment Resource Pack
 if your substance is an element or compound or mixture
 if it is a solid, liquid or gas.
This provides evidence to for P1
TASK 2 − What’s the difference?
For the elements, mixtures and compounds in each of your substances (air, sea water, white foam in
waves, fresh water in clouds, rocks, pebbles and sand) you need to draw their chemical formulae (for
example KCl for potassium chloride) and structural formulae (i.e. the chemical diagram for potassium
chloride).
Guidance
Next to the drawings of the chemical formulae and structural formulae you need to describe the
differences between these elements, mixtures and compounds, making reference to your drawings of
these chemical formulae and structures.
This provides evidence to for M1
Sources of information
Task 1 and 2: Student Book pages 4 − 5 may be useful.
Your tutor will have a list of sources of information that you can use for this
assignment.
7
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Assignment front sheet
Qualification
Unit number and title
BTEC Level 2 Extended Certificate in Applied
Science
Unit 1 Chemistry on Our Earth
Learner name
Assessor name
Date issued
Deadline
Submitted on
1 December 2010
3 February 2011
1 February 2011
Assignment title
A2: How the physical properties of substances
determine their use in everyday life
In this assessment you will have opportunities to provide evidence against the following criteria.
Indicate where the evidence can be found.
Criteria
reference
P2
M2
D1
To achieve the criteria the evidence must Task no.
show that the learner is able to:
Evidence
Carry out a practical investigation into the
physical properties of chemicals
1
Recorded
results on Task
Sheet 1
Explain how the physical properties of
chemicals make them suitable for their uses
2
Report
Explain how the structure of different
chemicals affects their properties
3
Pictures
Report
Submitted
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully
acknowledged.
Learner signature: ……………………….. Date:……………………………………..
8
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Assignment brief
Qualification
BTEC Level 2 Extended Certificate in Applied Science
Unit number and title
Unit 1 Chemistry on Our Earth
Start date
1 December 2010
Deadline
3 February 2011
Assessor name
Thomas Lee
Assignment title
A2: How the physical properties of
substances determine their use in
everyday life
The purpose of this assignment is to: investigate and understand the physical properties of chemical
elements and how their structure affect their properties
Scenario
In order to correctly detect and identify unknown
substances found at a crime scene or at a pollution
spillage site or in the detection of substances
found in food or water supplies, analytical chemists
and forensic scientists need to be able to
understand the physical properties of ionic,
covalent and metallically bonded substances.
TASK 1 − Physical properties
Carry out a practical investigation, looking at some of the physical properties of some elements and
compounds. Follow Task Sheet 1 and record your results on this sheet.
This provides evidence to for P2
TASK 2 − Suits you!
Using a textbook or the internet, find out what the following chemical substances are used for in your
house or in industry:
●
copper
●
graphite
9
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Unit 1
Chemistry on Our Earth
●
poly(ethene)
●
glass
●
sodium chloride
●
sucrose
BTEC Level 2 First Applied Science
Assessment Resource Pack
Guidance
Using your knowledge of their physical properties that you obtained from the investigation in Task 1,
explain why the physical properties of these substances make them suitable for their use in the home
or in industry.
Write a report about these substances entitled ‘Chemical substances: their uses in the home’ on one
side of A4 plain paper.
This provides evidence to for M2
TASK 3 − Structures and properties
Using a textbook or the internet, research these chemical substances: graphite, sodium chloride,
copper. For each substance, find out the following physical properties:
●
melting point
●
boiling point
●
electrical conductivity
●
thermal conductivity
●
solubility in water/solubility in other substances.
Guidance
Draw a picture of the chemical structures of these substances and, using these pictures, explain how
the physical properties are related to their structures.
Write a report about the link between their structures and physical properties.
This provides evidence to for D1
Sources of information
Task 1: Student Book pages 8-9 may be useful.
Tasks 2 and 3: Student book pages 6-9 and 54-55 may be useful.
Your tutor will have a list of sources of information that you can use for this assignment.
10
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Task Sheet 1
1/6
Aims

Investigate the physical properties of some chemical substances.

Relate the results of their physical property to a use in the real world.

Produce accurate and reliable data on the physical properties of some substances.
a) Investigating electrical conductivity
Part 1 – solid state
Test each of the substances to find out if they conduct electricity in their normal physical
state (i.e. solid, liquid or gas).
You need to construct a circuit for testing for electrical conductivity.
Safety: Remember to wear safety glasses and to work safely.
Apparatus required
4 wires
1 battery of 3V or 4V
1 spatula
6 crocodile clips
1 bulb
11
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
2/6
Chemicals required
aluminium sheet
copper sheet
sodium chloride solid
sulphur solid
silicon dioxide solid
carbon (graphite)
glass
polythene
sucrose solid cube
wood
see Hazards for all chemicals
Running the activity
1
2
3
4
5
6
Collect all the apparatus.
Set up an electrical circuit by connecting one terminal of a battery to one of the terminals of a bulb
using a wire.
Attach another wire to the other terminal of the bulb and place a crocodile clip on the end.
To the other terminal of the battery attach a crocodile clip and a wire. At the end of this wire put
another crocodile clip.
These ‘free’ crocodile clips will be your testing area for the different substances.
Test each substance in turn and record your results in the results table at the end.
b) Investigating solubility
Apparatus required
1 spatula
1 100 cm3 beaker
stirring rod
50 cm3 water
12
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
3/6
Chemicals required
Small pieces of
Small amounts of
copper
sodium chloride
glass
sulphur
carbon (graphite)
silicon dioxide (quartz)
polythene
sucrose
see Hazards for all chemicals
Safety: Remember to wear safety glasses and to work safely.
Running the activity
1
2
3
4
Add a very small quantity of a substance to 50 cm3 of water in a 100 cm3 beaker.
Stir the contents and record if the substance dissolves (soluble) or not (insoluble).
Repeat with the other substances.
Record your result in the results table at the end.
c) Investigating electrical conductivity
Part 2 – in solution
You need to construct a circuit for testing for electrical conductivity as in a).
Apparatus required
3 wires
1 battery of 4V
1 bulb
1 spatula
4 crocodile clips
1 100 cm3 beaker
stirring rod
2 graphite electrodes
13
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
4/6
Chemicals required
All chemicals from b) that were soluble in water
Safety: Remember to wear safety glasses and to work safely.
Running the activity
1
2
3
4
5
6
Set up the electrical circuit you used in b).
Add a spatula full of a soluble substance from b) to 50 cm3 of water in a beaker.
Stir to dissolve.
When it has all dissolved, test the electrical conductivity by placing the ‘free’ crocodile clips into
the solution.
Repeat for the other soluble substances.
Record your results in the results table at the end.
d) Investigating the effect of heat
Apparatus required
1 spatula
7 test tubes
Bunsen burner
test tube rack
14
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
5/6
Chemicals required
aluminium pieces
copper pieces
sodium chloride
sulphur
silicon dioxide
carbon (graphite)
glass
polythene
see Hazards for all chemicals
Running the activity
1
2
Gently warm a very small quantity (one spatula size) of each substance in a test tube.
Observe and record any changes in state that occur.
Safety: Remember to wear safety glasses and to work safely.
Results
Substance
Test for
Electrical Conductivity: does
it conduct electricity?
Solubility – is it
soluble in water?
As solid
(soluble/insoluble)
In solution
Melting point?
(low/high)
sucrose
copper
sodium
chloride
sulphur
silicon
dioxide
graphite
glass
polythene
15
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Unit 1
Chemistry on Our Earth
BTEC Level 2 First Applied Science
Assessment Resource Pack
6/6
Analysing your results
Look at your table of results. Thinking about the properties of metals and non-metals:
a) Which of the substances you tested are metals?
b) Which of the substances you tested are non-metals?
16
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Assignment front sheet
Qualification
Unit number and title
BTEC Level 2 Extended Certificate in Applied
Science
Unit 1 Chemistry on Our Earth
Learner name
Assessor name
Date issued
Deadline
Submitted on
Assignment title
A3: The elements of the periodic table
In this assessment you will have opportunities to provide evidence against the following criteria.
Indicate where the evidence can be found.
Criteria
reference
To achieve the criteria the evidence
must show that the learner is able to:
Task no.
Evidence
P3
Describe atomic structures of elements
1–20, found in the periodic table
1, 2
Drawings
Written report
P4
Carry out an investigation into the
chemical properties of elements in
groups 1 and 7
3, 4
Observation sheet
M3
Describe the trends within the atomic
structure of groups 1 and 7 in the
periodic table
5
Written report
M4
Explain why the elements of groups 1
and 7 are mostly used in the form of
compounds
6
Written report
D2
Explain the trends in the chemical
behaviour of the elements of groups 1
and 7 in relation to their electronic
structure
7
Written report
Submitted
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully
acknowledged.
Learner signature:
Date:
17
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Unit 1
Chemistry on Our Earth
BTEC Level 2 First Applied Science
Assessment Resource Pack
Assignment brief
Qualification
BTEC Level 2 Extended Certificate in Applied Science
Unit number and
Unit 1 Chemistry on Our Earth
Start date
Deadline
Assessor name
Assignment title
A3: The elements of the periodic table
The purpose of this assignment is to: understand the atomic and electronic structure of elements and the
periodic table.
Scenario
You work as a forensic investigator for a company that
investigates crime scenes, sites of environmental
accidents and road traffic accidents. As a forensic
analytical chemist you need to be able to identify the
patterns and trends in the chemical elements of the
periodic table. It is important for you to understand
how reactive certain elements are and the properties
of their ionic, covalent and/or metallically bonded
substances. This helps when testing and analysing
materials found at these crime scenes, areas of
environmental pollution (rivers, seas, land and the
local atmosphere) or in the detection of substances
found in food or water supplies.
TASK 1 − Atomic structures
Using a periodic table to help you, draw diagrams of the atomic structures of hydrogen, helium, carbon,
oxygen and nitrogen atoms and describe the properties of the electrons, neutrons and protons present
in them, as well as their position in the atom. Using carbon as an example, describe what isotopes are
and the similarities and differences between the isotopes of carbon.
This provides evidence to for P3
TASK 2 − Electronic structures
Using the worksheet, describe the electronic structures of the following elements: hydrogen, helium,
lithium, beryllium, boron, carbon, nitrogen, oxygen, fluorine, neon, sodium, magnesium, aluminium,
silicon, phosphorus, sulphur, chlorine, argon, potassium, calcium. Follow Task Sheet 1 and record
your results on this sheet.
This provides evidence to for P3
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Unit 1
Chemistry on Our Earth
BTEC Level 2 First Applied Science
Assessment Resource Pack
TASK 3 − Group 1 elements
Investigate the chemical properties of the Group 1 elements by making relevant observations during a
practical demonstration of Group 1 elements. Follow Task Sheet 2 and record your results on this
sheet.
This provides evidence to for P4
TASK 4 − Group 7 elements
Investigate the chemical properties of the Group 7 elements by making relevant observations during a
practical demonstration of Group 7 elements. Follow Task Sheet 3 and record your results on this
sheet.
This provides evidence to for P4
TASK 5 − Patterns and trends
Using your knowledge of the atomic structures of the elements of Groups 1 and 7, describe the
following:
●
the patterns and trends in these atomic structures
●
the relationship between the position in the periodic table and the number of outer electrons
●
the electronic structure as you go down each group.
This provides evidence to for M3
TASK 6 − Useful compounds
Find out some uses for the elements of Groups 1 and 7. Find out at least five uses for compounds with
the elements of Groups 1 and 7 in them, for example sodium hydroxide and silver bromide. Look for
examples of these compounds in agriculture, X-ray photography and refrigerators.
Knowing what you do about the reactivity of Group 1 and 7 elements, explain why there are many more
uses for compounds containing Groups 1 and 7 elements than for just the elements on their own.
This provides evidence to for M4
TASK 7 − Explaining the trends
Using the experimental data you have obtained and the following data, explain the trends in the
chemical behaviour/properties of the elements of Groups 1 and 7 of the periodic table, with reference to
their electronic structure or arrangement. Follow Task Sheet 4 and record your results on this sheet.
This provides evidence to for D2
Sources of information
For all tasks in this assignment Student Book pages 10−11 may be useful.
Your tutor will have a list of sources of information that you can use for this assignment.
19
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Unit 1
Chemistry on Our Earth
BTEC Level 2 First Applied Science
Assessment Resource Pack
Task Sheet 1
1/1
Electronic structure
Fill in the correct number and arrangement of electrons for the following atoms:
20
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Chemistry on Our Earth
or sink?
BTEC Level 2 First Applied Science
Assessment Resource Pack
Lithium
or soft?
non-metal?
Unit 1
Group 1 elements observation sheet
Lithium
Sodium
Potassium
Rubidium
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Caesium
Reaction with
water
Float
Observations
Hard
Appearance
Metal or
Symbol
Name
1/1
Task Sheet 2
21
22
Name
Symbol
Colour
State at room
temperature
Where found?
Observations:
reaction with
iron
Observations:
reaction with
aluminium
Reaction with
water
Displacement
reaction
Chemistry on Our Earth
Group 7 elements observation sheet
Unit 1
1/1
Fluorine
Chlorine
Bromine
Iodine
BTEC Level 2 First Applied Science
Assessment Resource Pack
© Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
Task Sheet 3
Groups 1 and 7 elements of the periodic table
Using the experimental data you have obtained and the following data, explain the trends in the chemical behaviour/properties of the elements of
Groups 1 and 7 of the Periodic table, with reference to their electronic structure or arrangement.
Chemistry on Our Earth
1/1
Unit 1
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Task Sheet 4
Data on the Group 1 elements – the alkali metals
Name
symbol
Size of atom
(×10
Electron
arrangement
–12
)
Melting
point
Boiling
point
(ºC)
(ºC)
Density
Reaction with water
3
g/cm
Lithium
Li
152
2,1
181
1342
0.535
steady
Sodium
Na
185
2,8,1
98
880
0.971
vigorous
Potassium
K
227
2,8,8,1
63
760
0.862
violent + flame
Rubidium
Rb
247
2,8,8,18,1
39
688
1.530
very violent + flame
Caesium
Cs
265
2,8,8,18,18,1
28
679
1.873
extremely violent + explosion
Data on the Group 7 elements – the halogens
Symbol
Size of atom
(×10–12)
Electron
arrangement
Melting
point
Boiling
point
(ºC)
(ºC)
Density
Reaction with iron
3
g/cm
Fluorine
F
64
2.7
–219
–188
1.1
instantaneous, no heating needed
Chlorine
Cl
99
2.8.7
–101
–34
1.56
very quick, slight heating needed
Bromine
Br
114
2.8.18.7
–7
59
3.12
slow, heating to 500 ºC needed
Iodine
I
133
2.8.18.18.7
114
184
4.93
very slow,
heating to 700 ºC needed
BTEC Level 2 First Applied Science
Assessment Resource Pack
Name
23
Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Assignment front sheet
Qualification
Unit number and title
BTEC Level 2 Extended Certificate in Applied
Science
Unit 1 Chemistry on Our Earth
Learner name
Assessor name
Date issued
Deadline
Submitted on
Assignment title
A4: How fast is your reaction?
In this assessment you will have opportunities to provide evidence against the following criteria.
Indicate where the evidence can be found.
Criteria
reference
To achieve the criteria the evidence
must show that the learner is able to:
Task no.
Evidence
P5
Carry out an investigation to establish
how factors affect the rates of chemical
reactions
1, 2, 3, 4
Practical
report
M5
Explain how different factors affect the
rate of industrial reactions
5
Practical
report
D3
Analyse how different factors affect the
yield of industrial reactions
6
Written report
Submitted
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully
acknowledged.
Learner signature:
Date:
24
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Assignment brief
Qualification
BTEC Level 2 Extended Certificate in Applied Science
Unit number and title
Unit 1 Chemistry on Our Earth
Start date
Deadline
Assessor name
Assignment title
A4: How fast is your reaction?
The purpose of this assignment is to: help you explore the factors that affect the rates of chemical
reactions and carry out experiments to investigate each one of them.
Scenario
You work as a Manufacturing Industrial Chemist for a
large international company that makes its own range
of health and beauty products. Most of these products
are sold in the company’s retail outlets as well as in
supermarkets and smaller shops. Every year you
receive a number of Year 10 or Year 11 students for a
period of work experience and it is your job to teach
them about the products you make. To do this you will
need to tell them the following:
●
the chemical equations and chemical formulae for
making the products
●
the correct amounts needed
●
how you can change the speed and rate of each chemical
●
reaction by changing certain reaction conditions
●
how the company’s profits can be maximised by finding the best reaction conditions.
TASK 1 − Temperature and chemical reaction
Investigate the chemical reaction between sodium thiosulphate solution and dilute hydrochloric acid at
different temperatures. Follow Task Sheet 1 and record your results on this sheet.
This provides evidence to for P5
TASK 2 – Concentration and chemical reactions
Use the same reaction to investigate the changes in the rate of reaction using different concentrations
of sodium thiosulphate solution. Follow Task Sheet 2 and record your results on this sheet.
This provides evidence to for P5
25
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Unit 1
Chemistry on Our Earth
BTEC Level 2 First Applied Science
Assessment Resource Pack
TASK 3 – Catalysts and chemical reactions
Investigate the effects of different catalysts on a chemical reaction to show how different catalysts can
change the rate of a reaction. Follow Task Sheet 3 and record your results on this sheet.
This provides evidence to for P5
TASK 4 – Surface area and chemical reactions
Investigate the affects of surface area on the rate of the chemical reaction between hydrochloric acid
and limestone – a reaction that occurs when acid rain reacts with limestone buildings. Follow Task
Sheet 4 and record your results on this sheet.
This provides evidence to for P5
TASK 5 – Report
You are a chemist working for a chemical company that manufactures ammonia. You have been given
the task of lowering the cost of the Haber process by carrying out the reaction at 200 °C, 100 atm and
by using less catalyst. You have to write a report to your bosses explaining why this is not a good idea.
In your report you need to research the collision theory and how it explains the four main factors that
affect the rate of a reaction.
This provides evidence to for M5
TASK 6 – The Haber process
Research the Haber process, for the manufacture of ammonia, and find out how changes in pressure,
temperature and amount of catalyst affect the yield of the ammonia produced. Write a short report on
how these different factors affect the yield by:
●
writing down the equation for the Haber process in words and symbols
●
finding out the values of temperature and pressure that give certain yields
●
finding out the actual values of temperature and pressure used to achieve the best yield
●
analysing the % yield graph of ammonia produced and explaining why the actual reaction
conditions of temperature and pressure are chosen.
This provides evidence to for D3
Sources of information
Task 1: Student Book pages 22 − 23 may be useful
Task 2: Student Book pages 14 − 15 may be useful
Task 3: Student Book pages 22 − 23 may be useful
Task 4: Student Book pages 20 − 21 may be useful
Task 5: Student Book pages 24 − 25 may be useful
Task 6: Student Book pages 24− 25 may be useful
Your tutor will have a list of sources of information that you can use for this assignment.
26
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Task Sheet 1
1/2
Investigating the chemical reaction between sodium thiosulphate and hydrochloric acid
at different temperatures
Aim
To investigate how temperature affects the rate of a chemical reaction.
Safety notes
Wear safety goggles throughout the experiment; beware of spilling the hydrochloric acid and
sodium thiosulphate. Make sure there is plenty of ventilation when carrying out this
experiment.
Apparatus required
conical flask(100 cm3)
stop clock
paper with a black cross on it
measuring cylinders (10 cm3 and 100 cm3)
water bath
thermometer
beaker (100 cm3)
Bunsen burner
tripod
heat proof mat
gauze
Chemicals required
●
dilute hydrochloric acid
●
sodium thiosulphate solution(40 g/l)
Running the activity
1 Carry out a risk assessment.
2 Collect all the apparatus and chemicals required.
3 Put 50 ml of sodium thiosulphate solution into a conical flask at room temperature. Measure the
temperature and record it clearly in your results table.
4 Place the conical flask on top of the black cross (see diagram).
5 Carefully add 10 ml of dilute hydrochloric acid to the sodium thiosulphate and start the stop clock.
When the black cross can no longer be seen stop the stop clock. Record your result clearly in the
results table.
6 Repeat with fresh hydrochloric acid and sodium thiosulphate solution at room temperature,
cleaning the glassware before adding the liquids.
7 Now carry out this experiment at 30 °C by gently heating the two liquids. Once the correct
temperature has been achieved for both liquids add them together as described in step 5. Repeat
at 30 °C.
8 Repeat for the other temperatures in the table below.
27
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
2/2
Task 1 Diagram and apparatus
Results table
Temperature (°C)
Time of reaction
Average time
(s)
of reaction
1st go
2nd go
Rate of reaction (s–1)*
(s)
20 (room
temperature)
30
40
50
60
* 1/average time
Results analysis
1 Calculate the average time of reaction and rate of reaction for each temperature and put your
calculated values into the results table above.
2 Plot a graph of rate of reaction (y-axis) against temperature (x-axis).
3 Comment on what happens to the rate of reaction when the temperature is changed.
28
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Task Sheet 2
1/2
Investigating the chemical reaction between sodium thiosulphate and hydrochloric
acid at different concentrations
Aim
To investigate how the concentration of a reactant affects the rate of a chemical reaction.
Safety notes
Wear safety goggles throughout the experiment; beware of spilling the hydrochloric acid and
sodium thiosulphate. Make sure there is plenty of ventilation when carrying out this
experiment.
Apparatus required
conical flask(100 ml)
measuring cylinders (10 ml and 100 ml)
paper with a black cross on it
water bath
stop clock
beaker (100 ml)
Chemicals required
●
dilute hydrochloric acid
●
distilled water
●
sodium thiosulphate solution(40 g/l)
Running the activity
1
Collect all the apparatus and chemicals required.
2
Put 10 cm3 of sodium thiosulphate solution into a conical flask and 40 cm3 of distilled
water into a conical flask .
3
Place the conical flask on top of the black cross (see diagram).
4
Carefully add 10 ml of dilute hydrochloric acid to the sodium thiosulphate and start the
stop clock. When the black cross can no longer be seen, stop the stop clock. Record
your result clearly in the results table.
5
Repeat with fresh dilute hydrochloric acid, distilled water and sodium thiosulphate
solution, cleaning the glassware before adding the liquids.
7
Now carry out this experiment for the other concentrations and volumes as shown in the
results table.
29
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
2/2
Results table
Concentration
of sodium
thiosulphate
(g/l)
Volume of
sodium
thiosulphate
needed (ml)
Volume
of
distilled
water
needed
(ml)
Volume of
8
10
40
10
16
20
30
10
24
30
20
10
32
40
10
10
40
50
0
10
dilute
hydrochloric
acid needed
(ml)
Time of
reaction
(s)
1st
go
2nd
go
Average
time of
reaction
(s)
Rate of
reaction
(s–1)*
* 1/average time
Results analysis
1
Calculate the average time of reaction and rate of reaction for each concentration of
sodium thiosulphate and put your calculated results in the table above.
2
Plot a graph of rate of reaction (y-axis) against concentration (x-axis).
3
Comment on what happens to the rate of reaction when the concentration is changed.
30
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Task sheet 3
1/2
Investigating different catalysts for a chemical reaction
Aim
To investigate how a catalyst affects the rate of the chemical reaction between sodium
thiosulphate and iron (III) nitrate.
Safety notes
Wear safety goggles throughout the experiment.
Apparatus required
paper with a black cross on it
2 measuring cylinders (100 cm3)
stop clock
pipette
Chemicals required
●
sodium thiosulphate solution (15 g/l)
●
copper (II) sulphate solution (0.1 M)
●
nickel (II) sulphate solution (0.1 M)
●
cobalt (II) chloride solution (0.1 M)
●
iron (II) sulphate solution (0.1 M)
●
iron (III) nitrate solution (0.1 M)
Running the activity
1
2
3
4
5
6
7
Draw a cross on a piece of paper and put it underneath the 100 cm3 measuring cylinder so it can
be seen when looking down the cylinder.
Measure 50 cm3 of iron (III) nitrate solution.
Measure 50 cm3 of sodium thiosulphate solution.
Carefully pour the iron (III) nitrate solution into the sodium thiosulphate solution and start the stop
clock.
Look through the reaction mixture from above until the cross can just be seen.
When the cross is just seen, stop the stop clock and record the time.
Repeat this experiment but add one drop of Nickel (II) Sulphate catalyst to the sodium
thiosulphate solution before mixing. Test the other catalysts and complete the results table.
31
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
2/2
Results table
No catalyst
Nickel (II)
sulphate
Copper (II)
sulphate
Iron (II)
sulphate
Cobalt (II)
chloride
Time (s)
Results analysis
Explain which substance is the best catalyst for this chemical reaction, based on your
evidence.
32
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Task sheet 4
1/2
Investigating how the surface area of a chemical reactant affects the rate of a
chemical reaction
Aim
To investigate how changing the surface area of limestone affects the rate of the chemical
reaction between limestone and dilute acid.
Safety
Wear safety goggles throughout the experiment.
Apparatus required
stop clock
conical flasks (250 ml)
measuring cylinder (100 ml)
weighing scales
gas syringe
stopper and delivery tube
Chemicals required
●
limestone (powder, large and small chips)
●
dilute hydrochloric acid
Running the activity
1
2
3
4
5
6
Carry out a risk assessment and set up the equipment.
Measure out 50 ml of dilute hydrochloric acid and place into a conical flask.
Carefully measure out two spatulas of limestone chips (large).
Carefully place the large limestone chips into the hydrochloric acid in the conical flask, place the
stopper and delivery tube into the conical flask and start the stop clock.
Stop the stop clock when 100 ml of carbon dioxide gas has been collected in the gas syringe.
Repeat the experiment using the small limestone chips and then limestone powder.
33
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
2/2
Results table
Large limestone chips
Surface area
small
Small limestone
chips
medium
Limestone
powder
large
Time to produce
100 cm3 CO2 (s)
Results analysis
1
2
What is the relationship between surface area and time of the reaction?
What is the relationship between rate of this reaction and surface area?
34
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Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Assignment front sheet
Qualification
Unit number and title
BTEC Level 2 Extended Certificate in Applied
Science
Unit 1 Chemistry on Our Earth
Learner name
Assessor name
Date issued
Deadline
Submitted on
Assignment title
A5: Earth and its environment?
In this assessment you will have opportunities to provide evidence against the following criteria.
Indicate where the evidence can be found.
Criteria
reference
To achieve the criteria the evidence
must show that the learner is able to:
Task no.
Evidence
P6
Identify the human activities that are
affecting the Earth and its environment
1
Newspaper
article
P7
Identify natural factors that have
changed the surface and atmosphere of
the Earth
3
Poster with
images
M6
Describe how the choices humans make
have an effect on the Earth and its
environment
2
Specialist
magazine article
4
Presentation
Script
5
Report
M7
D4
Describe the ways that natural factors
have changed the surface and
atmosphere of the Earth over millions of
years
Explain possible solutions to the effect
humans have on the Earth and its
environment
Submitted
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully
acknowledged.
Learner signature: …………………………..
Date:…………………………………..
35
© Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
Unit 1
BTEC Level 2 First Applied Science
Assessment Resource Pack
Chemistry on Our Earth
Assignment brief
Qualification
BTEC Level 2 Extended Certificate in Applied Science
Unit number and title
Unit 1 Chemistry on Our Earth
Start date
Deadline
Assessor name
Assignment title
A5: Earth and its environment?
The purpose of this assignment is to: help you understand the relationship between human
activities and the effect they might have on our planet and its environment
Scenario
You work for the local newspaper and your task is to report on the
proposed new waste incinerator nearby to be built by a consortium
of businesses and the district council. The site chosen is a closed
down coal mine in an area that is badly in need of redevelopment.
Since the mine closed in the early 1990s local property developers
have bought the adjacent land and have built hundreds of new
houses, two new primary schools, a new health and social care clinic
and numerous playground facilities and other amenities for the
community. The building of the new incinerator will bring much
needed employment to the area but will also bring a number of
drawbacks, such as greater noise pollution as more lorries will be
travelling constantly to the incinerator, bringing waste to be disposed
of. It is your task to accurately report the facts about the proposed
new incinerator and the impact it will have on the local environment
and the economy.
TASK 1 − What are we doing to our planet?
Write a newspaper article identifying at least two activities that humans have carried out that have
affected the Earth and its environment. These two activities need to be grouped as ‘effects on land’, for
example the effect of coal-mining on the surrounding land and ‘effects of chemical processing,’ for
example how a waste incinerator effects the local environment (land and atmosphere).
Guidance
●
You also need to mention how humans benefit from the two activities you chose, as well as the
drawbacks and risks to humans.
This provides evidence for P6
36
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Unit 1
Chemistry on Our Earth
BTEC Level 2 First Applied Science
Assessment Resource Pack
TASK 2 − The effects of our choices
Extend your newspaper article from Task 1 by including a specialist ‘magazine insert’ that describes
exactly how these two activities affect the Earth and its environment.
In the scenario above, the local environment was possibly going to be blighted by having a waste
incinerator nearby.
●
What alternatives are there to a waste incinerator?
●
Would the alternatives be better or worse for the local environment?
●
If the alternatives were worse, what long-term solutions would there be for the local environment?
●
For the two human activities that you identified in Task 1 and then described above, what
alternatives are there?
●
Are these alternatives better or worse for the local environment?
Guidance
●
Using a textbook and the internet, describe how humans respond to the consequences of an
activity that affects the environment. For example, drilling for oil can cause an oil spillage.
●
In your description, include the choices that humans have when trying to fix an environmental
disaster and whether the environment is better or worse after the initial human response.
This provides evidence for M6
TASK 3 – Naturally damaging
In April 2010, the volcano Eyjafjallajokull in Iceland erupted, releasing millions of tones of dust and ash
into the atmosphere. The airspace over Europe was severely hampered and commercial aircraft were
grounded, leaving millions of people unable to travel.
●
Apart from volcanoes and also the effect they have on humans and were we live, what other
natural activities occur that affect us and the Earth?
Guidance
●
Design a poster identifying two ways in which natural factors, such as volcanoes and earthquakes,
have affected the Earth and its environment on land, sea and the atmosphere.
●
Include pictures of these two natural factors.
This provides evidence for P7
TASK 4 – Constant change
●
What causes volcanoes to erupt?
●
How long have volcanoes been around and how long can they erupt for?
● How have volcanoes affected the Earth since the Earth was formed?
Using websites, such as the BBC News Science and Environment and Doc Brown’s Chemistry Clinic,
find out what causes the two natural factors you chose in Task 3. Include information describing exactly
how these two natural factors have changed the Earth’s surface and atmosphere over the past millions
of years. Put all your information into a presentation and design a script of what you are going to say
about it.
This provides evidence for M7
37
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Unit 1
Chemistry on Our Earth
BTEC Level 2 First Applied Science
Assessment Resource Pack
Task 5 – Solving the problems
Humans have created many environmental problems, such as acid rain. Using your knowledge and the
information you have gathered whilst doing the previous tasks, explain how the effects of the following
activities on the environment may be reduced:
●
disposal of plastics
●
burning fossil fuels (which cause acid rain and global warming)
●
the use of pesticides in farming
This provides evidence for D4
Sources of information
Task 1: Student Book pages 28 − 29 may be useful
Task 2: Student Book pages 30 − 31 may be useful
Tasks 3 and 4: Student Book pages 26 − 27may be useful
Task 5: Student Book page 32 may be useful
Your tutor will have a list of sources of information that you can use for this
assignment.
38
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Unit 1 Chemistry and Our Earth
BTEC Level 2 Applied Science
Assessment Resource Pack
Sample learner work and assessor comments
Commentry for tutors
Sample learner work and assessor comments follow the assignment A4 How fast is your reaction?
(P5, M5 only). The P5 and M5 assessment and grading criteria for this assignment have been met.
This assignment is one of five which covers this unit. The other four assignments would need to be
completed before an overall unit grade is awarded.
The assignment brief includes observation tables but use observation record sheets or witness
statement sheets if needed.The length of time needed for this assignment and all its components
(carrying out the experiments, calculations, graph drawing, making comments/conclusions and writing
reports) is probably about three weeks depending on your learners.
In the example below, the learner satisfied the P5 criterion as all the experiments were performed by
him and observed by the assessor – the evidence being the completion of the observation tables.
The learner also achieved the M5 criterion as demonstrated an understanding of how the four main
factors affect the rate of chemical reactions and also mentioned how these factors affect an industrially
important reaction: manufacture of ammonia. The D3 criterion was not met in this case as there was no
evidence of an analysis of data pertaining to the actual reaction conditions used in industry linked to
any yield data.
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Unit 1 for marketing 1.indd 39
39
23/11/10 11:16:07
BTEC Level 2 Applied Science
Assessment Resource Pack
Unit 1 Chemistry and Our Earth
Sample learner work for A4 How fast is your reaction?
Tasks 1
Diagram and apparatus
Thermometer
Sodium thiosulfate
solution and dilute
hydrchloric acid
Sodium
thiosulfate
solution
Dilute
hydrchloric
acid
Beaker
Sodium thiosulfate
solution
Tripod
Bunsen burner
Conical flask viewed
from above
Results table
Temperature (°C)
Time of reaction
(seconds)
Average time Rate of reaction (s-1)
of reaction
1/average
(seconds)
20
1st go
21
2nd go
20
20.5
0.049
30
19
18
18.5
0.054
40
13
13
13.0
0.077
50
8
7
7.5
0.133
60
5
5
5.0
0.200
Assessor’s
comment:
Precision:
remember to use
at least 1dp all
the time
Assessor’s
comment: Nice
work! Part P5
achieved for this
experiment you
have carried out!
Results analysis – what to do
1 Calculate the average time of reaction and rate of reaction for each
temperature and put your calculated values into the results table above.
2 Plot a graph of rate of reaction (y –axis) against temperature (x –axis).
3 Comment on what happens to the rate of reaction when the temperature
is changed.
Assessor’s
comment:
Don’t forget to
extrapolate your
line
A graph to show the reaction between HCl and sodium thiosulfate
at different temperatures
Assessor’s Nice
graph – you have
remembered
to include axis
titles, a general
title and have
correctly plotted
your points. Your
comment about
the reaction is a
bit vague.
0.2
rate of reaction/s�1
0.175
0.15
0.125
0.1
0.75
0.5
0.25
0
0
10
20
30
40
50
60
80
temperature/°C
As the temperature increases the rate of reaction increases too.
40
100
Assessor’s
comment: Part
P5 achieved for
this part of the
experiment you
have carried out!
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Unit 1 for marketing 1.indd 40
23/11/10 11:16:09
BTEC Level 2 Applied Science
Assessment Resource Pack
Unit 1 Chemistry and Our Earth
Sample learner work for A4 How fast is your reaction?
Task 2
Volume
Concentration
of sodium
of sodium
thiosulfate
thiosulfate
needed
(g/l)
(ml)
Time of
reaction
(seconds)
Volume Volume of
hydrochloric
of
water acid needed
(ml)
needed
(ml)
Average
Time of
reaction
(seconds)
Rate of
reaction
(s-1)
[1/
average]
0.0075
1st
go
2nd
go
136
130
133
2.16
2.10
2.13
8
10
40
10
16
20
30
10
59
59
59
0.017
24
30
20
10
44
43
43.5
0.023
32
40
10
10
35
33
34
0.029
40
50
0
10
27
27
27
0.037
Assessor’s
comment: Don’t
forget to put your
results in units of
seconds
Results analysis – what to do
1 Calculate the average time of reaction and rate of reaction for each
concentration of sodium thiosulfate and put your calculated results
in the table above.
Assessor’s
comment: Part
P5 achieved for
this part of the
experiment you
have carried out
too!
2 Plot a graph of rate of reaction (y -axis) against concentration (x - axis)
3 Comment on what happens to the rate of reaction when the
concentration is changed.
A graph to show how concentration affects the rate of reaction
Assessor’s
comment: What
happened to
your comment?
What happens
to the rate of
reaction when
the concentration
of the sodium
thiosulfate is
changed?
0.04
rate of reaction/s�1
0.035
0.03
0.025
0.02
0.015
0.01
0.005
0
0
5
10
15
20
25
30
35
40
45
concentration of sodium thiosulphate g/l
As the concentration is increased so does the rate of reaction.
Assessor’s
comment:
Don’t forget to
extrapolate your
line – shouldn’t
this be a line of
best through the
origin?
Assessor’s comment: Nice graph again – you have remembered to include axis
titles, a general title and have correctly plotted your points. Your comment about the
reaction is a bit vague. What happens to the rate of the reaction as the concentration
is doubled? Does the rate also double? Can you see any patterns between the
concentration of the sodium thiosulfate and the rate of the reaction?
Part P5 achieved for this part of the experiment you have carried out!
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Unit 1 for marketing 1.indd 41
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BTEC Level 2 Applied Science
Assessment Resource Pack
Unit 1 Chemistry and Our Earth
Sample learner work for A4 How fast is your reaction?
Task 3
Assessor’s
comment: Watch
spelling – sulfate
Results table
No catalyst
Nickel (II)
sulphate
Copper (II)
sulphate
Iron (II)
sulphate
Cobalt (II)
chloride
71
52
10
42
59
Time (seconds)
Results analysis – what to do
Explain which substance is the best catalyst for this chemical reaction based
on your evidence?
The copper sulphate was the best catalyst because it was the quickest.
Task 4
Assessor’s
comment: Part
P5 achieved for
this part of the
experiment you
have carried out!
Results table
Large limestone chips
Small limestone chips
Limestone powder
Surface Area
small
medium
Large
Time
(seconds)
2137
1:45
1443
24:03
105
35:37
Results analysis – what to do
What is the relationship between surface area and time of the reaction?
What is the relationship between rate of this reaction and surface area?
The time of reaction goes down when the surface area is smaller
AS the surface area gats bigger the rate of reaction also gets bigger
Task 5
Haber process and rates of reaction report
Assessor’s comment:
Don’t forget to put
your results in units of
seconds!
Assessor’s
comment: Part P5
achieved for this part
of the experiment
you have carried out!
Haber process is a reversible reaction which is used in industries. Haber process is a reaction between
two gases. In this reaction a liquid called ammonia is produced by combining the two gases Nitrogen
(taken from the air because 78% is i the air) and hydrogen (taken from fossil fuels because it is found
in fossil fuels).
Nitrogen (N2)
Hydrogen (3H2)
Ammonia (2NH3)
In Haber process there are three conditions needed for the reaction to take place. The three conditions are:
1. Temperature – a high temperature can speed up the reaction in both ways but for this process high
temperature favours the backward reaction. However if the temperature is low the result will be
more product (ammonia) but at a lower rate, so there is a compromise made to it so the temperature
for this reaction is between 400-450°C.
42
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BTEC Level 2 Applied Science
Assessment Resource Pack
Unit 1 Chemistry and Our Earth
Sample learner work for A4 How fast is your reaction?
2. Pressure – a high pressure is useful for this experiment because it favours less number of
molecules (on the right side of the arrow) but it can be very expensive and dangerous. If the
pressure is too high it is too expensive so there is a compromise made to it so the pressure for
this reaction is 200 atm.
3. Catalyst – a iron catalyst in this case is needed to increase the rate of reaction for this process
because a lower temperature is used – if the temperature was too high no ammonia would be
made because the reaction for making ammonia favours a lower temperature.
If these temperature, pressure and catalyst are not used then ammonia will not
be made properly. If the Haber process is done at 200°C and 100 atm with less
catalyst then ammonia will not be made properly.
Assessor’s
comment: Part
M5 achieved for
this part of the
experiment.
Collision theory report
Temperature experiment:
From my experiment I have found that higher temperature means increase in the rate of reaction.
This is because at higher temperature the reactants have more energy so they collide quicker (move
faster). Collision is important in a reaction because it gives the results of products. More collision in
reactants produces more energy to collide so products are generated quickly.
Surface area experiment:
From my experiment I have found that a larger surface area means an increase in the rate of
reaction. This is because in a larger surface area the particals are able to collide more, where as in a
smaller surface area the particals don’t have enough room to collide.
Assessor’s
comment: Watch
your spelling –
paticals should
be particles;
collition should
be collision
Particals have more available
surface to collide with
Particals don’t have enough
surface area to collide with
Concentration experiment:
As the concentration increases, the rate of reaction increases. This is because an
increase in the concentration means more particals are colliding together so the rate of
reactions increases.
Less particals (less concentration) means less collition between the particals so the
rate of reaction slows down. More particals (more concentration) means more collition
between the particals so the rate of reaction increases.
Assessor’s
comment: Part
M5 achieved for
this part of the
experiment.
Catalyst experiment:
Catalyst is a substance which is added to a reaction to increase the rate. A catalyst doesn’t get used
up in the reaction and it can be gained back. From my reaction I have found
that some catalysts work faster than others.
Assessor’s
comment: Part
A reversible reaction can reach equilibrium. Equilibrium is simply when the rate of the
M5 achieved for
forward reaction is the same as the rate of backwards reaction. This can be changed
this part of the
experiment.
by the factors: temperature, surface area, pressure and concentration.
© Pearson Education Ltd 2011. This material is not copyright free. Copying permitted for purchasing institution only.
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Unit 1 Chemistry and Our Earth
BTEC Level 2 Applied Science
Assessment Resource Pack
Assessor’s comments
Qualification
BTEC Level 2 Applied Science
Unit number and title
Unit 1 Chemistry and Our Earth Learner name
Assignment title:
A4: How fast is your reaction?
Criteria
Assessor name
Winston Hastings
Michael Seymour
To achieve the criteria the evidence must show that the learner is able to:
Achieved?
P5
carry out an investigation to establish how factors affect the rates of chemical
reactions
Y
M5
explain how different factors affect the rate of industrial reactions
Y
D3
analyse how different factors affect the yield of industrial reactions
N
Learner feedback
I have really enjoyed completing this assignment because it gave me the chance to practice and
experiment with the reactions but in a way that was safe and controlled and I knew that I would get
conclusive results. I also enjoyed writing the report because it helped me show that I have understood
the reactions.
Assessor feedback
You have worked very well and have produced some very good work – well done!
All your experiments for P5 were carried out correctly and you measured and recorded the results
appropriately. Your calculations for the averages and the rates of reactions were also correct – don’t
forget to use the most appropriate precision in your calculations and in your results. Your graphs were
plotted correctly with the correct titles etc. Your two comments about rates of reaction were a bit
vague and I have suggested some ideas in the concentration experiment.
Your report for the M5 criterion was good. You included correct information about the Haber process
and the necessary reaction conditions used by the chemical industry. Your explanations about how the
four main factors affect the rate of a reaction were correct but a bit vague – you could have included
the information about the chemical substances reacting together for each factor and also used more
diagrams about particle theory for each case. Lastly, please be careful about your spelling.
To achieve the D3 criterion you need to mention specific reaction conditions used by the chemical
industry when making ammonia and how this is linked to the yields of ammonia produced.
Action plan
For D3:
Continue researching about the Haber process for the manufacture of ammonia by finding out the
following:
Values of temperature and pressure used for certain yields of ammonia produced
Graph of %yield ammonia produced that is used by a chemical company and explaining how this
influences the reaction conditions they use to produce ammonia
44
Assessor signature
Winston Hastings
Date
2 0 . 10 . 10
Learner signature
Michael Seymour
Date
20 . 10 . 10
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