AQA GCSE Science: C1a 1.1 Atoms, elements, compounds – can I explain these? AQA Specification Link • All substances are made of atoms. A substance that is made of only one sort of atom is called an element. There are about 100 different elements. Elements are shown in the periodic table. The groups contain elements with similar properties. • Atoms of each element are represented by a chemical symbol, e.g. O represents an atom of oxygen, Na represents an atom of sodium. • Atoms have a small central nucleus around which there are electrons. • When elements react, their atoms join with other atoms to form compounds. This involves giving, taking or sharing electrons and the atoms held together by chemical bonds. (No further knowledge of ions, ionic or covalent bonding is required for this unit.) Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn: • Special needs. Students could All Lesson structure use worksheets’ information • Elements are made of only Starter about elements and compounds. one type of atom. 5,4,3,2,1 – Ask students to list 5 solid elements, 4 metal elements, 3 non-metal They can cut these up and stick • Elements are shown in the elements, 2 gaseous elements at room temperature, and 1 liquid element at room them in their books in the correct periodic table. temperature. This task draws on the idea that most elements are solids at room sequence. Most temperature and most are metals. (10 minutes) • Learning styles • Symbols and formulae can Kinaesthetic: Handling different be used to represent Main – Teacher Exposition elements, some need to be in elements. • Some students may not have had the opportunity to handle elements, apart from sealed containers if they are metals that they use in their everyday life. Separate the class into groups of about 5 liquids, gases or hazardous. Some students. Give each group of students sealed samples of different elements. The Visual: Show the Interactive C1a • Atoms may bond to form students should then be instructed to order them in different ways. Each group can 1.1 ‘The Periodic Table’ on a compounds. feed-back to the class how they ordered the elements (possible orders include: state, large screen. Use it to highlight colour, metal/non-metal, hazard). Draw out from the students, using questions and differenct sections such as metals answers, that there is a finite number of elements – about 100. Challenge the students and non-metals. to think about how we get the infinite variety of materials in the world. This should Auditory: Playing the elements lead onto a discussion of compounds and bonding. – Show PT (e-science has a good song. Intrapersonal: Using example) information from the lesson and • Students often struggle with defining elements and compounds – explain in simple their personal experiences to terms relating back to work covered in SATS decide on their favourite element. The student should create a two-column (element, compound) table in their book. Interpersonal: Working in groups Different images representing elements and compounds and the definitions of these to sort the elements. two words, can then be given to the student to put into their table. • Homework. Students could find out a fascinating fact about an Get pupils to stick in Periodic Tables into their books element of their choice. Teacher explains thata single atom is made up of an atom – relate a He atom from PT • ICT link-up. Play the elements to a drawing of its structure (pupils don’t need to know about shells etc at this stage) song (this also has a flash animation): www. Pupil development privatehand.com/flash/elements.ht Pupils look at elements and try to group them ml Pupils stick in PT and identify some of the elements Pupils write definition of element and a compound and draw a diagram of a simple atom

Plenaries Code breaker – Ask the students to use the periodic table to decode this hidden message: Carbon, radon, carbon, potassium, thorium, einsteinium, yttrium, M, boron, oxygen, L, sulfur. (CRaCKThEsYMBOLS) (5 minutes) This could be extended by getting the students to write their own secret message. (10 minutes) Learning Outcomes Activities and extensions Most students should be able to: • Each student can be assigned a different element. They are • State a definition for elements. then given a piece of card to draw a diagram of that atom, • Recognise names, symbols and diagrams of elements or compounds. labelling the sub-atomic particles and a fascinating fact about • Label the sub-atomic structure of an atom, when the key words are given. that element. These cards can then be used to make a display in • Find symbols for elements in the periodic table. the classroom. • Describe briefly what a chemical bond is. • Mobiles of atoms can be created. A 5 cm diameter circle and a ring should be drawn onto a piece of card. The rings need to be Some students should also be able to: drawn so that the circle fits inside and a gap is left between • Give examples and draw diagrams to explain the difference between elements and them e.g. inner diameter of 13 cm and outer diameter of 15 cm. compounds. The student cuts out the template, and draws on sub-atomic ______particles, using colours to highlight the charges. They could be Equipment encouraged to find out an interesting fact and write it on Variety of elements in sealed glass containers – label of element on outside another piece of card (10cm_5cm). String and tape is then used Variety of compounds in sealed glass containers – label of compound on outside to join the fact to the ring (electron shell), the ring to the circle (nucleus) and that to the top part of the ring. Excess string Class set of Periodic Tables (KS4) and check teacher has glue sticks to stick into books should be available at the top to suspend the mobile. Note to be chemically correct, the students can only complete a mobile of H or He at this stage; to complete large atoms, additional rings need to be added. AQA GCSE Science: C1a 1.2 Limestone it really is very very useful! AQA Specification Link • The formula of a compound shows the number and type of atoms that are joined together to make the compound. • Limestone, containing the compound calcium carbonate (CaCO3), is quarried and can be used as a building material. • Calcium carbonate can be decomposed by heating (thermal decomposition) to make quicklime (calcium oxide) and carbon dioxide. • Limestone and its products have many uses, including slaked lime, mortar, cement, concrete and glass. Students should use their skills, knowledge and understanding of ‘How Science Works’: • to consider and evaluate the environmental, social and economic effects of exploiting limestone and producing building materials from it. Learning Teaching / Learning activities (including How Science Works) Teaching suggestions Obje • Special needs. Key-word bingo can ctive Lesson structure be used to reinforce the key words. Starter • Learning styles s • Characteristics – Ask the students to consider what the following substances have Kinaesthetic: Handling limestone, Students should learn: in common: limestone, marble, chalk and calcium carbonate. [They are all made up calcium carbonate, sand, mortar, ALL mainly of the same compound – calcium carbonate.] This task could be expanded to cement and glass to physically • Limestone is used to think about other groupings of these substances, e.g. chalk and limestone are compare the properties. make a variety of building sedimentary rocks, whereas marble is metamorphic and calcium carbonate is a pure Visual: Creating an A-map, the materials. compound, and not a mixture and therefore not a rock. (5 minutes) resulting diagram is a useful aid for Some visual learners. • Limestone can undergo Main – Teacher exposition Auditory: Giving feedback to other thermal decomposition Show the Powerpoint from e-science (page 140) – Limestone students about their work. and this is important to Intrapersonal: Assimilating making things from • Using the text book for information, students create an A-map to demonstrate how information to make their own A- limestone limestone can be used to create different building materials. They should select three map. colours. In the centre of the page, in one colour only, they should write the word Interpersonal: Looking at other ‘limestone’ and draw a small image that might help them to remember this word. students’ work and giving feedback. This colour is then not used again. The second colour then is used to create four long • Examiner’s tips. Recognise and wavy lines. understand the formulae of the compounds and the symbol equations. Following the contour of the line, they should write ‘formation, glass, cement, • ICT link-up. Excel can be used to thermal decomposition’ on separate lines, each including an image. The idea is then create pie charts to show the added to, with a third colour, again with wavy lines. Each line should contain key composition of different types of words or phrases to summarise that branch of thought, and include an image to help glass. See for example them remember. Encourage the students to complete one branch before moving to www.britglass.org.uk the next.

If this is to challenging use worksheet 10.4.18 important uses of limestone

There is a good video clip (20 mins) in Science Videos, follow this link – Limestone??

Either run through the spread 140/141 or • Often it is clear that students are confused about the scientific language, what it means and how it can be used. Students could write the key words (highlighted in the text) in their exercise book. They then need to summarise the explanation of that word to just one sentence. As an extension, they could be encouraged to use each of the key words in a sentence – possible H/W

Pupil development Pupils have a go at making own flow diagram or complete w/s 10.4.18 Pupils watch video Pupils Plenaries AfL (Assessment for Learning) – Ask students to look at and comment on other students’ A-maps. (10 minutes) or Play key-word bingo – The students should choose three of the following key words: ‘limestone, calcium carbonate, cement, concrete, glass, quicklime, calcium oxide, thermal decomposition, calcium oxide’. These can be written in the back of their exercise books, or on a pre-made bingo card that has spaces for the students to write in. Explain the word, and the student crosses it off (if they chose it). The first student to cross off all of the words may get a reward! (10 minutes) Learning Outcomes Activities and extensions Most students should be able to: • Flash cards of the key words could be created. Hold up • Recognise that limestone is a building material and state that it can also be used to make the key word, and a student tries to describe it to you, glass, cement and concrete without saying the word. • Write the formula of calcium carbonate. • As a data research piece, students could be encouraged to find out how Pyrex glass is different to soda glass. Some students should also be able to: • Students could be encouraged to find some old windows • Explain a use of thermal decomposition of limestone. and look closely at them to notice any differences between new and old glass. [Hopefully they will notice that the old Equipment glass is thicker at the bottom than the top, due to the glass having been pulled down by gravity over many years.] Worksheets • Students could find out where limestone comes from worksheet C1a 1.2 important uses of limestone x30 [quarrying]. The students could then detail positives and negatives about where quarries are sited. This can be extended to carry out a debate, with different students given the role of different interest groups presenting their character’s views on whether or not a quarry needs to be expanded in an area of outstanding natural beauty. • A PhotoPLUS resource, C1a 1.2 ‘Limestone’, is available to use on the GCSE Science CD. AQA GCSE Science: C1a 1..3 Thermal decomposing carbonates – which can be split? (if full invest will take 2 lessons) AQA Specification Link • No atoms are lost or made during a chemical reaction so the mass of the products equals the mass of the reactants and we can write balanced equations showing the atoms involved. • Carbonates of other metals decompose on heating in a similar way. • Atoms and symbols are used to represent and explain what is happening to the substances in chemical reactions. Learning Objectives Teaching / Learning activities (including How Science Works) Teaching Students should learn: Lesson structure suggestion All Starter s • Most metal carbonates will Recap – Ask students to recall: Gifted and talented. undergo thermal • The lab test for carbon dioxide. [Lime water turns cloudy.] These students could be decomposition. Demo eliciting ideas of what should happen (5 minutes) encouraged to make Most predictions about other Explain what thermal Main – Teacher exposition metal carbonates and decomposition is • Split the class into groups of two or three. Give each group two different types of carbonate how they would react. • Atoms are rearranged in a to study. Initially ask the students to look at them and describe their appearance. They can Students could be chemical reaction. then complete the thermal decomposition practical and record their results in an appropriate encouraged to use the Some table. Students could then share their results with other groups to obtain a full set of results. reactivity series to make • Conservation of mass occurs • Encourage students to attempt to write a general equation for the reaction. a more in depth in a chemical reaction. [metal carbonate→carbon dioxide + metal oxide] prediction. • You can carry out the practical as an investigation to see which carbonates decompose most • Learning styles easily when heated. Either use Sc1 KS3 planning sheet or work sheet C1a 1.3 from e- Kinaesthetic: science Completing the practical on metal This will introduce students to the parts of ‘How Science Works’ dealing with different types carbonates reacting with of variable, taking measurements and evaluating experimental design. For example, you acids. could ask ‘How can you time exactly when the lime water goes milky? Is it possible to make Visual: Observing the this consistent for each carbonate tested?’ Students could be encouraged to consider if the reaction and noting practical was a fair test, and how it could be improved. down their observations • Students should have been introduced to balancing equations in Year 9. However this skill in a table. remains problematic to many. Therefore, demonstrate balancing equations on the board and Auditory: Listening to give the students some examples to attempt themselves. They could also annotate what the teacher observations they would expect to note if they were doing the reaction. demonstrating how to • For students struggling with atoms being rearranged in a chemical reaction, molecular balance symbol model kits can be used. Using the molecular model kits, a model of a metal carbonate could equations. be made and put on the left of the table (reactant). Then carbon dioxide and the metal oxide Intrapersonal: Balancing can be made and put on the right of the table (products). Explain that atoms can’t be created symbol equations. or destroyed, only rearranged to make the actual products formed. Interpersonal: Evaluating and giving Use e-science Equations to further get over idea about equations feedback about experiments. Pupil Development • Homework. Give Pupils complete the investigation students some more Pupils write a general equation for the reactions observed symbol equations to balance. Plenaries • ICT link-up. Flexi- Chemical equations – Ask students to complete the following equations: (answers in cam, or a web cam, can brackets): be used to film the calcium carbonate→[calcium oxide+carbon dioxide] reactions and show [magnesium carbonate] →magnesium oxide+carbon dioxide them on an interactive [CuCO3] →CuO+CO2 whiteboard. Use the (5 minutes) Interactive, C1a 1.3 Summary – Ask the students to write down a summary of thermal decomposition of metal ‘Equations’ to find out carbonates, this should include a definition and general equation. (10 minutes) [For example, about balancing thermal decomposition is using heat to break down a substance. The general equation for the equations – available on thermal decomposition of a metal carbonate is: metal carbonate→metal oxide+carbon the GCSE Science CD. dioxide] Learning Outcomes Practical support Activities and Most students should be able to: Starter demo extensions • List examples of metal carbonates that react similarly to limestone, when they Limewater, straw and a testube • Give each group of are heated, and the general products that they make. Investigating carbonates students a molecular • Write word equations to describe thermal decomposition in a metal carbonate. Equipment and materials required model kit. Ask them to • Identify that mass is conserved during a chemical reaction. show you an oxygen Worksheet: C1a 1.3 9 (x30) or KS3 Sc1 atom (one red sphere), Some students should also be able to: planning sheet then a carbon atom (one • Detail thermal decomposition of metal carbonates, in a balanced symbol black sphere), then the equation. Boiling tube, bung with delivery tube, compound carbon spatula, test tube dioxide (two red spheres ______joined to one black samples of metal carbonates (e.g. calcium sphere). This activity DETAILS ABOUT PRACTICAL carbonate, sodium carbonate – irritant, can reinforce scientific Put about 1 spatula of a metal carbonate to be tested in a boiling tube. Clamp into potassium carbonate – harmful, language, and many position, and fit the bung and delivery tube. Half fill the test tube with lime water magnesium carbonate, zinc carbonate and other examples could be and place into the rack. Angle the end of the delivery tube into the test tube. copper carbonate – harmful); lime water – made for this subject Using the Bunsen burner heat the carbonate, and observe the lime water. If the irritant. spread. lime water goes cloudy, then carbon dioxide has been produced and thermal • Students could find decomposition has taken place. Repeat with other carbonates to compare results. An electric balance and measuring out one use for each of Wear eye protection throughout the practical and be aware that the boiling tube cylinders will be needed if the practical is the metal carbonates will still be hot when heating is ceased. Remove end of delivery tube from lime to be carried out as an investigation into studied in the lesson. water when heating is stopped to prevent ‘suck back’. the ease of thermal decomposition.

Safety: CLEAPSS Hazcards 61, 108, 26. Lime water – CLEAPSS Student Safety Sheet 32. When heated CaCO3 to make CaO – CaO is corrosive! AQA GCSE Science: C1a 1.4 Quicklime and slaked lime – what are these and why do I need to know about them? AQA Specification Link • Quicklime (calcium oxide) reacts with water to produce slaked lime (calcium hydroxide). • Limestone and its products have many uses, including slaked lime, mortar, cement and glass. • Atoms and symbols are used to represent and explain what is happening to the substances in chemical reactions. Learning Teaching / Learning activities (including How Science Works) Teaching suggestions Objectives Lesson structure • Special needs. Provide Students should learn: Starter diagrams of each stage of All Chemical formula – Ask students to look at the following formulae and find their chemical the limestone cycle, but in Describe the thermal and common names: the wrong order. Before decomposition of • CaCO3 [calcium carbonate, limestone/chalk/marble] students start the practical, limestone • CaO [calcium oxide, quicklime] they cut and stick these to most • Ca(OH)2 [calcium hydroxide, slaked lime/lime water when in solution] create a pictorial method. • What slaked lime is and • CO2 [carbon dioxide] (10 minutes) • Learning styles how it is produced. Kinaesthetic: Completing • The processes involved Main – Teacher exposition the practical to show the to make lime mortar. • Introduce the idea of a limestone cycle. Draw a brief outline of the cycle on the board or limestone cycle. use the animation C1a 1.4 ‘Quicklime and Slaked lime’ from e-science. Explain to the Visual: Completing a flow students that they are going to complete a number of experiments to follow the cycle. chart to summarise the Show pupils the worksheet Limestone cycle C1a 1.4 – relate to worksheet 10.4.18 important limestone cycle, the uses of limestone completed a few lessons before. resulting diagrams will help • Split the class into groups of two or three and ask each group to complete the practical – visual learners remember instruction on page 144 - Encourage students to note down any important observations and the complex steps. try to label the type of reaction occurring in each part of the cycle. Auditory: Playing Taboo with key words (where • Once the practical has been completed, or using the textbook for information, a students try to verbally comprehensive flow chart of labelled diagrams to show the limestone cycle completed as a explain a key word, without practical in a lab could be made. Higher attaining students may wish to add on balanced saying the forbidden symbol equations for each transition. vocabulary). Interpersonal: Generating Run through spread on page 144-5 symbol and word equations from observed reactions. Pupil Development Intrapersonal: Evaluating Pupils complete practical and can explain the steps to make quick and slaked lime and giving feedback about experiments. Plenaries • Homework. Ask students Can you spot Thermal decomposition? How can you tell – what rules can you apply? to draw a labelled diagram Write on board these equations, which is thermal decomposition? And do they need of a limekiln and write full balancing (higher) equations to demonstrate what is happening.

Mg + O2  MgO • ICT link-up. Search the CuCO3  CuO + CO2 web and show students N2 + H2  NH3 images of limekilns.

CaCO3  CaO + CO2 CH4 + O2  CO2 + H2O Learning Outcomes Practical support Activities and extensions Most students should be able to: Reactions of limestone • Students could find out how • Give an example of a use of slaked lime and Equipment and materials required parts of the limestone cycle are mortar. carried out in industry, e.g. • Describe the production of slaked lime in word Worksheet: C1a 1.4 x30 thermal decomposition of equations. Class set; limestone occurs in a limekiln. • Recall how mortar is made. two boiling tubes, fluted filter paper, filter funnel, glass rod, • Mortar is a mixture. Challenge test tube rack, calcium carbonate, dropping pipette, straw the students to find out why a Some students should also be able to: (clean) mixture is used [to improve the • Write a balanced symbol equation for the mortar’s properties] and what production of slaked lime. proportions of different materials • Give a balanced symbol equation for the Details are added to the cement to make production of mortar when reactants and products Place a piece of calcium carbonate onto the gauze, which mortar. Possible sources of are named. should be mounted on a tripod. Turn the Bunsen burner to a information are DIY shops. blue flame, and direct the tip of the blue cone onto a corner of • Gypsum is added to cement, ask the calcium carbonate. As the Bunsen burner will need to be the students to find out what it is directed at the calcium carbonate, it will need to be picked up [calcium sulfate, CaSO4] and why off the bench so extra care should to be taken. First calcium it is added [increases the setting carbonate will glow red/orange, then a whiter orange. Once part time]. of the material glows white for a few minutes, turn off the Bunsen. After heating, the thermally decomposed calcium carbonate holds its heat for a long period of time. Also the calcium products are all basic and should not be touched with hands. Using the tongs, transfer the product to a boiling tube, add a few drops of water and observe. Then add about a third of the boiling tube of water and shake gently. When water is added to the calcium oxide, it will often spit calcium hydroxide, so eye protection must be worn, and if the compound touches the skin it must be washed off immediately. Filter the mixture, and keep the filtrate (lime water – irritant). Carefully take a straw and submerge into the lime water and blow gently. The solution should turn cloudy, completing the limestone cycle.

Safety: CLEAPSS Hazcard 19. Lime water CLEAPSS Student Safety Sheet 32. When heated CaCO3 to make CaO – CaO is corrosive!

• Water is produced as steam. • Small particles of insoluble calcium carbonate are formed and are suspended in the solution. AQA GCSE Science: C1a 1.5 Cement, concrete and glass – without these we would be much colder (and Architecturally better off?) AQA Specification Link • Limestone and its products have many uses, including slaked lime, mortar, cement, concrete and glass. Students should use their skills, knowledge and understanding of ‘How Science Works’: • to evaluate the developments in using limestone, cement, concrete and glass as building materials, and their advantages and disadvantages over other materials. Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn: • Gifted and talented. These • How cement is made. Lesson structure students could be encouraged to • What is used to make Starter make predictions about the concrete. List – Ask students to list the properties of cement [opaque, hard], concrete [opaque, effect of different compositions • How glass is made. hard, can be load bearing i.e. strong] and glass [can be transparent or translucent, brittle, on the properties of cement and hard, semi-solid]. (5 minutes) mortar. SOME Anagrams – meetcn [cement], noteccre [concrete], Plantdor [Portland], sslag [glass], • Learning styles Environmental impact of a toneemils [limestone]. (5 minutes) Kinaesthetic: Students acting quarry on the environment out the storyboards that they Main – teacher exposition have created. (Lower ability • Using the textbook and everyday experiences, the students could create a table with students may need to have three columns labelled cement, concrete and glass. Each column should include the raw storyboards provided by the materials to make the product, a use and which properties make it suitable for that teacher, and they could particular use. This encourages students to evaluate which properties make a material fit improvise.) for each purpose. Visual: Trying to unscramble the anagrams written on the Run through the spread pages 146/7 and /or revisit Limestone video – uses board. Auditory: Listening to Possible extra activity: other students giving • For a more creative approach to this work, students could pretend to work for Portland presentations. Intrapersonal: museum and that they have been asked to design a historical/scientific museum display. Evaluating properties to ensure • Split the students into four groups: one is responsible for the historical development of that a limestone product is fit cement, glass and concrete; the other groups detail the properties, uses and outline the for a purpose. basic production for cement, concrete and mortar. They must design their part of the Interpersonal: Working in teams display including visuals/scripts. to create a museum display. • If they are to use speech/videos, then storyboards need to be produced. Also they need • Homework. Find out to produce a list of artefacts that they would like on display. examples of different types of • As an extension, the students could actually make their ideas and it could be used in the glass and their contents, e.g. classroom as an exhibit. soda-lime [65% sand, 13% sodium carbonate, 12% The environmental effects of a limestone quarry and its impacts on local communities limestone and 10% cullet/re- and I am exploring a possible extra lesson debate for this – have a look at this for cycled glass]. possibilities: • ICT link-up. Using the www.virtualquarry.co.uk Internet, look at the range history of cement making, e.g. Pupil Development www.castlecement.co.uk Pupils can describe the different/useful properties of the above materials Can explain simply how they are made from limestone Plenaries True or false – Read out these statements and ask if they’re true or false: • Lime mortar can set under water. [False] • The Roman method for making underwater mortar was used in the seventeenth century. [True] • Portland cement is a mixture. [True] • Recent developments in glass are allowing building innovations. [True] • Concrete is poor at resisting forces. [False] (5 minutes)

Learning Outcomes Practical support Activities and extensions Most students should be able to: POINTS • Encourage students to make • List some uses of cement and the materials needed to make it. their own glass-like substance • Describe how concrete is made and list the properties of this material. using borax. (See practical • Describe how glass is made and identify the materials needed to make it. support.) • Ask students to consider the Some students should also be able to: impact of this type of industry • Evaluate uses of cement, concrete and glass over other materials to do a in an area. Different students particular job. could be given characters (e.g. local resident, local councillor, Impact on the environment of a quarry local unemployed person, MP, cement company, local glass artist, etc.). They then could critically consider whether the character would be for or against the industry, and a debate could be held. AQA GCSE Science: C1a 1.6 Building materials- from old to new OPTINAL (EXTRA LESSON TO EXTEND PUPILS OR do summery questions on page 150/151 AQA Specification Link Students should use their skills, knowledge and understanding of ‘How Science Works’: • to evaluate the developments in using limestone, cement, concrete and glass as building materials, and their advantages and disadvantages over other materials. Teaching suggestions

Comparing building materials – Students need to develop an appreciation of the use of building materials and their development. You could give them a piece of A3 paper and ask them to fold it in half. On one side of the paper they could draw a diagram of an ancient house. This image could then be annotated with the building materials used. The second half of the page could be a drawing of a modern building, again annotated with the building materials. To extend the activity, the materials used in both diagrams could be underlined in blue, whereas ancient-only materials in yellow, and modern materials in red. Also, samples of the different building materials could be given to the students to allow them to be handled. An electronic resource, C1a 1.6 ‘What did people build with first’, from the GCSE Science CD can be used here. Spider diagram – Using the Student Book as a source of information, a spider diagram entitled ‘Building materials’ could be created. The students should be encouraged to detail the strengths and drawbacks of each material, stating if it is modern or ancient and giving an example of a use. Guess the material – Separate the class into groups of seven and give out a pack of cards. Each card should be like a name card for a party with one of the following words written on: stone, concrete, wood, glass, mortar, cement, plastic. The students should not look at their card they have been given, but secure it, so that it faces the rest of their group. They then must ask questions, to which the others can only answer, ‘yes/no’ in order to guess which material they are. Extension Makeover advice – Small groups could work on producing advice for a couple on how to makeover their house. This could then be acted out, or a magazine article prepared. Homework Timeline – Students could create a timeline, to show the advances in building materials. They could surf the Internet to print-off images to illustrate each building material. Learning styles Kinaesthetic: Handling different building materials. Visual: Drawing their own spider diagram that will aid visual learners to memorise this topic. Auditory: Listening to responses in ‘Guess the material’. Intrapersonal: Making the timeline. Interpersonal: Small groups working on producing advice for a makeover. Gifted and talented Groups of students could be given the task to design the next new advancement in building materials. They should produce a specification card, including its advantages, disadvantages, dimensions and an image. This activity is useful for all types of learners. Special needs A partially finished spider diagram could be provided. ICT link-up There are Internet sites that contain balanced views about limestone quarries, such as: www.bbc.co.uk/scotland/education/ int/geog/ limestone/people_bank. This could be used to allow a debate about limestone quarry sites. AQA GCSE Science: C1a 2.1 Extracting metals – for less reactive metals AQA Specification Link • Ores contain enough metal to make it economic to extract the metal and this changes over time. • 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 in carbon, for example iron oxide is reduced in the blast furnace to make iron. (Details of the blast furnace is not required.) Students should use their skills, knowledge and understanding of ‘How Science Works’: • to consider and evaluate the social, economic and environmental impacts of exploiting metal ores, of using metals and of recycling metals.

Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn: • Special needs. Ask these All Lesson structure students only to reduce one • Explain where metals are Starter metal ore, e.g. copper obtained from. Prediction – Show students samples of ores and ask them to guess the metal that they carbonate as copper is Most contain. This should help students see that ores are usually mixtures of compounds and do studied later on in the • Examples of how metals are not share the properties of the metals extracted from them. (10 minutes) specification. Reducing lots extracted from the Earth. of different ores will just Main – Teacher exposition confuse them. • Show students a selection of ores and explain that the metal is locked up in a compound, • Learning styles often an oxide. Ask the students to suggest how the metal could be released [through a Kinaesthetic: Lining up in chemical reaction, some might mention reduction]. – explain the basic process of quarry order of reactivity. crushreaction with carbon Visual: Observing reduction • Explain that carbon can be used to ‘displace’ the metal as long as carbon is more reactive of metal ores. than the metal you wish to extract. Auditory: Listening to • Ask the students to consult the reactivity series and suggest which metals could be answers in questions and extracted using this technique [e.g. zinc, iron, copper, lead] – can be projected from e- answers. Intrapersonal: science page 152/3 or in book page 153 Completing the sentences. Practical Interpersonal: Looking at • Students, in small groups, can extract a metal from its oxide. They should be encouraged different ores and to share their results and compare evidence collected by others. (This could be useful in discussing their helping to explain why different people observing the same event ‘see’ different things – composition. ‘How Science Works’.) • Homework. Find out the Use spread 152/3 to highlight the reactivity series of metals names of copper ore • Ask students to make a poster detailing the reactivity series in their books. [malachite], iron ore For higher pupils: [haematite] and gold ore On the poster, they could highlight which metals can be reduced using carbon and include [trick question, it is a native word equations for the metal oxide being reduced. metal]. • The native metals should also be detailed. At a later date, this poster could be re-visited and the metals that are electrolysed could also be added. • ICT link-up. There are some interactive exercises Pupil Development about metal extraction on: Pupils write a definition of an ore www.chemit.co.uk Do experiment Draw out reactivity series highlighting which metals are extracted by carbon

Plenaries Complete the sentences – Ask the students to complete the following sentences [suggested answers in brackets]: • Metal ores are rocks that . . . [contain enough metal to make it economic to extract]. • Gold, platinum and silver are . . . [native metals]. • Reduction reactions are used . . . [to remove oxygen from a metal oxide]. (5 minutes)

Learning Outcomes Practical support Activities and Most students should be able to: extensions • List examples of native metals and metals found in ores. Demo at start: • Ask students to find • Relate the method of extraction to the reactivity of a metal. Variety of ores, labelled with their name examples of different ores • Identify a reduction process from a description of a reaction. and which compound it is Equipment and materials required mainly made of, and so state Some students should also be able to: test tube tube plus test tube holders which metal is produced • Write a balanced equation to show the reduction of a metal oxide. evaporating dish, spatula, carbon powder, from it. crucible, 1mol/dm3 HCl – irritant), • Ask students to consider selection of metal oxides (e.g. copper oxide the environmental impact of – harmful, iron oxide, aluminium oxide) metal extraction (e.g. mining produces pollution; Safety: Wear eye protection, ventilate a greenhouse gas is room well, but use a fume cupboard if it produced during the is available. Acid is an irritant and hands reduction process). This should be washed after the practical. could be extended to CLEAPSS Hazcards 47, 26, 56. include a discussion about the social impact (e.g. local Details jobs, noise pollution) and Mix the metal oxide thoroughly with economic impact (e.g. carbon powder as a 1:1 ratio. Put the increase in local tax mixture into a test tube (or crucible secured payment, a lot of mining is in a pipe-clay triangle) and heat strongly in completed by international a blue Bunsen flame. Allow cooling and companies and the money observe to see metal pieces. The pieces can often goes outside the be washed, and almost ‘pan’ for the pure mining country’s economy). metal. Alternately, if the reduced metal This is useful for would react with acid e.g. magnesium, add introducing the societal acid and, if fizzing occurs, then the metal aspects of ‘How Science was produced. Heating magnesium oxide Works’. with carbon will prove negative – no fizzing. Allow the mixture to cool before adding dilute acid. The carbon is more reactive than copper (or lead) so it can reduce the metal oxide, leaving the metal element: copper oxide + carbon →copper + carbon dioxide 2CuO + C→2Cu + CO2 AQA GCSE Science: C1a 2.2 Extracting iron – the classic basic extraction method! AQA Specification Link • Metals that are less reactive than carbon can be extracted from oxides by reduction with carbon, for example iron oxide is reduced in the blast furnace to make iron. (Details of the blast furnace are not required). Students should use their skills, knowledge and understanding of ‘How Science Works’: • to consider and evaluate the social, economic and environmental impacts of exploiting metal ores, of using metals and of recycling metals. Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn: • Special needs. These students • That metals less reactive Lesson structure would probably benefit from than carbon can be extracted Starter making a model blast furnace. by reducing their oxides. Chemical equation – Ask students to look at the following equation and decide which This could be made using • That iron is extracted in a substance is being oxidised and which is reduced and say how they decided: cardboard boxes and paint. blast furnace. iron oxide+carbon monoxide→  iron+carbon dioxide Velcro can be used to attach [Iron oxide is being reduced, as it loses oxygen; whereas carbon monoxide is being labels to different parts of the oxidised, as it gains oxygen.] (5 minutes) model. Chemical formulae – Ask students to find the chemical names of: • Learning styles • Fe2O3 [iron oxide/haematite] Kinaesthetic: Making a mind

• CaCO3 [calcium carbonate/limestone] map (using the cards will appeal • C [carbon/coke] (5 minutes) to kinaesthetic learners). Also they might find that, as the mind Main – Teacher expostion map develops, they may need to • Studying the blast furnace introduces a lot of new words and ideas. However, stress change the positions of some the reduction of iron oxide in the furnace and the role of carbon (as no details of the key words as they become blast furnace itself are required). fundamental in the diagram. Give out worksheet of the ’Blast Furnace’- 10.9.9a to be labelled up using the Visual: Watching a video on book for help metal extraction. Auditory: Listening to • Often the scale of industrial chemistry is difficult to bring into the classroom, but feedback. Intrapersonal: video clip helps. Students could watch a video on iron production, use video from clips Completing the paragraph. in Science Videos – extraction of metals???? Interpersonal: Giving feedback • Then the students could interpret information from the textbook pages 154/5 to other students on their mind and video to create a flow chart to summarise the chemical reactions involved in the map. reduction of iron ore to create iron. • Homework. Create a poster on the blast furnace. Pupil Development • ICT link-up. See how iron Pupils label diagram of the blast furnace was and is extracted in the blast Pupils explain the extraction process furnace game at: http://www.bbc.co.uk/history/ga Plenaries mes/ blast/blast.shtml or ask AfL (Assessment for Learning) – Ask students to view another group’s mind-map students to search and comment on their map. (See Activity and Extension ideas.) (10 minutes) www.bbc.co.uk for the game. Complete a prose – Ask students to complete the paragraph: A [blast] furnace is used to reduce [iron ore (haematite)]. The solid raw materials are iron ore, [limestone] and [coke]. Coke is first [oxidised] to carbon monoxide, and this gas [reduces] the iron ore. Limestone is added to remove the [impurities] and makes [slag], which is used as [road] making material and breezeblocks. (10 minutes) Learning Outcomes Activities and extensions Most students should be able to: • Students could research the historical development of the blast furnace. • State that iron(III) oxide and coke are used in the blast furnace. • Students could compare and contrast the reduction of iron ore and tungsten • Explain, in terms of word equations the reduction of iron ore in a blast ore/zinc ore (which are also reduced using carbon). furnace. • Students could colour in a map of the world to represent the production of iron. They could use a darker colour for a high tonnage of iron produced per Some students should also be able to: annum. • Explain, in terms of a balanced symbol equation, the reduction of • Students could make their own model blast furnace. iron(III) oxide in a blast furnace by carbon. • Students often compartmentalise information, so mind maps help them to make links. Make cards 7cm by 3cm with key words: blast furnace, limestone, ______coke, haematite, calcium carbonate, carbon, iron oxide, hot air, reduction, ______oxidation, slag, impurities, iron, carbon dioxide, carbon monoxide. Split the class into groups, and give them felt pens, a pack of key words and some Blu- Practical equipment Tack. The students should then work as a team to produce a mind map. They should stick a key word onto the sheet, then select another key word. This Worksheets C1a2.2a and C1a2.2b becomes the first and last word of a sentence, which the students should then connect with an arrow and write onto the arrows to create the sentence. Each word can be connected to as many words as relevant.

AQA GCSE Science: C1a 2.3 Properties of iron and steels – why are they so useful and STRONG AQA Specification Link • Iron from the blast furnace contains about 96% iron. The impurities make it brittle and so it has limited uses. • Removing all impurities would produce pure iron. Pure iron has a regular arrangement of atoms, with layers that can slide over each other, and so is soft and easily shaped, but too soft for many uses. • Most iron is converted into steels. Steels are alloys, since they are mixtures of iron with carbon and other metals. The different sized atoms distort the layers in the structure of the pure metal, making it more difficult for them to slide over each other, and so alloys are harder. 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. Students should use their skills, knowledge and understanding of ‘How Science Works’: • to explain how the properties of alloys (but not smart alloys) are related to models of their structures. Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn: • Gifted and talented. Ask all Lesson structure students to find out the • The properties of a typical Starter compositions of different metal and wht pig iron is and List – Ask students to list as many properties of iron as they can think of, and one use that steels and then to identify a how this limits its usefulness. draws specifically on that property [e.g. conductor of heat – saucepans; malleable – pattern in composition and Most sculptures]. (5minutes) properties. • That iron can be alloyed to • Learning styles make it more useful. Main – Teacher exposition Kinaesthetic: Making model Some Explain that iron out of the blast furnace is very soft and brittle (pig iron metal structures from Can explain different alloys in because it was shaped like ‘pigs’ from the blast furnace) polystyrene balls and Blu- terms of their structure and Quick practical where pupils can investigate the properties of metals – Tack. how this effects their Pupils can handle a block of metal to discuss its properties – can they Visual: Demonstrating the properties different compositions of identify these with the ones discussed in the starter? steel in a recipe book format. Explain the basic bonding of a metal (as the diagram on page 156) and Auditory: Explaining metal this can be a demo with a tray and marbles properties using the soap Explain idea that Steel in a hammer is an alloy– metal and a mixture of bubble model. other elements and how the carbon effects its strength. – use e-science Interpersonal: Working in a animation properties of iron and steel from pages 156/7 group looking at a bubble raft. Intrapersonal: Work through worksheet C1a 2.3 ‘how does structure effect Reflecting on the variety of uses for different steels. hardness’ • Homework. Ask the students to list the Either work through spread page 154/5 and answer Q’s or make a table of properties that both iron and the different types of steel, their metals and properties steel share and then to list the desirable properties that Extension make steel more useful than • Students need to appreciate that different proportions of constituents are used to make iron. steels with a great variety of properties Ask students to create a recipe card for making steel, include variations at the bottom of the card, to make different types of steel. You need to follow a recipe to get a repeatable result. Possible H/W • Ask students to create a (• You could develop the concept of alloys by testing the suitability of different metal wires ‘lonely hearts’ column for in making springs. Students can coil the wires into springs then test with slotted masses. each type of steel. More Their investigations can provide data to plot extension against load graphs and to artistic students could determine when elastic limit is exceeded. This can address any of the investigative aspects create the articles and a of How Science Works. – WOULD NEED TO BE ORDERED!) display could be made.

Pupil Development Pupils discuss/write down the properties of a typical metal Pupils can explain these properties in terms of the metallic bonding and • ICT link-up. A number of how an alloy has different atoms to change the properties resources are available from the Corus Group: Plenaries www.coruseducation.com True or false? – Give each student a red and a green card. If the students think a statement and other iron and steel is true, they hold up the green card; if they think it is false, they hold up the red card. Ask industry web sites. them these true/false statements: • Steel is a mixture. [True] • All steels contain cobalt. [False] • Stainless steels are expensive. [True] • Stainless steels rust because they contain iron. [False] • The chemical formula for steel is St. [False] (5 minutes) Learning Outcomes Practical support Activities and Most students should be able to: extensions • List the properties of iron produced from the • Ask students to find out blast furnace. Class Practical about BOC steel production • Explain why steels are produced. Variety of metals that pupils can handle and draw a labelled diagram Worksheet C1a 2.3 x30 of the vessel needed to Some students should also be able to: make steel. • Explain why alloying changes the properties of a pure metal in terms of its structure. Demo of metalic bonding • Give examples of different types of steels, Hammer – to demo strength of an alloy their chemical content and how their Tray with rubber mat with marbles – each marble represents an atom show properties differ. how they can move to change (Some teachers may ask for wires and masses for practical Sc1 in SOW above) AQA GCSE Science: C1a 2.4 Alloys in everyday use – WHAT MAKES THEM SO USEFUL? AQA Specification Link • Many metals in everyday use are alloys. Pure copper, gold 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. • Smart alloys can return to their original shape after being deformed. Students should use their skills, knowledge and understanding of ‘How Science Works’: • to evaluate the benefits, drawbacks and risks of using metals as structural materials and as smart materials.

Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn: • Special needs. The metals all Lesson structure and alloys listed in the text • Alloys are more useful than Starter could be provided on pure metals. Listing – Ask the students to look into the Student Book and make two lists: one of all the separate cards. Students Most metals listed and one of all the alloys. [Metals – copper, tin, zinc, gold, aluminium, iron could physically sort them Explain why alloys are used and silver. Alloys – bronze, brass and shape memory alloys (SMAs).] (5–10 minutes) into two groups and then AND THEIR PROPERTIES copy them into their book. • Smart alloys are shape- Main – Teacher exposition • Learning styles memory metals. Kinaesthetic: Passing RUN THROUGH SPREAD AND ANSWER q’S OR around the paper and • Many different alloys exist, but the students need to focus on specific types. Split the unfolding it in the game class into three groups. Each group is going to become the ‘experts’ on a different part of ‘consequences’ (this will this spread: appeal to kinaesthetic – Copper and its alloys learners). – Gold, aluminium and their alloys Visual: Observing the – SMAs. comedy spoon. • Each group should produce an A5 set of notes about their topic, and a puzzle to check Auditory: Listening to that the class have understood their work. They could also create a small presentation on presentations from other the topic, maybe using PowerPoint®. students. • In the following lesson, each group could deliver their presentation and their handout can Intrapersonal: Listing be given to the class. The ‘experts’ are then on-hand to help with the activities. metals/alloys from the • Alternatively, using the textbook PAGE 158/9 for their information, ask the students to textbook. create a poster about alloys. On their poster the students should include a definition for an Interpersonal: Working at alloy, an example of an alloy, its properties and a few uses. Their poster should also speed with a group to pass include information about SMAs and a use. on the paper during ‘consequences’. C1a 2.4 worksheet can be used • Homework. Ask students to explain why alloys are Plenaries more useful than pure Summarise – Ask the students to write one sentence to include the following key terms: metals. alloy, metal, SMA. [For example, SMAs, which are mixtures of metals, are the latest • ICT link-up. The Science development in alloys.] Get feedback from different students. (5–10 minutes) Enhancement Programme produce information for teachers on new materials: www.sep.org.uk

Learning Outcomes Activities and extensions Most students should be able to: • Ask students to come up with an • List reasons why alloys are more suitable than pure metals for specified applications. innovative use for a SMA. • Recognise smart alloys and recall their main property. • Give students other examples of alloys, e.g. solder and cupronickel. Ask the Some students should also be able to: students to find out their composition, • Give an application and critically compare a pure metal and an alloy in order to decide which material is best properties and uses. for the job. • Give examples of uses of smart alloys, explaining why the smart alloy is used. ______equipment

C1a 2.4 worksheet x30 METALS AND THEIR ALLOYS: PROPERTIES AND USES OF STEEL C1a 2.4

A steel is an alloy that contains mainly iron, with some other elements added to it. Adding carbon produces carbon steels. In this activity, you will look at the properties and uses of carbon steels with different carbon contents. 1. Look at the graphs on Resource Sheet R2 ‘Properties of carbon steels’. What are the effects of increasing the carbon content on the following properties? ▪ strength ▪ increase in length before fracture ▪ hardness.

2. Use this information, to choose a suitable alloy for the following uses.

Application Alloy

A chisel – This needs to have a sharp edge that does not Mild steel become blunt with use. It needs to be made from a very hard (0.15 – 0.30% material. carbon)

Medium Nuts and bolts – When these are screwed together and carbon steel tightened, they need to have some ‘give’ to make a tight fit. (0.30 – 0.70% They need to be made from a fairly ‘stretchy’ material. carbon)

High carbon An engine block for a car – This needs a material that is quite steel hard. However, because it is a large object, it needs to be (0.70 – 1.40% cheap, and it does not need to be very strong. carbon)

Springs – These need to be made from a material that is both Cast iron quite strong and quite stretchy - properties intermediate (about 3% between those needed for a chisel and for nuts and bolts. carbon) METALS AND SMART ALLOYS: PROPERTIES OF CARBON STEELS C1a 2.4

These graphs show the results of tests on Increase in length before fracture four different carbon steels and on cast iron. As the samples are pulled, they may stretch before they Increasing the carbon content up to about fracture. This graph shows how much the samples 1.5% produces a regular change in the stretched before they broke. Alloys that have a greater increase in length before fracture are more ‘stretchy’, and properties of the steels. Cast iron has a high tend to be more able to be bent and shaped (more carbon content (about 3%), and does not ‘ductile’). follow this pattern; it is quite brittle, though it is hard and cheap to make.

N.B The samples used for the first two graphs were 27 mm long and 4.9 mm in diameter.

Strength Hardness

This graph shows the maximum force that can be exerted This graph shows the results from a different test. An on each sample before it fractures. (It is called the tensile object is dropped onto the surface of the material being strength – the term ‘tensile’ means ‘under tension’, i.e. tested. The size of the dent is then measured – the being pulled). smaller the dent, the greater the hardness.

Source: Data supplied by Dr Martin Carr, Department of Materials, University of Oxford. AQA GCSE Science: C1a 2.4B – SMART ALLOYS – HSW investigation AQA Specification Link • Many metals in everyday use are alloys. Pure copper, gold 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. • Smart alloys can return to their original shape after being deformed. Students should use their skills, knowledge and understanding of ‘How Science Works’: • to evaluate the benefits, drawbacks and risks of using metals as structural materials and as smart materials.

Learnin Teaching / Learning activities (including How Science Works)

Students Lesson structure should Starter - learn: all Main – Teacher exposition • Alloys are more useful than pure metals. Most • Smart alloys are shape- SMART ALLOYS: HOW AN memory metals. ELECTRICAL /heat ACTUATOR WORKS

One way of heating a smart alloy is to use an electrical current. A smart spring can therefore be The spring gets hot. Don’t touch the used as an electrical actuator – a device that can move something when a current passes through it. In spring when a current is flowing or this activity, you will use a one-way smart spring. It is before it has cooled down. similar to smart wire - it gets shorter when it is heated, and can be pulled back to its original length when it cools down. Task A Lifting a load 1. When the power pack is off, the load is resting on the clamp stand base.

2. Switch on the power pack (3 V d.c.). What happens to the spring and the load?

3. Switch off the power pack and wait. What happens?

4. This is a one-way spring. What do you think would happen if there was no load on it?

A smart spring has two advantages over smart wire. It exerts a large force when it contracts, and it moves over a large distance. This makes it useful in electrical switching devices.

INVESTIGATE

What is the maximum mass that can be lifted by the spring at 1v, 2V and 3v? – Construct an investigation Task B Electrical actuators 6. How could you use a smart spring in the following? ● the central locking system in a car ● a artificial hand for a robot.

7. Can you think of other uses for a smart spring as an electrical actuator?

Plenaries Summarise – Ask the students to write one sentence to include the following key terms: alloy, metal, SMA. [For example, SMAs, which are mixtures of metals, are the latest development in alloys.] Get feedback from different students. (5–10 minutes) Learning Outcomes Equipment Most students should be able to: • List reasons why alloys are more suitable than pure metals for specified applications. Class set • Recognise smart alloys and recall their main property. Smart alloy springs, slotted masses – 100g, powerpacks, leads and crock clips, Some students should also be able to: 30cm rulers • • Give examples of uses of smart alloys, explaining why the smart alloy is used.

METALS AND SMART ALLOYS: HOW TEACHER INFO for DOES A SMART ALLOY WORK? inquisitive pupils!

Types of smart alloy A smart alloy is able to ‘remember’ a shape, and return to it after it has been deformed. Smart alloys are also known as shape memory alloys (SMA). Different types of alloy change shape in different ways. In the diagrams, ‘A’ is the remembered shape of the alloy, and ‘B’ is a different shape that it can adopt.

Two-way alloys Some smart alloys change their shape when they are heated and when they cool down. These are called two-way alloys. One-way alloys Some smart alloys change shape when they are heated (going from B to A), but stay the same when they cool down. These are called one-way alloys. They need a force to make them change back to B.

Superelastic alloys The shapes of these alloys are not affected by the temperature. They need a force to change them from A to B, but will change back to A when the force is released. How does a smart alloy work? (continued)

A simple explanation A smart alloy changes shape because of the way that the metal atoms rearrange. What happens is quite complex, but a simplified explanation is given below.

A familiar change – melting and freezing To understand what smart alloys do, it is useful to think first about something more familiar - the melting and freezing of water.

Ice and liquid water are two states of the same substance - water. If ice is warmed above the melting point, it melts to a liquid. If this is then cooled below the melting point, it freezes again.

One way of thinking of this is that ice is the low- temperature form and water is the high-temperature form.

Smart alloys – changing from one form to another A smart alloy has a low-temperature form and a high- temperature form. For example, at room temperature, a smart wire exists in form B. If it is heated above a certain temperature, it changes to form A. When smart wire changes from B to A, the atoms rearrange to a different crystal structure. This makes the wire become shorter.

The point at which the alloy changes from one form to another is called the transition temperature.

When a smart wire cools down, it still ‘remembers’ its high-temperature form (A). If its shape is changed, for example by stretching it, it will return again to its high- temperature form when it is heated. AQA GCSE Science: C1a 2.5 Transition metals. AQA Specification Link • 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. Copper is usually extracted by electrolysis. (No details are required of the extraction process.) 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. Students should use their skills, knowledge and understanding of ‘How Science Works’: • to consider and evaluate the social, economic and environmental impacts of exploiting metal ores, of using metals and of recycling metals.

Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn: • Learning styles All Lesson structure Kinaesthetic: Removing key • Where transition metals are Starter words from fun bags. in the PT and their properties. Start by showing e-science Transition metal (p160/161) discuss Visual: Observing the Most what and where the transition metals are – mark on their own PT experiments. Auditory: Listening • That copper is used where they are to the other half of the class extensively in modern life and explaining their method of explain why it’s used Main – Teacher exposition extraction. • Examples of how we extract Briefly explain the transition metals have the properties of a ‘Typical Intrapersonal: Completing copper. sections of the word search. metal’ explain these Some Interpersonal: Working in small The environmental impact of Think about extraction of Cu from it ore groups marking fictitious student large mines/quarries • Students should recognise, from earlier work in this unit, that the reactivity of responses to examination metals affects the type of extraction method used. Explain that they will be extracting questions. copper in a different way than before (reduction as in C1a 2.2) they will complete a • Homework. Ask students to list different method of extraction. five items around the home, four • Compare the two methods and their results, using questions and answers, to the items around school, three items whole class. in the street, two items in a school • Concepts from ‘How Science Works’ can be used to evaluate which method is bag and one item used every day, better. Discuss energy requirements and impact on the environment, as well as all made of some copper. All efficiency. items should be different! • Copper is a very important metal. However, the high quality ores are running out. • ICT link-up. A copper mine Therefore scientists are developing new ways to extract copper from low-grade ores. case study can be found at: • Run through spread page 160/1 www.mining-technology. com/projects/zaldivar/. The Interactive, C1a 2.5 ‘Transition Pupil development metals’, is available on the GCSE Can complete practical and compare effectiveness as an extraction process Science CD to consider the Write down properties of transition metals and their position on the position of these elements in the PT stuck into books at the start of the topic periodic table. Plenaries PT Bingo – paying particular attention to the Transition metals and their symbols

Learning Outcomes Practical support Activities and extensions Most students should be • Students could use the Internet able to: plenary and science periodicals to • Recognise transition x2 PT bingo sheets research the bacteria, fungi and metals and list their Bag of 10 sealed sweets plants now being used in copper properties. extraction. • Give uses for copper and • Complete a case study on a Equipment and materials required explain its importance to specific copper extraction plant, Copper oxide powder (harmful), spatula, 1mol dm-3 sulfuric acid (irritant), fluted filter modern life. e.g. Zaldivar copper mine in Chile paper, filter funnel, 2 conical flasks, magnesium ribbon (highly flammable), eye • State two methods for and how it has affected the protection. extracting copper. environment. Details • Show students some transition Add one spatula of copper oxide and add about 25 ml of acid to a conical flask and Some students should also metal compounds and their swirl. Sulfuric acid is an irritant, copper sulfate is hazardous, therefore eye protection be able to: solutions. Encourage them to find must be worn. Filter the mixture into a separate conical flask and collect the blue • Explain briefly the some uses [for example, pottery filtrate. Add magnesium metal to perform a displacement reaction to liberate copper. processes involved in glazes]. (NB In industry a cheaper, less reactive metal e.g. iron would be used, but this reaction copper extraction. would be slow and not as visual, so magnesium is a better choice.) • Compare, in terms of Safety: CLEAPSS Hazcards, 26, 59, 98. environmental impact, different methods for extracting copper.

AQA GCSE Science: C1a 2.6 Aluminium and titanium. AQA Specification Link • Low density and resistance to corrosion make aluminium and titanium useful metals. These metals cannot be extracted from their oxides by reduction with carbon. Current methods of extraction are expensive because: – there are many stages in the processes – much energy is needed. • We should recycle metals because extracting these uses limited resources and is expensive in terms of energy and effects on the environment. Students should use their skills, knowledge and understanding of ‘How Science Works’: • to consider and evaluate the social, economic and environmental impacts of exploiting metal ores of using metals and of recycling metals. • to evaluate the benefits, drawbacks and risks of using metals as structural materials and as smart materials. Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn: • Special needs. For these All Lesson structure students create a cut and • That aluminium and Starter stick activity, where the titanium are useful metals. Sparkler! – A demonstration: Set up a Bunsen burner and blow aluminium powder into images showing the use, Most the flame. The powder will combust in a twinkling effect to form aluminium oxide. Ask types of metal and property • That extracting aluminium the students to generate a word equation (extension – a balanced symbol equation) for the that makes it fit for that and titanium is costly. reaction. [Aluminium+oxygen→  aluminium oxide 4Al+3O2→  2Al2O3] (10 minutes) purpose are on separate • Some reasons for recycling rectangles. Students cut aluminium. Main – Teacher exposition them out and sort the Run through spread C1a 2.6 information. • Explain that we should recycle metals because extracting them uses limited resources and • Learning styles is expensive in terms of energy and effects on the environment. Stress the multi-stage Kinaesthetic: Handling process involved in extracting metals such as titanium. Students could look this up to different samples of consider cost implications of each step (but no details are required in the specification). materials. • Students often find it difficult to link specific properties of a material with their use. Visual: Observing the Search the web to find pictures of various items made of aluminium and titanium, e. .use sparkler experiment. hyperlink for each of these; a bike, a hip replacement joint, aircraft, a saucepan, overhead Auditory: Listening to cables with a pylon, a ring. Ask the students to choose which material it would be made explanations of different from and give reasons for their choice. samples of materials. Intrapersonal: Answering Extension their own personal question • Environmental issues, such as the recycling of metals, are a growing concern. Split the in ‘questions and answers’. class into three groups. Each set of students could produce individual leaflets encouraging Interpersonal: people to recycle, but each leaflet could have a different bias; one group could focus on the Remembering other environment, another on social issues and finally one on economic issues. ‘purchases’ in ‘I went to the shops to buy . . .’ and then adding on their own, which Pupil development was not already in the list.

Plenaries Questions and answers – Ask all students to stand up. Complete a question and answer session: if a student gets their question correct, then they sit down and they have ‘earned the right to leave’; if they are incorrect, they remain standing and a question goes on to another student. A student who answers incorrectly should be given as many questions as • Homework. needed to get one correct, therefore more questions than students need to be prepared. (15 Crossword – titanium and minutes) aluminium C1a 2.6 or ‘I went to the shops to buy . . .’ – This children’s game can be played but the students can only give examples of items made from aluminium or titanium. The teacher could start by saying: ‘I went to the shops to buy a titanium aircraft’. The first student then could say: ‘I went to the shop to buy a titanium aircraft and some aluminium foil’, and so on around the class. (10 minutes) Learning Outcomes Practical support Activities and Most students should be able to: Worksheet – homework extensions • List the useful properties of aluminium and Crossword, Titanium /Aluminium C1a2.6 • Students could be given titanium. x30 samples of different metals, • Recall the methods of extraction used for including aluminium and aluminium and titanium. Investigating aluminium - DEMO titanium. They could then • List reasons for the importance of aluminium Equipment and materials required design a practical to test the recycling. Bunsen burner, safety equipment, eye protection, spatula and chemical and physical • Give examples of uses of aluminium and/or aluminium powder (flammable)., safety screen properties of the different titanium and explain which properties makes them Safety: Wear eye protection and tie back hair and loose clothing. metals. This would create fit for purpose. Keep students well away from Bunsen burner. an opportunity to teach • Describe why the extraction of aluminium and Details aspects of ‘How Science titanium is costly. Set the Bunsen burner up with the blue flame. Hold the Bunsen at an Works’, e.g. designing a fair angle. Half-fill the spatula with aluminium powder, and sprinkle into test. Some students should also be able to: the flame. This is a very vigorous reaction. KEY POINTS • Flow charts to shown the • Explain the benefits, in terms of social, economic main processes in and environmental benefits of aluminium recycling. aluminium extraction, titanium extraction and aluminium recycling could be constructed. • Students could create a bar chart to compare the cost of producing 1 kg of titanium and aluminium from their ore with 1 kg of each respective metal from recycled material. AQA GCSE Science: C1a 2.7 Using metals AQA Specification Link Students should use their skills, knowledge and understanding of ‘How Science Works’: • to consider and evaluate the social, economic and environmental impacts of exploiting metal ores, of using metals and recycling metal. • to evaluate the benefits, drawbacks and risks of using metals as structural materials and as smart materials. Teaching suggestions Activities Timeline card sort – Give the students six cards with information from the timeline, but without the dates. Ask the students to put them in order of most recent developments to the oldest development in metal extraction. A home for an industrial plant – Students can make decisions about where to site industrial plants, looking at economic and social issues involved. Show the students a map of a fictitious island, which includes a small town, a rubbish dump, low-grade mineral ores, high/medium/low tides, high/medium winds, mountains and an electricity station. Ask the students to site a copper extraction plant and a metal recycling plant. They should include the advantages and disadvantages of their chosen sites. Pros and cons of metals – Ask students to construct a balance sheet of advantages and drawbacks/risks of using metals in the construction and manufacturing industries (including smart alloys).

Homework Definitions – Ask the students to list all the methods of metal extraction studied in this topic area [smelting, electrolysis, reduction, displacement, phytomining] and to define each word. Extensions Web page or poster – Metal extraction techniques are constantly developing, as industry is extracting increasingly from low-grade ores. Ask the students to design and make a web page about advances in metal extraction. Depending on the ability of the students, just a page of text could be made or more advanced students could design the background and images. Timeline development – Get students to research metal extraction techniques and add additional information to the timeline. Line graph – Ask students to plot on a line graph the tonnage of different metals produced in the UK over the last 200 years. They could then explain the trends shown. Learning styles Kinaesthetic: Completing the timeline card sort. Visual: Making a web page. (These could be shown cased onto the school web site.) Auditory: Listening to other points of view in the siting of a metal extraction or recycling plant. Intrapersonal: Defining different methods of metal extraction. Interpersonal: Working as a group to site a metal extraction or recycling plant. Gifted and talented Encourage these students to have an appreciation of the rise and fall of metal extraction and production in the UK, and to understand some of the reasons for this and the effects on local communities. AQA GCSE Science: C1a 3.1 Fuels from crude oil AQA Specification Link • Crude oil is a mixture of a very large number of compounds. • A mixture consists of two or more elements or compounds not chemically joined together. The chemical properties of each substance in the mixture are unchanged. This makes it possible to separate the substances in a mixture by physical methods including distillation. • Most of the compounds in crude oil consist of molecules made up of hydrogen and carbon atoms only (hydrocarbons). Most of these are saturated hydrocarbons called alkanes, which have the general formula CnH2n+2. • Alkane molecules can be represented in the following forms:

H H [ [

H-C-C-H and C2H6 [ [ H H

Learning Objectives Teaching / Learning activities (including How Science Works) Teaching Students should learn: Lesson structure suggestions ALL Starter • Special needs. Create a What crude oil is. Observations – Draw the structural formula of butane on the board. Ask the students to write half-finished table Most down as much information as they can about this molecule. (10 minutes) detailing alkane names, • What an alkane is. molecular and structural • How to represent alkanes. Main – Teacher exposition formulae. For each row, Some there should only be one • Students often struggle with the idea that molecules are three dimensional, but we often missing piece of represent them in a two-dimensional format. Give each pair of students a molecular model kit. information. For very Then show students which atoms represent H and C, noting the size difference and number of weak students, this task holes in each type of atom. Set the students the task of making the first four hydrocarbons, could be created into a cut given their structural formula, and writing their molecular formula. Ask them to list the and stick activity. similarities and differences between these molecules. Work out the general formula CnH2n+2. • Learning styles • Explain that crude oil is a mixture of hydrocarbons and ask them to suggest how mixtures can Kinaesthetic: Making be separated into their components and predict the method used to separate crude oil. model hydrocarbons from • Students should appreciate that the alkanes are a ‘chemical family’, but that no two alkanes molecular model kits. are identical. Show students three different alkane liquids (e.g. pentane, octane, paraffin). Visual: Observing Allow the students to note colour, viscosity, ease of lighting and colour of flame. Link here to fractional distillation. ‘How Science Works’ – relationships between variables. Auditory: Explaining how MMScience school – Chemistry – OIL how to set up the apparatus etc and the fractions distillation happens. formed Intrapersonal: Defining key words. • Show the students the distillation equipment that has been set up and ask them to predict Interpersonal: Working in what will happen to the crude oil and why. Develop their ideas of a simple distillation into small groups to act out fractional distillation, using questions and answers. Demonstrate distillation; the fractions from hydrocarbons. this could then be tested as detailed under ‘Practical support.’ – NEXT LESSON THEY WILL BE DOING THIS THEMSELVES • Homework. Students Plenaries could find out the names Complete sentences – Ask students to complete the following sentences: and work out the formulae • Hydrocarbons are . . . [compounds made of carbon and hydrogen only] for the first ten alkanes. • Alkanes are hydrocarbons whose molecules are . . . [saturated] • Crude oil is a mixture of . . . [hydrocarbons] (5 minutes) Learning Outcomes Practical support Activities and Most students should be able to: extensions • Recognise that crude oil is a mixture Class set of molecule kits – all equipment must be checked in, • Show, by pouring them, and state that it can be separated by don’t use if you can’t TRUST the group! that crude oils have distillation. different viscosities. Ask • Define and recognise simple Fractional distillation - DEMO the students to suggest alkanes. Equipment and materials required why this is so. [Different • Write the correct chemical formula A boiling tube with side arm, bung with thermometer through, four test tubes (as crude oils have different of an alkane represented by a collecting tubes – ignition tubes can also be used to display small volumes of proportions of each type structural formula. fractions), two beakers, ice/water mixture, boiling water, mineral wool, ‘synthetic’ of hydrocarbons.] crude oil (for the recipe see CLEAPSS Recipe Card 20 – Crude oil – or CLEAPSS • Other homologous series Some students should also be able 45 – hydrocarbons – aliphatic, or it can be purchased already made), Bunsen burner could be considered and to: and safety equipment, eye protection, six watch glasses. compared to alkanes, e.g. • Given named examples, draw Details alkenes. diagrams and write the formulae of To catch the first fraction (boiling point 60oc it is suggested you put the micro simple alkanes. tube in water to condense the fraction and a bung put straight on the top – see • Recall and use the formula CnH2n+2 to give the formula of an GB if unsure alkane, when n is given. Soak the mineral wool in the synthetic crude oil and place in the boiling tube. Fix bung and ensure that the bulb of the thermometer is adjacent to the side arm. Put a collecting tube into an ice bath, and the end of the side arm into the top of it. Gently heat the boiling tube with a Bunsen flame, and notice when the temperature reading has stabilised (around 80°C). When the temperature rises again, quickly change the current collecting tube for a new one. Repeat four times, collecting five fractions and leaving a residue in the boiling tube. During this practical, wear eye protection and complete in a well ventilated room. Each fraction can be collected about every 50 °C up to about 250oc Safety: Tie back hair and loose clothing. CLEAPSS Hazcard 45 – Hydrocarbons. Mercury thermometer – be careful, if broken, need to cleaned up using sulphur and put in mercury waste – ALLERT A TECHNICIAN KEY POINTS AQA GCSE Science: C1a 3.1B PRACTICAL _ FRACTIONAL DISTILLATION OF CRUDE OIL AQA Specification Link • Crude oil is a mixture of a very large number of compounds. • A mixture consists of two or more elements or compounds not chemically joined together. The chemical properties of each substance in the mixture are unchanged. This makes it possible to separate the substances in a mixture by physical methods including distillation. • Most of the compounds in crude oil consist of molecules made up of hydrogen and carbon atoms only (hydrocarbons). Most of these are saturated hydrocarbons called alkanes, which have the general formula CnH2n+2. • Alkane molecules can be represented in the following forms: H H [ [ H-C-C-H and C2H6 [ [ H H Learning Objectives Teaching / Learning activities (including How Science Works) Students should learn: Lesson structure ALL Starter What crude oil is. definitions– Ask students to complete a definition for each:: Most • Hydrocarbon • What an alkane is. • Alkanes • How to represent alkanes. • Crude oil Some How alkanes are separated Teacher Exposition based on boiling MMScience school – Chemistry – OIL has some good animations about formation of oil and what’s in crude oil point/molecule size  Draw an example of a few typical alkanes

 Explain that to use these hydrocarbons they must be separated. Using the plastic bag pick out a handful of hydrocarbons and show that there is a mixture and this is not useful – continuing with the analogy explain we can’t pick them out individually we need to separate them using their boiling point (based on size) – this is called Fractional Distillation (see GB if this analogy makes no sense) MMScience school – Chemistry – OIL how to set up the apparatus etc and the fractions formed

 Class practical: fractional distillation, there is a worksheet that pupils can follow - the aim is pupils get a couple of fractions, the higher temp. will yield thicker, smellier and less flammable hydrocarbons

Pupil Development:  Pupils draw a few typical alkanes  Do and write up practical Plenary Pupils summarise the properties of longer chained alkanes

Learning Outcomes Practical support Most students should be able to: • Recognise that crude oil is a mixture Worksheet and state that it can be separated by Worksheet C1a 3.1b x30 distillation. • Define and recognise simple Fractional distillation alkanes. Equipment and materials required • Write the correct chemical formula A boiling tube with side arm, bung with thermometer through, four test tubes (as collecting tubes – ignition tubes of an alkane represented by a can also be used to display small volumes of fractions), two beakers, ice/water mixture, boiling water, mineral structural formula. wool, ‘synthetic’ crude oil (for the recipe see CLEAPSS Recipe Card 20 – Crude oil – or CLEAPSS 45 – hydrocarbons – aliphatic, or it can be purchased already made), Bunsen burner and safety equipment, eye Some students should also be able protection, six watch glasses. to: Details • Given named examples, draw Details diagrams and write the formulae of To catch the first fraction (boiling point 60oc it is suggested you put the micro tube in water to condense the simple alkanes. fraction and a bung put straight on the top – see GB if unsure • Recall and use the formula Soak the mineral wool in the synthetic crude oil and place in the boiling tube. Fix bung and ensure that the bulb of CnH2n+2 to give the formula of an the thermometer is adjacent to the side arm. Put a collecting tube into an ice bath, and the end of the side arm into alkane, when n is given. the top of it. Gently heat the boiling tube with a Bunsen flame, and notice when the temperature reading has stabilised (around 80°C). When the temperature rises again, quickly change the current collecting tube for a new one. Repeat four times, collecting five fractions and leaving a residue in the boiling tube. During this practical, wear eye protection and complete in a well ventilated room. Each fraction can be collected about every 50 °C up to about 250oc Safety: Tie back hair and loose clothing. CLEAPSS Hazcard 45 – Hydrocarbons. Mercury thermometer – be careful, if broken, need to cleaned up using sulphur and put in mercury waste – ALLERT A TECHNICIAN AQA GCSE Science: C1A 3.2 Fractionl Distillation – THEORY! AQA Specification Link • The many hydrocarbons in crude oil may be separated into fractions, each of which contains molecules with a similar number of carbon atoms, by evaporating the oil and allowing it to condense at a number of different temperatures. This process is fractional distillation. • Some properties of hydrocarbons depend on the size of their molecules. These properties influence how hydrocarbons are used as fuels. Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn: • Learning styles All Lesson structure Kinaesthetic: Handling • That crude oil is separated Starter different samples of using fractional distillation. Fuel list – Ask students to consider what they have used today that relies on a fuel. Ask fractions from crude oil. MOST various students to feedback their thoughts to the class. [For example, transport (petrol, Visual: Watching a video • The properties of each fraction diesel and more recently gas), heating (gas, oil), cooking (gas, charcoal for barbecues, about industrial separation and how they relate to chain lighting (gas, oil).] Even if students state that they use electricity, this is a secondary of crude oil. Auditory: length. source, as it must be generated more often than not from the burning of fossil fuels. (10 Listening to explanations of • Which fractions make useful minutes) key words. fuels and why. Interpersonal: Finding their Main – Teacher exposition partner in the question and • In order to contrast fractional distillation in a school lab with what happens in industry, answer session. students could look at e-science animation demo Fractional Distillation (p170/171) • Homework. Ask students to find out all the different MMScience school – Chemistry – OIL has an excellent demo of fractional names used for each distillation tower under industrial processes fraction, e.g. residue may also be called bitumen. • Then the students could be given a drawing of a fractionating column, which they have • Teaching assistant. Split to add their own notes to. For lower ability students, this activity could be adapted into a the class in two. The teacher cut and stick (where the key points are given as words and diagrams, on a piece of paper could demonstrate the and the students assemble a poster). – worksheet Worksheet 10.4.5 can be used properties of the different fractions, while the teaching assistant shows the ampoule • Often students do not know what a fraction of crude oil looks like. Ampoules of the samples of the fractions. different crude oil fractions could be shown to the students (available from BP: Then rotate the groups. www.bpes.com). • ICT link-up. Show the Demo to the pupils the difference in properties between Hexane (C6H14) and Diesel students a model of (C20H22) fractional distillation. Students can use the  DEMO: The different contrasting properties between hexane (6 Interactive, C1a 3.2 carbons - small) and diesel (20 carbons – long chain) – in terms ‘Fractional Distillation’, to of boiling point, flammability, viscosity and volatility see how crude oil is separated and appreciate the 1 Volatility – teacher puts a small amount of each on their finger and properties of the fractions. describes the difference (safe alternative needed that is volatile and pupils can put on finger to feel coolness as it evaporates) 2 Viscosity – put some diesel and hexane on separate tin lids and demonstrate how quickly they run 3 Flammability – get pupils to strand well back and put some hexane on a tin lid you can then light with a spark from the clicker lighter – the diesel can only be lit with a Bunsen 4 Boiling point – refer back to fractional distillation

• Then ask the students to compare the properties with the chain length. This task could be written up in the form of a results’ table. Run through spread pages 170-171 • Link here to ‘How Science Works’ – relationships between variables.

Pupil Development Pupils draw/label a fractional distillation column and their fractions PUPILS CAN EXPLAIN THE DIFFERENCE IN FRACTIONS AND why there are seperated

Plenaries Pupils write down 5 fractions of crude oil , properties and their uses Learning Outcomes Practical support Activities and Most students should be able to: extensions • State that crude oil is separated into Worksheets • Ask students to find out fractions by fractional distillation. C1b 3.2 Fractional distillation x30 the difference between red • List how the properties change from diesel and ‘normal’ diesel. small chain fractions to long chain Comparing fractions - DEMO [Brown diesel is used in fractions. Equipment and materials needed cars, but red diesel is used • State which fractions are useful fuels. Hexane, diesel labelled in bottles, clicky lighter, tin lids in working vehicles, e.g. Safety: Wear eye protection and tie back hair and loose clothing. KEY POINTS lawnmowers. The fuel is the Some students should also be able to: same, but a dye is added, as • Explain the key steps involved in red diesel is tax-free.] fractional distillation. • Students could research • Relate the trend in properties to alternatives to fossil fuels, molecular size. e.g. nuclear power; hydrogen fuel cells; renewable resources. AQA GCSE Science: C1a 3.3 Burning fuels AQA Specification Link • Most fuels contain carbon and/or hydrogen and may also contain some sulfur. The gases released into the atmosphere when a fuel burns may include carbon dioxide, water (vapour), and sulfur dioxide. Particles may also be released. Students should use their skills, knowledge and understanding of ‘How Science Works’: • to consider and evaluate the social, economic and environmental impacts of the use of fuels. Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions Students should learn • Special needs. For these All Lesson structure students, balancing symbol • The combustion products Starter equations is not appropriate. formed from fuels. True or false? – Give each student one of the following statements: Instead create an activity Most • Hydrocarbons contain only hydrogen and carbon. [True] • Fuels can only be hydrocarbons. whereby they need to • That in a combustion [False] complete word equations. In reaction, the amount of • A fuel is burned to release energy. [True] • Fuel is stored light energy. [False] the first section, they must oxygen available to react • Combustion is a reduction reaction. [False] • When hydrocarbons burn in plenty of oxygen, always write in oxygen, in affects the products carbon dioxide and water are made. [True] the second section, they produced. • Carbon dioxide can be tested with a glowing splint. [False] • Oxygen can be tested with must always write in water • The pollutants produced lime water. [False] • Water can be tested with blue cobalt chloride paper. [True] • Sulfur and carbon dioxide. The when we burn fuels. dioxide can be made by burning fossil fuels. [True] repetition should help them Some Each student then should ask three other students if they think their statement is true or false. grasp the concept. How the pollutants effect The student then makes a final decision about their statement. Finally, the students go around • Learning styles the environment the room to find out which statements are true. To extend the exercise, students could be Kinaesthetic: Moving to asked to correct the false statements. (10 minutes) find other people’s opinions during the true and false Or game. Visual: Watching the demonstration of Triangle – Ask students to recall and draw the combustion triangle, as studied in Key Stage combustion. Auditory: 3. (5 minutes) Listening to the group’s sentence. Intrapersonal: Main – Teacher exposition Recalling the combustion • Have the demonstration of the combustion products of hydrocarbons (methane) practical triangle. Interpersonal: already set up. Some students may have already seen this demonstration in Key Stage 3. Ask Asking other student’s the students to predict the products, and which section of the apparatus to test for each opinions in the true or false product. game. Ask Pupils complete worksheet C1a 3.3 products from Combustion • Homework. Ask students • Students have frequently used Bunsen burners throughout Key Stage 3, but probably have to find three examples of not considered the combustion process that takes place within the equipment in any detail. using combustion in their Encourage the students to experiment with the Bunsen flame to observe the differences everyday life. They could between complete and incomplete combustion. With the yellow Bunsen flame, the oxygen then find out the fuel that is flow is restricted, and incomplete combustion occurs. Therefore, a lower temperature is used, and decide if it is a achieved and soot is produced. With the air-hole open we get the blue flame; oxygen is in fraction of crude oil. excess and complete combustion occurs. Therefore, the combustion is most efficient under these conditions, producing high temperatures and only carbon dioxide and water.

Work through spread 172/3 highlighting the pollution from burning the hydrocarbons, on particular CO2 and SO2

Pupil Development Pupils complete the worksheet Pupils complete questions from the spread

Plenaries Equations – Ask students to complete the following equations: • Wax+oxygen→[carbon dioxide]+water • Petrol+[oxygen]→carbon dioxide+[water]+carbon+[carbon monoxide] • CH4+2O2→[CO2]+[2H2O] • [6]CH4+[8]O2→CO2+[12]H2O+[2]CO+[3]C An animation, C1a ‘Burning propane’, can be used here from the e-science, page 172. (10 minutes) Learning Outcomes Practical support Activities and Most students should be able to: Worksheets extensions • Write word equations for the complete C1a 3.3 products from Combustion x30 • Ask students to find out combustion of hydrocarbons. what fuel and car • Describe differences between incomplete and Investigating combustion of methane / wax – DEMO ONLY manufacturing companies complete combustion. Equipment and materials required are doing to reduce • List pollutants formed when we burn fuels. A candle, a small Bunsen burner a glass funnel, a boiling tube, a U-tube, emissions of sulfur dioxide, Some students should also be able to: lime water, cobalt chloride paper, selection of delivery tubes, a vacuum nitrogen oxides and • Complete balanced symbol equations for the pump, two bungs with holes in (for the delivery tubes), one bung with particulates. complete and incomplete combustion of simple two holes in, rubber tubing, matches, three stands, bosses and clamps. • Cut open a catalytic alkanes. SET UP FOR SCIENCE TEACHER TO START LESSON converter to expose the • Explain how nitrogen oxides, sulfur dioxide honeycomb structure. and particulates are produced during the Details Challenge students to combustion process. Place the Bunsen burner or candle onto the heat-proof mat, invert the suggest what it is. Share glass funnel and clamp into position about 2 cm above the top of the with the students how it candle. Using a small piece of rubber tubing, connect an ‘n’ shaped works. delivery tube to the filter funnel, put the other end through a bung. Mount • Ask the students to find a U-tube and put in a few pieces of cobalt chloride paper, seal one end out why carbon monoxide with the bung connected to the funnel. Put a bung in the other end of the detectors are important and U-tube, and connect it to a boiling tube of lime water (irritant), using how they work. further bungs and delivery tubes. The test tube bung should have two delivery tubes through it, the final tube should be connected to the vacuum pump. Turn on the pump, and light the Bunsen burner. The cobalt chloride paper should change colour from blue to pink indicating the presence of water and the lime water should turn cloudy, indicating carbon dioxide is produced. Safety: Eye protection should be worn. Wash hands after handling cobalt chloride paper (CLEAPSS Hazcard 25). KEY POINTS AQA GCSE Science: C1a 3.4 Cleaner fuels AQA Specification Link • Sulfur dioxide causes acid rain, carbon dioxide causes global warming, and particles cause global dimming. • Sulfur can be removed from fuels before they are burned, for example in vehicles. Sulfur dioxide can be removed from the waste gases after combustion, for example in power stations. Students should use their skills, knowledge and understanding of ‘How Science Works’: • to evaluate the impact on the environment of burning hydrocarbon fuels. • to consider and evaluate the social, economic and environmental impacts of the use of fuels. Learning Objectives Teaching / Learning activities (including How Science Teaching suggestions Students should learn: Works) • Special needs. To make the crossword ALL a little easier, add the first letter of each • That burning fuels has a Lesson structure word into the grid. negative environmental Starter • Learning styles impact. Photographs – Show the students an images(all hyperlinked just click on) Kinaesthetic: Making the square-based Most of a drought area, polar ice caps and flooding.. [Scientists believe these are pyramid with information about • How we can reduce the all effects of global warming.] Then show the students a forest damaged by environmental issues. pollution from burning fuels. acid rain, a weathered statute and a weathered building. Again ask the Visual: Looking at the photographs and students to link the images. [They are the effects of acid rain.] (5 minutes) making a link. Auditory: Listening to feedback. Main Intrapersonal: Individually completing • During Year 9 a number of environmental issues have been considered, but the crossword. Interpersonal: Working global dimming and its interdependence with global warming has not been as groups to become experts and then studied. Discuss . . . . disseminating their knowledge to answer questions. Read through spread on page 174/5 discussing the issues as you go • Homework. C1a 3.4 Pollution from burning If time – pupils produce an information pamphlet on the harmful gases from burning fossil fuels and ways to reduce these gases. Plenaries HANGMAN – Give the students hangman to complete on the board. These can be tailor made in www.freezeray.co.uk

Learning Outcomes Practical support Activities and extensions Most students should be able to: • Each student could be asked to write a • State what causes global warming, global dimming and x30 C1a 3.4 pollution from burning sheets. KEY letter to their local MP outlining their acid rain. POINTS concerns about environmental issues. • List some ways of reducing pollutants released when we They could also include ways in which burn fuels. they believe our government could reduce these problems. Students could Some students should also be able to: search for ‘Climate Change’ at • Explain how acid rain is produced, and how it can be www.wmnet.org.uk for information. reduced. • A debate could be held, with the • Discuss the relationship between global dimming and motion posed: ‘There are no global warming. environmental problems, just normal • Explain methods of reducing pollutants from fuels. changes in the Earth’s environment’. Split the class into two groups. One group could be ‘green’ protestors, who believe the worst-case scenario regarding these environmental issues. The second group could be politicians and an elect group of scientists who believe that these issues are within the natural range for the Earth or are under control, and pose no threat. AQA GCSE Science: C1a 3.5 Alternative fuels AQA Specification Link Students should use their skills, knowledge and understanding of ‘How Science Works’: • to consider and evaluate the social, economic and environmental impacts of the use of fuels • to evaluate developments in the production and uses of better fuels, for example ethanol and hydrogen. Teaching suggestions e-science very useful page 176/5– clip bank is good as is the animation

Activities Guide to Fuels – Students can often list fuel names and uses, but do not consider which would be the optimum fuel for a situation. Ask students to create a ‘Guide to Fuels’. This should be in alphabetical order, with the name of the fuel, what/how it is made and advantages and disadvantages. The students could then rate each fuel with a 0–5 star to represent how good a fuel they think it is. Spider diagram – Ask students to complete a spider diagram in the back of their book about fuels. Then, in turn, ask each student to write one point onto the class diagram on the board or projector (each point should be different). Then ask the students to consider all the points written and see if they agree or disagree and why. If students highlight any misconceptions, change any incorrect statements. Adverts – Despite the energy crisis, people are often resistant to change. Ask the students to create persuasive adverts to encourage people to change from using petrol/diesel to using newer fuels in their cars. Persuasive argument should have been studied at KS3 English. Students could script a radio advert and record it onto a computer, a TV commercial, which could be recorded on a web cam, a magazine advert, a billboard poster, or other promotional material, e.g. car stickers. All of these materials would create excellent displays or could be used on the school web site. Homework Properties of Fuels – Ask the students to list the properties that make a good fuel. Encourage students to discuss their lists with other students. Obtain feedback from the class to produce a class list of properties and explore the reasons for their choice. [Affordable, easy to transport, easy to store, ignites easily, produces little waste, easy to make.] Extension Role plays – Students are often good at explaining their point of view, but struggle with empathy of others. Ask students to prepare role plays of these (either writing a script or improvising after some research into the issues): • Somebody resistant to changing the fuel type in their car/a scientist pro fuel change. • Rubbish disposal company/local resident. • Commuter/environmentalist. • Person whose garden backs onto a rubbish dump/local council. A room swap to a drama studio or the hall could be negotiated, so that the students could act out their work. Homework Ask the students to write key points for this spread.

Learning styles Kinaesthetic: Acting out promotional material. Visual: Observing the fuel guide, an excellent visual resource. Auditory: Listening to feedback from other students about the spider diagram. Interpersonal: Making individual promotional material. Intrapersonal: Working as a group on role plays. Special needs Role plays could already be written, so that these students just act them out. Gifted and talented Ask the students to make ‘Top Trump’ cards about the different types of fuel. They need to decide on the categories and rating systems. Then the game could be played as a plenary. Activities and extensions • Hold a fictitious public enquiry meeting about the site of an incinerator. • Students could research other types of fuel currently being used in other countries (e.g. ethanol in Brazilian cars) and those that are under development (hydrogen fuel cells). • Write an article for a top car magazine about how car fuel has developed and continues to develop. The article could include details of lead additives, unleaded petrol, diesel, gas, ethanol and fuel cells. ICT literate students could write up the article using a desk-top publishing package and could source images from the Internet. • Students could find information on the percentage use of different fuels in the UK and draw a pie chart to show the data.