Sample Scheme of Work s1

TWENTY FIRST CENTURY SCIENCE SUITE SCHEMES OF WORK AND LESSON PLANS C7: Further chemistry VERSION 1 AUGUST 2011 Introduction OCR involves teachers in the development of new support materials to capture current teaching practices tailored to our new specifications. These support materials are designed to inspire teachers and facilitate different ideas and teaching practices. Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.

The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.

The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself. References to the content statements for each lesson are given in the ‘Points to note’ column.

© OCR V1.0 Page 2 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry Sample Scheme of Work GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry Topic: Green Chemistry

Suggested Teaching Time: 5-6 Hours

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES THE CHEMICAL INDUSTRY DEFINE BULK CHEMICALS AS THOSE MADE ON WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR ICT SUITE COULD BE USED TO CARRY (1 HOUR) A LARGE SCALE AND FINE CHEMICALS AS CES/ALCHEMY/INDEX2.HTM THIS WEB PAGE IS OUT THE RESEARCH TASK. THOSE MADE ON A SMALL SCALE. GIVE THE INDEX FOR THE RSC VIDEO. THERE ARE A EXAMPLES OF EACH TYPE NUMBER ON BULK AND FINE CHEMICAL SPECIFICATION STATEMENTS RESEARCH TASK TO DESCRIBE THE MANUFACTURE. C7.1.1 TO C7.1.5 DEVELOPMENT OF NEW CHEMICAL PRODUCTS. (THIS CAN BE DONE AS A HOMEWORK ACTIVITY). DESCRIBE HOW GOVERNMENTS HAVE STRICT REGULATIONS TO CONTROL CHEMICAL PROCESSES AS WELL AS STORAGE AND TRANSPORTATION, TO PROTECT PEOPLE AND THE ENVIRONMENT CHARACTERISTICS OF USE THE WEBSITE WWW.GREENER- WWW.GREENER-INDUSTRY.ORG.UK/INDEX.HTM ICT SUITE COULD BE USED TO CARRY GREEN CHEMISTRY INDUSTRY.ORG.UK CHEMISTRY TO RESEARCH THIS IS A FANTASTIC WEBSITE WITH LOTS OF OUT RESEARCH TASK. (1-2 HOURS) THE CHARACTERISTICS OF GREEN CHEMISTRY USEFUL INFORMATION. THE CONTENTS PAGE AND SUSTAINABILITY OF CHEMICAL ALLOWS YOU TO NAVIGATE THROUGH SPECIFICATION STATEMENTS PROCESSES. PAGES INCLUDE USES, DIFFERENT PROCESSES. FEEDSTOCK , PRODUCTION METHODS AND C7.1.6 AND C7.1.7 ISSUES RELATING TO THE PROCESS.

STUDENTS SHOULD PRODUCE A CONCEPT IDEAS ABOUT SCIENCE STATEMENTS MAP/POSTER/PRESENTATION TO SUMMARISE C7.6.1 AND C7.6.2 THEIR FINDINGS. (THIS CAN BE DONE OVER A 2 HOUR PERIOD TO ALLOW ANY PRESENTATIONS AND PEER ASSESSMENT TO TAKE PLACE.)

© OCR V1.0 Page 3 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES USE OF CATALYSTS DEFINITION OF ACTIVATION ENERGY. THIS CAN WWW.SUMANASINC.COM/WEBCONTENT/ANIMATI SPECIFICATION STATEMENTS (2 HOUR) BE MODELLED BY GETTING STUDENTS TO ONS/CONTENT/ENZYMES/ENZYMES.HTML THIS IS C7.1.8 TO C7.1.10 MOVE AROUND A CLASSROOM OR FIELD AND AN EXCELLENT ANIMATION. THERE IS A LOT OF COUNT THE NUMBER OF TIMES THEY COLLIDE. INFORMATION THAT WOULD SUIT HIGHER ABILITY ORGANISE THE STUDENTS SO THAT SOME BUT THE ANIMATIONS WOULD HELP LOWER IDEAS ABOUT SCIENCE STATEMENTS WALK SLOWLY AND OTHERS WALK QUICKLY ABILITY STUDENTS. IT IS QUITE SLOW TO C7.3.1 AND C7.3.2 TO REPRESENT THE DIFFERENCE IN ENERGY ADVANCE SO BE AWARE. OF THE PARTICLES, AGAIN COUNT COLLISIONS. REPEAT THIS BUT INTRODUCE THE IDEA THAT ONLY COLLISIONS BETWEEN TWO STUDENTS WALKING QUICKLY ARE SUCCESSFUL COLLISIONS. INTRODUCING A CATALYST WOULD BE MAKING MORE STUDENTS HAVE THE ACTIVATION ENERGY. NO CHANGE IN MOVEMENT IS NEEDED. EXPLAIN THAT LESS ENERGY IS NEEDED FOR A HYDROGEN PEROXIDE SUCCESSFUL SO THE FREQUENCY OF SMALL PIECE OF LIVER – ANY LIVER FROM THE SUCCESSFUL COLLISIONS INCREASES. SUPERMARKET OR BUTCHERS WORKS WITH DISCUSS THE USE OF ENZYMES AS THIS. BIOLOGICAL CATALYSTS – WITH EXAMPLES POTATO DEMONSTRATE THE DECOMPOSITION OF MASHED UP CELERY HYDROGEN PEROXIDE WITH MANGANESE (IV) OXIDE, LIVER, POTATO AND MASHED UP MANGANESE (IV) OXIDE CELERY AS EXAMPLES OF INORGANIC AND SATURATED POTASSIUM IODIDE SOLUTION BIOLOGICAL CATALYSTS. THE WASHING UP LIQUID DEMONSTRATION OF ‘ELEPHANT’S TOOTHPASTE’ CAN ALSO BE USED HERE. UNIVERSAL INDICATOR SOLUTION FOR HIGHER TIER STUDENTS A WWW.USING-HYDROGEN- DEMONSTRATION OF A RED HOT COPPER PEROXIDE.COM/ELEPHANT-TOOTHPASTE.HTML WIRE SUSPENDED OVER PROPANONE IN A THIS IS A WEB SITE ABOUT USING HYDROGEN BEAKER WILL CONTINUE TO GLOW DUE TO PEROXIDE. IT GIVES VIDEOS AND DETAILS OF THE REACTION OF OXYGEN AND PROPANONE HOW TO DO ELEPHANT TOOTHPASTE. TAKING PLACE AT THE SURFACE OF THE COPPER WIRE METAL. IT MAKES AN IMPRESSIVE PROPANONE DEMONSTRATION OF HETEROGENEOUS

© OCR V1.0 Page 4 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES CATALYSIS. (CATALYST AND REACTANT IN A BEAKER DIFFERENT STATE.)

© OCR V1.0 Page 5 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES REACTING MASSES USE PERIODIC TABLE TO CALCULATE MASSES PERIODIC TABLES SPECIFICATION STATEMENTS (1 HOUR) OF REACTANTS AND PRODUCTS FROM CALCULATORS C7.1.11 AND C7.1.12 BALANCED EQUATIONS. (THIS IS AN WWW.DOCBROWN.INFO/PAGE04/4_73CALCS06RM OPPORTUNITY TO REVIEW SKILLS LEARNED IN C.HTM THIS IS A LINK TO SOME WORKED C4 TO C6.) EXAMPLES. THERE ARE OTHER TIPS ON THIS PLAY REACTING MASS BINGO SITE AND IT CALCULATES RATIOS WITHOUT STUDENTS CAN BE GIVEN THE NAME OF A USING MOLES. REACTANT AND ASKED TO WRITE BALANCED WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR SYMBOL EQUATIONS AND CALCULATE CES/AFLCHEM/ THIS IS FROM THE AFL SECTION RELATIVE FORMULA MASS OF EACH OF THE RSC WEBSITE. IT CAN BE USED TO REACTANT AND PRODUCT. THE NEW SKILL REVISE RELATIVE FORMULA MASS HERE IS THE RATIO OF REACTANTS TO CALCULATIONS. IT ALSO HAS SOME REACTING PRODUCTS IN TERMS OF THE MASSES USED MASS QUESTIONS. AND MADE. E.G. HOW MUCH IRON WOULD BE WWW.TES.CO.UK/TEACHING- PRODUCED WHEN 100KG OF IRON (III) OXIDE IS RESOURCE/RELATIVE-FORMULA-MASS-BINGO- REACTED WITH ALUMINIUM. 6070769/ THIS IS A LINK TO REACTING MASS BINGO.

Suggested Teaching Time: 11-17 Hours

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES ALCOHOLS, CARBOXYLIC HOMOLOGOUS SERIES – ALKANES. DISCUSS HTTP://QUIZLET.COM/5121323/ORGANIC- SPECIFICATION STATEMENTS ACIDS AND ESTERS THE SUFFIX OF THE NAMING OF ALKANES CHEMISTRY-PREFIXES-AND-SUFFIXES-FLASH- C7.2.1 TO C7.2.9 ORGANIC MOLECULES USING –ANE. THESE COMPOUNDS ONLY CARDS/ THIS WEBSITE CAN BE USED TO CREATE CONTAIN HYDROGEN AND CARBON ATOMS PREFIX AND SUFFIX CARDS. THERE ARE ALSO (2 TO 3 HOURS) AND HAVE NO FUNCTIONAL GROUP TO SPEAK SOME GAMES TO TEST YOUR LEARNING. OF, SO THE LACK OF REACTIVITY OF THE C-C WWW.REVISIONCENTRE.CO.UK/GCSE/CHEMISTR AND C-H BOND SHOULD BE DISCUSSED. Y/ALKANES.HTML THIS IS A REVISION WEBSITE DEMONSTRATE THE FUEL TRAIN WITH A BUT IT SUMMARISES THE ALKANES WELL. CANDLE. USE ICE TO CONDENSE WATER VAPOUR AND ANHYDROUS COBALT CHLORIDE FUEL TRAIN DEMO. PAPER TO SHOW THE PRESENCE OF WATER. USE LIMEWATER TO SHOW THE PRESENCE OF THIS IS AN UPTURNED FUNNEL ATTACHED TO A CARBON DIOXIDE. (THIS CAN ALSO BE DONE RUBBER TUBE. THIS TUBE SHOULD BE ATTACHED FOR ETHANOL USING A BURNER AND RELATED TO A U TUBE TO ALLOW VAPOUR TO PASS TO NEXT SECTION ON ALCOHOLS) THROUGH THE TUBE. A DELIVERY TUBE THEN PASSES INTO A FINAL TEST TUBE CONTAINING WRITE WORD EQUATIONS FOR THE LIMEWATER. A TUBE COMES FROM HERE TO COMBUSTION OF ALKANES. HIGHER TIER ALLOW AIR TO BE SUCKED THROUGH THE CANDIDATES SHOULD ALSO BE ABLE TO WRITE SYSTEM USING WATER. BALANCED SYMBOL EQUATIONS (INCLUDING STATE SYMBOLS). STUDENTS SHOULD MATCH UP NAMES, FORMULAE AND FULLY DISPLAYED STRUCTURAL FORMULAE. THIS INFORMATION CAN BE GIVEN AS CARDS. THIS CAN BE DONE IN PAIRS OR GROUPS. STUDENTS SHOULD MAKE NOTES. MOLYMODS USE MOLYMODS TO BUILD ALKANES FROM METHANE TO DECANE. DRAW BALL AND STICK DIAGRAMS OF THE FIRST 10 ALKANES COUNT TO 10 IN CHEMISTRY USING PREFIXES © OCR V1.0 Page 7 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES METH-, ETH, PROP ETC.

© OCR V1.0 Page 8 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES PLAY SPLAT – DISPLAY A VARIETY OF PREFIXES, SUFFIXES, DISPLAYED FORMULAE AND ALKANE NAMES ON A BOARD. STUDENTS OR TEAMS OF STUDENTS ARE ASKED QUESTIONS WITH THE ANSWERS BEING SOMETHING ON THE BOARD. THEY HAVE TO PUT THEIR HAND ON IT FIRST AND GIVE THE ANSWER. ALCOHOLS HOMOLOGOUS SERIES – ALCOHOLS. MOLYMODS CARE MUST BE TAKEN WHEN USING (2 TO 3 HOURS) STUDENTS DRAW THE FUNCTIONAL GROUP IN SODIUM METAL SODIUM METAL. THEIR NOTES AND DISCUSS THE USE OF THE WATER TROUGH PLEASE CONSULT HAZCARDS SUFFIX -OL. AND/OR CLEAPPS BEFORE USE. EVAPORATING BASIN USE MOLYMODS TO BUILD ALCOHOL NO MORE THAN A RICE SIZED PIECE HEXANE MOLECULES. OF SODIUM SHOULD BE USED. DISCUSS THE COMPARABLE REACTIVITY OF ETHANOL THE O-H BOND IN COMPARISON TO THE UN- WATER SPECIFICATION STATEMENTS REACTIVE C-C AND C-H BONDS. THIS EXPLAINS TWEEZERS THE REACTIONS OF SODIUM WITH ETHANOL, C7.2.10 TO C7.2.16 SODIUM WITH WATER AND SODIUM WITH SCALPEL TO CUT METAL HEXANE. THESE EXPERIMENTS CAN BE DONE GLOVES ICT SUITE TO RESEARCH THE USES AS A DEMO. STUDENTS SHOULD RECORD SAFETY SCREEN AND GOGGLES OF ETHANOL. THEIR OBSERVATIONS OF THE REACTIONS. (HIGHER ONLY) WWW.REVISIONCENTRE.CO.UK/GCSE/CHEMISTR Y/ALCOHOL.HTML REVISION WEBSITE. THIS PAGE DISCUSSION OF THE BURNING OF ALCOHOLS SUMMARISES ALCOHOLS AND THEIR REACTIONS. AND HOW THIS PRODUCES CARBON DIOXIDE AND WATER IN A SIMILAR WAY TO ALKANES. WWW.DOCBROWN.INFO/PAGE04/OILPRODUCTS09 (THIS MAY HAVE BEEN DONE WITH FUEL TRAIN .HTM INFORMATION ON ALCOHOLS IN A PREVIOUS LESSON) WWW.MGC- USE HTTP://WWW.GREENER- A.COM/METHANOL/PRODUCTS/METHANOL_USES. INDUSTRY.ORG.UK/INDEX.HTM TO IDENTIFY HTML THIS WEBSITE GIVES THE USES OF USES OF ETHANOL AND OTHER ALCOHOLS. METHANOL CONSTRUCT A TABLE TO COMPARE THE WWW.CHEMGUIDE.CO.UK/ORGANICPROPS/ALCO PHYSICAL PROPERTIES OF ETHANOL, WATER HOLS/BACKGROUND.HTML THIS WEBSITE HAS AND ALKANES. HEADINGS SHOULD INCLUDE LOTS OF INFORMATION ABOUT THE PHYSICAL

© OCR V1.0 Page 9 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES MELTING POINTS, BOILING POINTS AND THE PROPERTIES OF ALCOHOLS AND COMPARISONS SOLUBILITY OF ALKANES AND ALCOHOLS IN WITH WATER. WATER. THESE CAN BE DEMONSTRATED IN THE LAB. (SEE THE LINK OPPOSITE)

© OCR V1.0 Page 10 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES WWW.PRACTICALCHEMISTRY.ORG/EXPERIMENTS /THE-PROPERTIES-OF-ALCOHOLS,216,EX.HTML PRACTICAL ACTIVITY TO INVESTIGATE PROPERTIES OF ALCOHOLS. MAKING ETHANOL STUDENTS TO RESEARCH THE 2 MAIN WWW.GREENER-INDUSTRY.ORG.UK/INDEX.HTM ICT SUITE FOR RESEARCH OF (1 HOUR) METHODS OF PRODUCING ETHANOL. THIS IS A FANTASTIC WEBSITE WITH LOTS OF PRODUCTION OF ETHANOL. STUDENTS CAN WORK IN GROUPS TO INFORMATION. PRODUCE POSTERS/PRESENTATIONS ON THE WWW.CHEMGUIDE.CO.UK/ORGANICPROPS/ALCO SPECIFICATION STATEMENTS MANUFACTURE OF ETHANOL BY HOLS/MANUFACTURE.HTML THIS WEBPAGE C7.2.17 TO C7.2.20 FERMENTATION. GIVES A SUMMARY OF THE PRODUCTION OF THE INFORMATION CAN BE GIVEN TO ETHANOL. STUDENTS SO THEY CAN WORK IN GROUPS TO WWW.VENTURACOACHES.COM.AU/DOCUMENTS/ PRODUCE A FLOW CHART TO REPRESENT AND ETHANOL_MANUFACTURE.PDF THIS IS A PDF FILE SUMMARISE THE PRODUCTION OF ETHANOL THAT HAS AN EXCELLENT FLOW CHART TO SHOW BY FERMENTATION AND THE LIMITATIONS OF THE MANUFACTURE OF ETHANOL. THE PROCESS. THIS SHOULD INCLUDE THE HTTP://RENEWABLEENERGYRESOURCE.NET/ETH ESSENTIAL CONDITIONS OF TEMPERATURE ANOL-FOR-ALTERNATIVE-FUEL THIS IS A GOOD AND PH. WEBSITE FOR INFORMATION ON ETHANOL. CLASS PRACTICAL (OR CLASS ASSISTED WWW.SCIENCEDAILY.COM/RELEASES/2008/01/080 DEMONSTRATION). YEAST CAN BE USED TO 106202952.HTM INFORMATION ON THE USE OF FERMENT SUGAR SOLUTIONS IN BOILING GENETICALLY MODIFIED E.COLI BEING USED TO TUBES UNDER DIFFERENT CONDITIONS OF PH, PRODUCE ETHANOL. TEMPERATURE ETC. IF EACH TUBE HAS A BALLOON OVER THE TOP STUDENT CAN TIME HOW LONG IT TAKES THE BALLOONS TO BOILING TUBES INFLATE ENOUGH TO STAND UP. YEAST EXPLANATION OF HOW THE CONCENTRATION BALLOONS OF ALCOHOLS CAN BE INCREASED THROUGH DISTILLATION. AN EXAMPLE OF THIS IS USED IN TIMERS/STOPWATCHES THE PRODUCTION OF WHISKY AND BRANDY. (THIS COULD BE DEMONSTRATED) HOMEWORK TASK TO RESEARCH THE USE OF GENETICALLY MODIFIED E.COLI TO CONVERT WASTE BIOMASS INTO ETHANOL.

© OCR V1.0 Page 11 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES SUSTAINABILITY OF MAKING DISCUSS THE SYNTHETIC ROUTE FOR WWW.HI.COM.AU/CHEMTWOTRB/ETHENE.PDF SPECIFICATION STATEMENTS ETHANOL PRODUCING ETHANOL FROM ETHANE, VIA THIS IS AN EXTENSIVE FLOW CHART FOR THE C7.2.21 AND C7.2.22 (1 HOUR) ETHENE. COMPARE THE METHOD FOR MANUFACTURE OF ETHANE. STUDENTS CAN PRODUCING ETHANOL USING OIL AND USING SUMMARISE THE IMPORTANT POINTS. SUGAR CANE. THIS CAN BE DONE BY GROUP WWW.CHEMGUIDE.CO.UK/PHYSICAL/EQUILIBRIA/ ACTIVITIES. STUDENTS CAN PRODUCE A ETHANOL.HTML THIS HAS LOTS OF INFORMATION CONCEPT MAP. ON ALCOHOLS. EVALUATE THE SUSTAINABILITY OF THE DIFFERENT ROUTES TO PRODUCE ETHANOL. THIS CAN BE DONE BY PRODUCING A TABLE TO COMPARE THE USE OF RENEWABLE SOURCES, THE PRODUCTION OF CO- PRODUCTS OR BY PRODUCTS AS PART OF THE PROCESS, ETC. CARBOXYLIC ACIDS HOMOLOGOUS SERIES – CARBOXYLIC ACIDS. WWW.CHEMISTRY.MSU.EDU/FACULTY/REUSCH/VI SPECIFICATION STATEMENTS (1 TO 2 HOURS) STUDENTS SHOULD DRAW THE FUNCTIONAL RTTXTJML/CRBACID1.HTM THIS WEBSITE HAS C7.2.23 TO C7.2.30 GROUP OF THE CARBOXYLIC ACID AND NAME LOTS OF INFORMATION ON CARBOXYLIC ACIDS. COMPOUNDS USING THE SUFFIX –ANIOIC ACID. WWW.GCSESCIENCE.COM/ICARBOXYLIC.HTM THIS CAN BE DONE USING CARDS AS ABOVE THIS IS AN INDEX PAGE WITH REACTIONS AND FOR PREVIOUS HOMOLOGOUS SERIES. FORMULAE. DISCUSS THE CHARACTERISTICS OF WWW.PRACTICALCHEMISTRY.ORG/EXPERIMENTS CARBOXYLIC ACIDS. E.G. SMELL AND TASTE. /INTERMEDIATE/ALCOHOLS-ACIDS-AND- THIS IS A GOOD OPPORTUNITY TO ALLOW ESTERS/TOPIC-INDEX.HTML THIS IS THE INDEX STUDENTS TO CAREFULLY SMELL SAMPLES OF PAGE FROM THE RSC’S PRACTICAL CHEMISTRY ANY CARBOXYLIC ACIDS THAT ARE STORED IN WEBSITE. IT HAS A RANGE OF EXPERIMENTS YOU YOUR INSTITUTE. COULD TRY IN THE CLASSROOM FOR ALCOHOLS, STUDENTS CAN CARRY OUT REACTIONS OF ACIDS AND ESTERS. CARBOXYLIC ACIDS WITH METALS, SELECTION OF CARBOXYLIC ACIDS CARBONATES AND ALKALIS. SELECTION OF METALS (E.G. MG, ZN AND CA) WRITE WORD EQUATIONS AND BALANCED SELECTION OF CARBONATES AND ALKALIS SYMBOL EQUATIONS FOR EACH REACTION CARRIED OUT.

© OCR V1.0 Page 12 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES ESTER HOMOLOGOUS SERIES – ESTERS. STUDENTS WWW.LEFFINGWELL.COM/ESTERS.HTM THIS SPECIFICATION STATEMENTS (2 TO 3 HOURS) TO MAKE NOTES OF THE FUNCTIONAL GROUP. WEBSITE HAS INFORMATION ABOUT MOLECULAR C7.2.31 TO C7.2.35 THEY SHOULD ALSO LEARN THE STRUCTURE FORMULAE AND SMELL OF ESTERS AS WELL AS A OF THE NAME. 3D ROTATING STRUCTURE. ICT SUITE CAN BE USED TO ALLOW STUDENTS CAN CREATE THEIR OWN CARDS WWW.CHYMIST.COM/ESTERS%20- STUDENTS TO RESEARCH ESTER. TO NAME ESTERS AND AN EXAMPLE OF %20INTRODUCTION.PDF THIS SHEET GIVE WHERE THE ESTER IS USED. INFORMATION ABOUT THE ESTERS THAT FORM STUDENTS TO CARRY OUT ESTERIFICATION SPECIFIC SMELLS. REACTIONS. TO PRODUCE A VARIETY OF WWW.BBC.CO.UK/DNA/H2G2/A840322 THIS SMELLS. E.G. ETHANOL AND BUTANOIC ACID WEBSITE HAS A GOOD SECTION ON NAMING CAN BE REACTED TO FORM A PINEAPPLE ESTERS. SMELL. A CATALYST OF SULPHURIC ACID CAN WWW.ESTERCHEM.CO.UK/INDEX.HTM THIS IS THE BE USED. (IT MAY BE NECESSARY TO ADD INDEX PAGE FOR AN EXCELLENT WEBSITE SODIUM CARBONATE SOLUTION TO BASED ON ESTERS. NEUTRALISE EXCESS ACID TO ALLOW SMELL WWW.PRACTICALCHEMISTRY.ORG/EXPERIMENTS TO BE OBSERVED). /MAKING-ESTERS-FROM-ALCOHOLS-AND- DISCUSS KEY POINTS OF THE REACTION E.G. ACIDS,235,EX.HTML THIS HAS GUIDANCE FOR THE REACTION IS AN ALCOHOL PLUS A PRACTICAL EXPERIMENTS TO MAKE ESTERS. CARBOXYLIC ACID IN THE PRESENCE OF A CATALYST. STUDENTS SHOULD MAKE NOTES WHICH INCLUDE BALANCED EQUATIONS. TECHNIQUES DEMO A VARIETY OF TECHNIQUES; QUICK FIT APPARATUS; CARE SHOULD ALWAYS BE TAKEN (1 TO 2 HOURS) REFLUX – HEATING OF A VOLATILE PEAR SHAPED FLASK WITH QUICKFIT AND VOLATILE SUBSTANCES. SUBSTANCE IN A PEAR SHAPED FLASK UNDER CONDENSER A VERTICLE CONDENSER. E.G. OXIDATION OF THERMOMETER HOLDER ALCOHOLS SPECIFICATION STATEMENT THERMOMETER DISTILLATION – SEPARATION OF TWO LIQUIDS C7.2.36 DUE TO THEIR DIFFERENT BOILING POINTS, SEPARATING FUNNEL E.G. INK AND WATER SUITABLE CHEMICALS DEPENDING ON PURIFICATION (BY TREATMENT WITH PROCESSES BEING CARRIED OUT. REAGENTS IN A TAP FUNNEL) E.G. REMOVAL WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR OF ACID IMPURITIES BY ADDING SODIUM CES/PRACTICAL/INDEX3.HTM THIS IS A LINK TO HYDROGEN CARBONATE THEN TAP OFF THE RSC WEBSITE FOR SUPPORT FOR SEPARATE LAYERS © OCR V1.0 Page 13 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DRYING - USING DESSICATOR, OVEN AND TECHNIQUES USED IN SCHOOLS. IT CONTAINS DRYING AGENTS SUCH AS ANHYDROUS VIDEOS ON HOW TO USE EQUIPMENT THAT SODIUM SULFATE. MAYBE USEFUL. THESE TECHNIQUES CAN BE APPLIED TO ALKALINE HYDROLYSIS OF AN ESTER AND OBTAINING THE SODIUM SALT OF THE CARBOXYLIC ACID

© OCR V1.0 Page 14 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES FATS AND GLYCEROL STUDENTS SHOULD IDENTIFY GLYCEROL AS MOLYMODS SPECIFICATION STATEMENTS (1 TO 2 HOURS) AN ALCOHOL FUNCTIONAL GROUP. AS THE WWW.TRIPLESCIENCE.ORG.UK/TRIPSCI/CHEMIST C7.2.37 TO C7.2.39 REACTION WITH FATTY ACIDS OCCURS THE RY/EFFECTIVETEACHING/T8_CARBOXYLIC.ASPX FUNCTIONAL GROUP BECOMES AND ESTER. THIS HAS A SMALL AMOUNT OF INFORMATION WORD EQUATIONS CAN BE CONSTRUCTED ABOUT FATS AND OILS. FOR THESE REACTIONS. WWW.DOCBROWN.INFO/PAGE04/OILPRODUCTS14 STUDENTS CAN USE MOLYMODS TO BUILD .HTM THIS HAS SOME WELL PRESENTED AND MODELS OF THE REACTION. THIS IS A GOOD CLEAR INFORMATION ABOUT OILS, FATS, OPPORTUNITY TO DISCUSS THE ORIENTATION MARGARINE AND MAKING SOAP. OF THE FATTY ACID CHAINS AND THE WWW.TEACHSOAP.COM/SOAPMAKINGMETHODS. IMPLICATIONS ON MELTING AND BOILING HTML METHODS AND TRICKS FOR MAKING SOAP. POINTS. MAKE SOAP IN THE LAB (OPTIONAL) SEE LINK OPPOSITE FOR A METHOD.

Suggested Teaching Time: 3 Hours

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES EXOTHERMIC AND STUDENTS SHOULD CARRY OUT SIMPLE WWW.PRACTICALCHEMISTRY.ORG/EXPERIMENTS SPECIFICATION STATEMENTS ENDOTHERMIC REACTIONS OF METALS AND ACIDS TO /INTERMEDIATE/ACIDS-ALKALIS-AND- C7.3.1 TO C7.3.3 (2 HOURS) PRODUCE HEAT IN A TEST TUBE – SEE LINK SALTS/EXOTHERMIC-METAL-ACID- OPPOSITE (RSC). REACTIONS,101,EX.HTML THIS IS A PRACTICAL BY STUDENTS SHOULD CARRY OUT SIMPLE THE RSC ON EXOTHERMIC METAL REACTIONS. ENDOTHERMIC REACTIONS SUCH AS SEE LINK FOR EQUIPMENT. AMMONIUM NITRATE WITH WATER, POTASSIUM AMMONIUM NITRATE, POTASSIUM CHLORIDE, CHLORIDE WITH WATER OR THE REACTION OF ETHANOIC ACID AND SODIUM CARBONATE. ETHANOIC ACID WITH SODIUM CARBONATE. WWW.DOCBROWN.INFO/PAGE03/3_51ENERGY.HT IDENTIFY BONDS BROKEN AND BONDS MADE M THIS HAS SOME EXCELLENT INFORMATION IN EACH OF THE REACTIONS CARRIED OUT. AND CLEAR DIAGRAMS. STUDENTS SHOULD BE ASKED ABOUT THE WWW.SLIDESHARE.NET/LVCOLLEGE/C7-ENERGY- CHANGES OF ENERGY THEY HAVE OBSERVED LEVELS THIS IS A SLIDE SHOW THAT COULD BE WHEN A REACTION TAKES PLACE. THEY THEN USED TO SHOW THE CONSTRUCTION OF ENERGY NEED TO BE SHOWN HOW TO DRAW ENERGY CHANGE DIAGRAMS. IT ALSO SHOWS A CHANGE DIAGRAMS AND EXPLAIN THEIR USE. CALCULATION AT THE END. IT COVERS BOTH ENDOTHERMIC PROCESS IS THE ENERGY ENDOTHERMIC AND EXOTHERMIC DIAGRAMS. NEEDED TO BREAK BONDS AND AN EXOTHERMIC PROCESS IS THE ENERGY RELEASED WHEN BONDS FORM. STUDENTS SHOULD LEARN THE DEFINITIONS OF ENDOTHERMIC AND EXOTHERMIC, AND RELATE THIS TO THE ENERGY LEVEL DIAGRAM.

© OCR V1.0 Page 16 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES USE OF DATA USING DATA TO WORK OUT IF OVERALL DATA SHEET OF BOND ENTHALPIES SPECIFICATION STATEMENTS (1 HOUR) REACTION IS ENDOTHERMIC OR EXOTHERMIC. WWW.CHEMISTRY.MSU.EDU/FACULTY/REUSCH/VI C7.3.4 AND C7.3.5 SUPPLY STUDENTS WITH BOND ENERGY DATA RTTXTJML/REACT2.HTM THIS WEB PAGE HAS A AND CALCULATE NUMBER OF BONDS BROKEN TABLE OF BOND ENTHALPIES TO USE FOR AND MADE AND THEREFORE THE ENERGY OF QUESTIONS. SCROLL DOWN APPROXIMATELY THESE PROCESSES. HALF WAY. CALCULATE THE OVERALL ENERGY CHANGE WWW.AVOGADRO.CO.UK/H_AND_S/BONDENTHAL AND DETERMINE IF THE REACTION IS PY/BONDENTHALPY.HTM THIS IS AN EXCELLENT ENDOTHERMIC OR EXOTHERMIC. WEBSITE WITH CLEAR INFORMATION. ABOUT RECALL THE TERM ACTIVATION ENERGY AND HALF WAY DOWN THIS PAGE THERE IS A DEFINE IT AS THE MINIMUM ENERGY NEEDED CALCULATOR TO CHECK YOUR CALCULATIONS TO BREAK THE BONDS TO START A REACTION. OF BOND ENERGIES. THIS CAN ALSO BE ADDED TO THE ENERGY WWW.FILES.CHEM.VT.EDU/RVGS/ACT/NOTES/ACT CHANGE DIAGRAMS DRAWN EARLIER. _ENERGY.HTML THIS IS A WEBSITE OF HOMEWORK ACTIVITY TO DETERMINE IF A INFORMATION ON ACTIVATION ENERGY AND THE REACTION IS ENDOTHERMIC OR EXOTHERMIC. COLLISION THEORY. (STUDENTS TO BE GIVEN DATA E.G. OF SUCH WWW.800MAINSTREET.COM/7/0007-004- SHEET ON FIRST LINK). REAC_RATE2.HTM THIS WEBSITE HAS CLEAR INFORMATION ON ACTIVATION ENERGY, INCLUDING MODELLING AND ANIMATIONS.

Suggested Teaching Time: 4 Hours

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DYNAMIC EQUILIBRIUM AND DEFINITION OF DYNAMIC EQUILIBRIUM. THERE WWW.RSC.ORG/IMAGES/CLASSICDEMOS_FULL_T SPECIFICATION STATEMENTS THE HABER PROCESS ARE LOTS OF DEMOS YOU CAN DO TO SHOW CM18-198883.PDF THIS IS A LINK TO A PDF FILE C7.4.1 TO C7.4.6 (3 HOURS) THIS. E.G. A SINK OF WATER WITH THE PLUG OF CLASSIC CHEMISTRY DEMONSTRATIONS. USE OUT AND THE TAP ON – WHERE THE LEVEL OF EXPERIMENT 39 HERE. THAT IS PAGE 112 OF THE WATER DOESN’T CHANGE. THE WATER PDF FILE. LEAVING THE SINK IS THE SAME AS THAT HTTP://IBCHEM.COM/IB/IBNOTES/BRIEF/EQU- ENTERING IT. THIS WOULD BE A MODEL OF SL.HTM THIS IS A CLEARLY SET OUT ICT SUITE TO ALLOW STUDENTS TO DYNAMIC EQUILIBRIUM. EXPLANATION OF DYNAMIC EQUILIBRIUM AND VIEW ANIMATIONS FOR THEMSELVES STUDENTS TO CONSTRUCT A FLOW CHART OR HOW IT EFFECTS THE HABER PROCESS AND RESEARCH THE HABER POSTER FOR THE HABER PROCESS AS AN WWW.EWART.ORG.UK/SCIENCE/PATTERNS/PAT11 PROCESS. EXAMPLE OF HOW EQUILIBRIUM IS IMPORTANT .HTM THIS WEBSITE HAS INFORMATION AND A IN INDUSTRY. STUDENTS CAN PRESENT THEIR ‘FILL IN THE MISSING WORDS’ SECTION ON THE FINDINGS TO THE GROUP. THE MAIN POINTS HABER PROCESS. TO CONSIDER ARE; HTTP://SCIENCEAID.CO.UK/CHEMISTRY/APPLIED/H THE REACTION OF HYDROGEN AND NITROGEN ABER.HTML A CLEARLY SUMMARISED WEBPAGE TO PRODUCE AMMONIA IS REVERSIBLE. OF INFORMATION ON THE EFFECTS OF THE YIELD OF AMMONIA IS INCREASED BY TEMPERATURE, PRESSURE AND THE USE OF A RECYCLING THE UN-REACTED HYDROGEN AND CATALYST IN THE HABER PROCESS. NITROGEN. WWW.ABSORBLEARNING.COM/MEDIA/ITEM.ACTIO CHANGING TEMPERATURE AND PRESSURE N?QUICK=128 THIS IS AN EXCELLENT ANIMATION AFFECT THE YIELD OF AMMONIA AT OF THE HABER PROCESS. CLICK ‘VIEW ONLINE’. EQUILIBRIUM. ADVANCE THE ANIMATION BY CLICKING IN THE THE GASES IN THE REACTOR DO NOT STAY RED BOX. LONG ENOUGH TO REACH EQUILIBRIUM. WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR A CATALYST IS USED IN THE HABER PROCESS. CES/ALCHEMY/INDEX2.HTM HERE YOU CAN FIND A VIDEO ON THE PRODUCTION OF AMMONIA. THIS INFORMATION CAN BE SUMMARISED IN A TABLE FOR A HOMEWORK ACTIVITY. GROUP DISCUSSIONS ABOUT THE FINE BALANCE AND COMPROMISE THAT EXISTS IN THE HABER PROCESS BETWEEN YIELD AND ECONOMIC FEASIBILITY. FOR EXAMPLE © OCR V1.0 Page 18 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES INCREASING THE TEMPERATURE WILL INCREASE THE RATE OF THE REACTION BUT DECREASE THE YIELD. HOW ARE THE OPTIMUM CONDITIONS DECIDED? (HIGHER TIER ONLY)

© OCR V1.0 Page 19 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES NITROGEN CYCLE DISCUSS THE PROCESS OF THE NITROGEN WWW.PHYSICALGEOGRAPHY.NET/FUNDAMENTAL ICT SUITE CAN BE USED FOR (1 HOUR) CYCLE. STUDENTS TO BE GIVEN A COPY OF S/9S.HTML THIS IS A REALLY CLEAR NITROGEN STUDENTS TO INVESTIGATE THE THE REACTIONS (AND CYCLE) FOR THEIR CYCLE WITH GOOD, CONCISE INFORMATION. IDEA OF SUSTAINABILITY. NOTES WITH GAPS TO FILL IN. THIS CAN BE WWW.SUSTAIN- FROM A VARIETY OF SOURCES. ED.ORG/PAGES/PROCESS/PROCESSFRAMESET.H THIS IS OFTEN AN AREA OF STUDENTS CAN WORK IN GROUPS TO TM THIS IS A REALLY GOOD WEBSITE ABOUT MISCONCEPTION. IDENTIFY THE MAIN REACTIONS THAT TAKE SUSTAINABILITY. THERE IS A QUESTIONNAIRE TO PLACE. THESE CAN BE CATEGORISED INTO DO AND MANY OTHER ITEMS ABOUT REACTIONS THAT FIX NITROGEN AND THOSE UNDERSTANDING SUSTAINABILITY. SPECIFICATION STATEMENTS THAT RELEASE NITROGEN BACK INTO THE WWW.VISIONLEARNING.COM/LIBRARY/MODULE_V C7.4.7 TO C7.4.10 ATMOSPHERE. THIS CAN BE PUT INTO A TABLE IEWER.PHP?MID=98 A GOOD WEBSITE FOR TO HELP SUMMARISE THE REACTIONS. INFORMATION AND DIAGRAMS. STUDENTS CAN USE ICT TO IDENTIFY A WWW.BIOLOGY.ED.AC.UK/RESEARCH/GROUPS/JD DEFINITION FOR SUSTAINABILITY. THIS CAN BE EACON/MICROBES/NITROGEN.HTM A VERY A TRICKY CONCEPT FOR SOME SO WORKING CLEAR WEB PAGE FOR INFORMATION ON IN SMALL GROUPS WILL ALLOW PEER NITROGEN FIXATION AND THE NITROGEN CYCLE. SUPPORT. LEGUME PICTURES ARE INCLUDED ON THIS EVALUATE THE SUSTAINABILITY OF THE PAGE. NITROGEN FIXING PROCESS. STUDENTS WWW.GREENER-INDUSTRY.ORG.UK/INDEX.HTM SHOULD CONSIDER ENERGY USE FOR THE THIS IS ALSO A GOOD WEBSITE FOR THE HABER PROCESS AS PART OF THE SUSTAINABILITY. PROCESS. HOMEWORK ACTIVITY TO RESEARCH THE PRODUCTION OF FERTILISERS FROM AMMONIA.

Suggested Teaching Time: 6-9 Hours

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES ANALYTICAL PROCEDURES RECALL THAT MANY ANALYTICAL TECHNIQUES WWW.PRACTICALCHEMISTRY.ORG/EXPERIMENTS SPECIFICATION STATEMENTS (1 TO 2 HOURS) ARE BASED ON SAMPLING OF SOLUTIONS. /WHAT-ARE-THE-DISSOLVED-SOLIDS-IN-SEA- C7.5.1 TO C7.5.4 DISCUSS THE DEFINITIONS OF QUALITATIVE WATER,250,EX.HTML THIS IS AN EXAMPLE OF A AND QUANTITATIVE. CARRY OUT PRACTICAL PRACTICAL ON TESTING FOR THE PRESENCE OF IDEAS ABOUT SCIENCE STATEMENTS QUALITATIVE TESTS ON ANIONS AND CATIONS. ANIONS AND CATIONS. CLEAR INSTRUCTIONS C7.1.2 TO C7.1.6 STUDENTS SHOULD DEVISE A TABLE FOR ARE GIVEN. THEIR RESULTS, DECIDING WHICH ORDER TO WWW.TRIPLESCIENCE.ORG.UK/TRIPSCI/CHEMIST CARRY OUT TESTS. RY/EFFECTIVETEACHING/T10_ANALYSIS.ASPX DEMONSTRATE ANALYTICAL METHODS SUCH THIS WEBSITE HAS LOTS OF CLEAR AS TITRATION. (YOU CAN LOOK AT EITHER A INFORMATION ON ANION AND CATION TESTS AND REDOX TITRATIONS OR ACID –BASE WHAT QUALITATIVE TESTING IS. ALL EQUIPMENT TITRATIONS HERE). PRACTICAL IS ON SITE. DEMONSTRATIONS CAN BE CARRIED OUT OR VIDEOS CAN BE SHOWN. SEE LINKS. QUANTITATIVE ANALYSIS BY STUDENTS SHOULD GET THE OPPORTUNITY WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR SPECIFICATION STATEMENTS TITRATION TO CARRY OUT SOME STANDARD CES/PRACTICAL/INDEX3.HTM THIS IS A LINK TO A C7.5.16 TO C7.5 24 (3 TO 4 HOURS) PROCEDURES SUCH AS MAKING UP STANDARD VIDEO ON MAKING UP A STANDARD SOLUTION. SOLUTIONS. USING A VOLUMETRIC FLASK TO BALANCE INCREASE THE ACCURACY OF THE VOLUMETRIC FLASKS EXPERIMENT. DROPPING PIPETTE STUDENTS SHOULD PRACTICE THE MANIPULATION OF A BURETTE USING WATER DISTILLED WATER BEFORE BEGINNING A TITRATION WITH SOLUTE TO MAKE STANDARD SOLUTION. SOLUTIONS TO ACCURATELY MEASURE THE WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR VOLUME TITRATED. THEY SHOULD ALSO CES/PRACTICAL/INDEX3.HTM THIS IS A LINK TO A PRACTICE READING THE SCALE OF THE VIDEO ON TITRATION. BURETTE. WWW.DARTMOUTH.EDU/~CHEMLAB/TECHNIQUES/ DEMONSTRATE THE PROCESS OF A TITRATION TITRATION.HTML THIS HAS A CLEAR PROCEDURE FOR A SIMPLE ACID-BASE TITRATION SUCH AS FOR TITRATION WITH PHOTOS. SODIUM HYDROXIDE AND HYDROCHLORIC ACID WITH A SUITABLE INDICATOR, SUCH AS BURETTES

© OCR V1.0 Page 21 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES METHYL ORANGE. CONICAL FLASKS CLASS PRACTICAL TO FIND THE VOLUME OF A ACID AND ALKALI SOLUTIONS SUBSTANCE NEEDED TO REACT WITH A INDICATOR SOLUTION KNOWN CONCENTRATION OF A SUBSTANCE. DATA LOGGER AND PH PROBE THIS CAN BE DONE WITH A VARIETY OF SOLUTIONS. SEE WEB LINK TO RSC FOR ADVICE AND GUIDANCE. SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES GUIDE STUDENTS THROUGH BASIC HTTP://LRS.ED.UIUC.EDU/STUDENTS/MIHYEWON/ CALCULATIONS OF CONCENTRATION OF CHEMLAB_EXPERIMENT.HTML THIS IS A UNKNOWN SUBSTANCES USING THE DATA BRILLIANT WEBSITE THAT ALLOWS STUDENTS TO COLLECTED FROM THE CLASS PRACTICAL. CARRY OUT A VIRTUAL TITRATION. THIS ALSO RECALL THE MAIN STAGES OF QUANTITATIVE INCLUDES CALCULATIONS. (SCROLL DOWN TO ANALYSIS. LOWER HALF OF THE PAGE.) MEASURING OUT ACCURATELY A SPECIFIC MASS OR VOLUME OF THE SAMPLE. WORKING WITH REPLICATE SAMPLES. DISSOLVING THE SAMPLES QUANTITATIVELY. MEASURING A PROPERTY OF THE SOLUTION QUANTITATIVELY. CALCULATING A VALUE FROM THE MEASUREMENTS. ESTIMATING THE DEGREE OF UNCERTAINTY IN THE RESULTS. RECALL THAT CONCENTRATIONS OF SOLUTIONS CAN BE MEASURED IN G/DM3 STUDENTS SHOULD CARRY OUT CALCULATIONS TO FIND THE CONCENTRATION OF A GIVEN VOLUME OF SOLUTION GIVEN THE MASS OF THE SOLUTE. STUDENTS SHOULD ALSO CALCULATE THE MASS OF SOLUTE IN A GIVEN VOLUME OF

© OCR V1.0 Page 22 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES SOLUTION WITH A SPECIFIED CONCENTRATION INTERPRET TITRATION RESULTS QUANTITATIVELY.

© OCR V1.0 Page 23 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES CHROMATOGRAPHY RECALL THE EXPLANATION OF DYNAMIC WWW.CHEMGUIDE.CO.UK/ANALYSIS/CHROMATO SPECIFICATION STATEMENTS (2 TO 3 HOURS) EQUILIBRIUM AND RELATE THIS TO THE GRAPHY/PAPER.HTML INFORMATION ON PAPER C7.5.5 TO C7.5.15 PROCESS OF CHROMATOGRAPHY. CHROMATOGRAPHY. IDENTIFY THE PAPER AS THE STATIONARY PHASE AND THE SOLVENT AS THE MOBILE WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR PHASE. THE DYE OR SPOTS CREATED ON A CES/PRACTICAL/INDEX3.HTM THIS IS A LINK TO A CHROMATOGRAM FORMS A DYNAMIC VIDEO ON THIN LAYER CHROMATOGRAPHY. EQUILIBRIUM BETWEEN THE STATIONARY AND MOBILE PHASES. IF THE EQUILIBRIUM LIES FURTHER TOWARDS THE MOBILE PHASE THEN WWW.4COLLEGE.CO.UK/A/CD/GLC.PHP THIS IS AN THE SPOT WILL MOVE FURTHER UP THE A LEVEL SITE BUT IT HAS CLEAR DIAGRAMS AND STATIONARY PHASE. THIS IS A DIFFICULT EXPLANATION IN TERMS OF EQUILIBRIUM. CONCEPT SO CARE SHOULD BE TAKEN.

STUDENTS CARRY OUT PAPER THERE IS A DVD PROVIDED BY THE RSC CALLED CHROMATOGRAPHY. THIS CAN BE DONE WITH ‘MODERN INSTRUMENTAL TECHNIQUES FOR COLOURED FELT TIP PENS, GRASS, SMARTIES SCHOOLS AND COLLEGES’ EACH INSTITUTION ETC. ENSURE THE SOLVENT FROM IS MARKED SHOULD HAVE A COPY. THIS HAS AN EXCELLENT ON THE CHROMATOGRAM. SECTION ON GLC. DISCUSS THE USE OF REFERENCE MATERIALS ON CHROMATOGRAMS AND THE USE OF HTTP://TEACHING.SHU.AC.UK/HWB/CHEMISTRY/T DIFFERENT SOLVENTS TO ALLOW DYES TO UTORIALS/CHROM/GASCHRM.HTM INFORMATION MOVE ALONG THE CHROMATOGRAM. ON GAS-LIQUID CHROMATOGRAPHY. USE THE CHROMATOGRAMS TO CALCULATE WWW.FILES.CHEM.VT.EDU/CHEM- RF VALUE FROM THE FORMULA; ED/SEP/GC/GC.HTML MORE INFORMATION ON RF VALUE = DISTANCE TRAVELLED BY SOLUTE GLC DISTANCE TRAVELLED BY SOLVENT. STUDENTS CAN CARRY OUT THIN LAYER CHROMATOGRAPHY IF MATERIALS ARE CHROMATOGRAPHY PAPER AVAILABLE. THIS CAN ALSO INCORPORATE THE CHROMATOGRAPHY SOLVENT (DETERMINED BY USE OF A LOCATING AGENT SUCH AS EXPERIMENT E.G. ETHANOL, WATER ETC) NINHYDRIN. (ALTERNATIVELY DISCUSS THE THEORY OF TLC AND USE THE VIDEO LINK LOCATING AGENT (DETERMINED BY TEST) OPPOSITE TO EXPLAIN THE PROCESS.) SAMPLES TO TEST DEPENDING ON DEMO

© OCR V1.0 Page 24 of 27 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES STUDENTS TO SUMMARISE KEY POINTS OF CHOSEN E.G. ASPIRIN, SALICYLIC ACID, ETC PAPER CHROMATOGRAPHY AND THIN-LAYER CHROMATOGRAPHY IN A TABLE. GAS CHROMATOGRAPHY THEORY.

The chemical industry

OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the Lesson Objective 1 Recall the definition of the terms ‘bulk’ and ‘fine’ relating to chemical manufacturing (C7.1.1) Objective 2 Describe the stages of development of a new chemical product (C7.1.4) Objective 3 Explain why there is a large time frame from first synthesis of a new chemical product to production (C7.1.3)

Recap of Previous Experience and Prior Knowledge Prior knowledge of the process of a chemical synthesis should have been gained from unit C6.

Content Time Content 5 -10 minutes Show samples of tablets, food colouring and foodstuffs, metals and bottles of chemicals such as sulphuric acid to help students identify ‘bulk’ as meaning large quantities and ‘fine’ as smaller, more refined chemicals. Students should try to categorise the chemicals on display as ‘bulk’ or ‘fine’. Define the terms – ‘bulk’ and ‘fine’. 15 - 20 minutes Use the link below http://www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm - to show a video on making medicines (5 minutes 20 seconds). This video shows the processes leading to the manufacture of ‘fine’ materials. Students should watch the video and make notes. The intention is to produce a flow chart of the processes involved in synthesising new chemicals. The video can be paused at several points to allow students to make their notes. Students can be given a list of prepared questions to answer if foundation tier. 15 - 20 minutes Use the link below http://www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm - to show a video on making sulphuric acid (5 minutes 30 seconds) or iron and steel making (5 minutes and 50 seconds) as an example of a bulk process. Students should make comparisons with the fine processes as the video progresses. As above students should make notes or can be given questions to answer. 5 -10 minutes Students produce a concept map to summarise their ideas about bulk and fine chemicals

© OCR V1.0 Page 26 of 27 GCSE Gateway Science Chemistry A J244 Module C7: Further chemistry Consolidation Time Content 10 minutes Students to draw a table to compare the bulk and fine processes they have seen and discussed. This can be in simple terms and reflect the quantities of production, batch and continuous processing and types of chemicals manufactured using each method.

Homework activity Students make a poster of one of the processes they have covered in the lesson. This task is differentiated by outcome so can be given to all students.