UNIT07.indd - Wikispaces · Web viewShould PB p86–87 Classwork Explaining 6 7Fd Quick Check Must/Should ASP Classwork Plenary 1 7Fd Word Sheet Must/Should ASP Homework 7Fd(1) Fire

The main theme is fairgrounds and fireworks includingassociated issues of fire safety, pyrotechnics and explosions. There is development of some of the ideas on safety introduced in Unit 7E. The unit introduces the idea ofchemical changes and includes work on key criteria for deciding whether a change has taken place. There is also an introduction to the

Some pupils could:(L7) Describe how observations from a combustion experiment can provide evidence for and against different theories of burning.(L7) Give reasons for why you agree or disagree with others when discussing the arguments for and against the use of fuels and explosives in modern society.Key processesAt the end of this unit…We recommend between 7 and 10 hours of teaching time

for thisunit.From KS2 most pupils will:• be able to describe the ways in which materials

change when they are heated or cooled• know that when a material is burnt, new materials are formed;

they may know that this change cannot be reversed.

All pupils must:(L4) Use observations to tell if a chemical reaction has taken place. (L4) Carry out a fair test.(L4) Work safely with acids and when burning materials.Most pupils should:(L5) Tell others about your ideas on how to stay safe when using acids or burning materials.(L5) Carry out a fair and safe investigation to collect accurate evidence.(L5) Present data as a line graph.(L6) Suggest a scientific question to be investigated and plan a fair investigation for that question.Some pupils could:(L7) Explain how well your conclusions match your evidence. (L7) Put together information from several different sources in order to develop an argument.

This unit builds on ideas introduced in the QCA Scheme of Work forKS2: Unit 5C Gases around us and 6D Reversible and irreversible changes.• Topic 7Fa uses the context of fairgrounds and fireworks to

introduce the difference between physical changes and chemical reactions, and how to tell if a reaction has happened. There isa brief introduction to decomposition reactions using heat and electricity as energy sources.

• Topic 7Fb focuses on reactions which produce gases, and includes the tests for hydrogen and carbon dioxide gas.

• Topic 7Fc uses examples from cooking and fireworks to introduce the concept of energy transfer, and the idea of energy balancein reactions. This includes an introduction to combustion, introducing the test for oxygen and word equations. This leads on to work on the fire triangle in Topic 7Fd and lays the foundationsfor more advanced work at KS4.

• Topic 7Fd discusses the fire triangle, fire safety and the methods used for putting out different types of fire. It also looks at the burning of fuels, and the products of burning, including word equations for hydrocarbon fuels.

• Topic 7Fe considers pollution issues arising from burning fuels. The link between combustion and explosions is also considered, and pupils are asked to

Range and contentAt the end of this unit…All pupils must:(W4) Recall that some changes can be reversed and others cannot. (L4) Recall what a fuel is.(L5) Identify some products of chemical reactions. (L5) State that oxygen or air is needed for burning.Most pupils should:(L5) Say whether a change is reversible or irreversible, chemical or physical.(L6) Explain that new materials are formed during a chemical reaction and give an example.(L6) List the gases formed when acids react with metals and limestone.(L6) Describe how oxides form.(L6) Describe the tests for hydrogen, oxygen and carbon dioxide. (L6) Use word equations to represent burning reactions.

ExpectationsKey conceptsAt the end of this unit…All pupils must:(L4) Recognise some evidence that supports a theory.(L5) List some benefits and drawbacks of using fossil fuels and explosives.

Some pupils could:(L7) Explain how the products of burning a hydrocarbon are formed.(L7) Explain why some reactions are explosive.

For a list of updated and vetted websites that can be used to(http:// g roups.google.co.uk/ g roup/exploringscien ce).Most pupils should:

(L6) Draw conclusions from observations using a theory about burning.(L6) Describe some of the arguments for and against the use of fossil fuels and explosives in modern society.

147© Pearson Education Limited 2008

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7F Bubbles, bangs and burning

http://groups.google.co.uk/group/exploringscience

http://groups.google.co.uk/group/exploringscience


7F NC statements covered

4 Curriculum opportunities

At KS31 Key concepts

2 Key processes

Links with other units

Cross-curricular links

3 Range and content

Skills opportunities for Personal, Learning and Thinking Skills (PLTS),literacy, numeracy and ICT are included in the individual topic notes.

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Statement Topic1a Using ideas and models to

explain phenomena and developing them to generate and test theories.

7Fa, 7Fc, 7Fd,7Fe

1b Critically analysing and evaluating evidence from observations and experiments.

all

2a Exploring how the creative application of scientific ideas can bring about technological developments and consequent changes inthe way people think and behave.

7Fb, 7Fc, 7Fd,7Fe

2b Examining the ethical and moral implications of using and applying science.

7Fb, 7Fe

3a Recognising that modern science has itsroots in many different societies and culturesand draws on a variety of valid approaches

7Fb, 7Fe

4a Sharing developments and common understanding across disciplines and boundaries.

7Fe

Statement Topic1a Use a range of scientific methods and

techniques to develop and test ideas and explanations.

all

1b Assess risk and work safely in the laboratory, field and workplace.

all

1c Plan and carry out practical and investigative activities, both individually and in groups.

all

2a Obtain, record and analyse data froma wide range of primary and secondarysources, including ICT sources, and use theirfindings to provide evidence for scientific

all

2b Evaluate scientific evidence and working methods.

7Fa, 7Fb, 7Fd,

3a Use appropriate methods, including ICT,to communicate scientific information andcontribute to presentations and discussions

7Fa, 7Fb, 7Fd,7Fe

Statement Topica Research, experiment, discuss and

develop arguments.all

b Pursue an independent enquiry into an aspect of science of personal interest.

7Fc, 7Fd, 7Fe

c Use real life examples as a basis for finding out about science.

all

d Study science in local, national and global contexts and appreciate the connections between these.

7Fb, 7Fe

e Experience science outside the school environment including in the workplace, where possible.

7Fa, 7Fc, 7Fd,7Fe

f Use creativity and innovation in science, and appreciate their importance in enterprise.

all

g Recognise the importance of sustainability in scientific and technological developments.

7Fb

h Explore contemporary and historical scientific developments and how they have been communicated.

7Fd, 7Fe

i Prepare to specialise in a range of science subjects at Key Stage 4 and consider career opportunities that are provided by science qualifications both within science and in other areas.

7Fa, 7Fc, 7Fd,7Fe

j Consider how knowledge and understanding of science informs personaland collective decisions, including those on substance abuse and sexual

7Fb, 7Fd, 7Fe

k Make links between science and other subjects and areas of the curriculum.

7Fb, 7Fe

Topic Links7Fa Food technology – cooking (and over-cooking) food.7Fb Geography – limestone cave formations.7Fd PSHEE – fire safety.7Fd History – the Great Fire of London.7Fe History – the history of explosives.7Fe History – the King’s Cross fire.7Fe PSHEE – ethical issues linked to use of explosives.

Statement Topic1a Energy can be transferred usefully,

stored or wasted, but cannot be created or destroyed.

7Fb, 7Fc, 7Fd,

2b Elements consist of atoms that combine together in chemical reactions to form compounds.

7Fe

2c Elements and compounds show characteristic chemical properties and patterns in their behaviour.

all

4c Human activity and natural processes can lead to changes in the environment.

7Fb

Statement TopicSc3 2a To describe changes that occur when

materials are mixed.7Fa,7Fb

7H Rocks and weathering. 9F Patterns of reactivity.8H The rock cycle. 9G Environmental

chemistry.9E Reactions of metals and metal compounds.

9H Using chemistry.

Bubbles, bangs and burning

7F

Framework statements covered by Unit 7F1 How Science Works1.1 Explanations, arguments and decisions

1.2 Practical and enquiry skills

3 Chemical and material behaviour



Code Framework threads Year 7 Topic1.1a3 Scientific thinking: developing argument Recognise that scientific evidence can be

used to support or disprove theories.7Fa, 7Fb, 7Fc,

1.1b Applications, implications and cultural understanding

Describe some benefits and drawbacks of scientific developments with which they are familiar.

7Fd, 7Fe

Recognise that decisions about the use and application of science and technology are influenced by society and

7Fe

1.1c Communication for audience and with purpose Use key scientific vocabulary and terminology in discussions and written work.

7Fd, 7Fe

Identify and use the conventions of various genres for different audiences and purposes in scientific writing.

7Fe

Code Framework threads Year 7 Topic1.2a Using investigative approaches: planning an

approachDescribe an appropriate approach to answer a scientific question using a limited range of information and making relevant observations or measurements.

7Fd

1.2b Using investigative approaches: selecting and managing variables

Recognise the range of variables involved in an investigation and decide which to control.

7Fd

1.2c Using investigative approaches: assessing risk and working safely

Explain how action has been taken to control obvious risk and how methods are adequate for the task.

7Fa, 7Fb 7Fc7Fd

1.2d Using investigative approaches: obtaining and presenting primary evidence

Describe and record observations and evidence systematically.

7Fa, 7Fb, 7Fc7Fd, 7Fe

Recognise that the presentation of experimental results through the routine use of tables, bar charts and simple graphs makes it easier to see patterns and trends.

7Fa, 7Fb, 7Fc7Fe

1.2e Working critically with primary evidence Describe patterns and trends in results and link this evidence to any prediction made.

7Fa, 7Fd, 7Fe

Describe and suggest how planning and implementation could be improved.

7Fb

1.2f Working critically with secondary evidence Describe patterns and trends in secondary evidence and link these to the prediction or conclusion drawn.

7Fb, 7Fe

Code Framework sub-strands Year 7 Topic3.2 Chemical reactions Sort some reactions into reversible and

irreversible.7Fa

Recognise that new materials are made during chemical reactions.

7Fa, 7Fb, 7Fc7Fd, 7Fe

3.3 Patterns in chemical reactions Describe, record and group observations from chemical reactions.

7Fb, 7Fc

7F Routes through the unitThis page suggests routes through the unit at three different levels, using some of the tasks provided. Many other teaching sequences are possible using the alternative teaching materials and tasks providedor by adding your own materials. We recommend between 7 and 10 hours of teaching time for this unit. Bubbles, bangs and

burning7F

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Topic Level Learning objectives Key words Tasks7Fa Must All pupils must: work safely with chemicals and follow instructions for practical work; observe and

record chemical and physical changes; use the criteria of colour changes, evolution of gases and heat changes to decide whether a chemical reaction has occurred.

chemical reaction, physical change

Starter 1, Starter 3, Starter 4, Exploring 3, Plenary 5, Homework 1

Should Most pupils should: observe and record results in a suitable table that they have designed themselves; explain that chemical reactions result in the formation of new substances; classify changes as irreversible and reversible with some guidance; communicate why some chemical reactions are either useful or harmful; state some examples of chemical reactions, including those in which heat or electricity is used to bring about decomposition.

decomposition, irreversible, permanent, reversible

Starter 1, Starter 2, Starter 4, Exploring 3, Plenary 6, Homework 2

Could Some pupils could: evaluate the results of their experiments to decide whether a chemical reaction has taken place;classify a range of different reactions as useful or harmful.

Starter 1, Starter 4, Exploring 3, Explaining 1, Explaining 2, Plenary 1, Plenary 3 (as homework)

7Fb Must All pupils must: carry out gas tests and make observations to identify hydrogen and carbon dioxide; work safely with acids that can be corrosive; describe how acids react with some metals and limestone.

carbon dioxide, corrode, hydrogen, limewater, rust

Starter 3, Starter 4, Exploring 1, Explaining 1, Explaining 2, Plenary 3, Homework 1Should Most pupils should: explain the difference between reactants and products; identify hydrogen as the gas

formed when acids react with metals; identify carbon dioxide as the gas produced when an acid reacts with limestone.

acid rain, product, reactant

Starter 1, Starter 4, Exploring 1, Explaining 1, Explaining 2, Plenary 1, Homework 1Could Some pupils could: interpret secondary qualitative data on reaction rates to identify metals; explain

the formation of natural limestone features; describe the manufacture and some uses of hydrogen.calcium carbonate, calcium hydrogen-

Starter 2, Exploring 1, Explaining 1, Explaining 2, Plenary 5, Homework 2

7Fc Must All pupils must: describe burning as a chemical reaction that requires oxygen; carry out the test for oxygen; give examples of energy being used to start off a burning reaction; carry out simple flame tests.

oxygen Starter 1, Starter 3, Exploring 1, Starter 2, Explaining 1, Plenary 1, Homework 1Should Most pupils should: compare reactions which need a continuous supply of energy with those which

only need an initial energy input; recognise combustion as a reaction of a substance with oxygen, and describe the materialsformed when metals burn as oxides; describe and explain the safety precautions that are needed when fireworks are used.

oxide, word equation Starter 1, Starter 3, Exploring 2, Explaining 1, Explaining 2, Explaining 3, Plenary 4, Homework 1

Could Some pupils could: write word equations for reactions in which metals are oxidised; explain the changes in mass and volume of air that take place during oxidation reactions.

Starter 1, Explaining 1, Explaining 2, Exploring 1, Explaining 3, Homework 1 (as classwork) Homework 2

7Fd Must All pupils must: describe a fuel as something that releases energy when it burns; name the three sides of the fire triangle.

combustion, fire triangle, fuel

Starter 1, Starter 2, Starter 3, Exploring 1, Explaining 2, Plenary 2, Homework 1Should Most pupils should: use evidence from experiments to explain that burning fuels like methane produces

carbondioxide and water; explain how the soda–acid fire extinguisher works; write word equations to represent burning of

methane Starter 1, Starter 2, Exploring 1, Explaining 3, Explaining 4, Plenary 1, Homework 2

Could Some pupils could: know that a chemical containing only carbon and hydrogen is called a hydrocarbon; explain how the experience of fires in the past made has planners apply scientific principles to reduce the risks in the future.

hydrocarbon Starter 1, Explaining 4, Exploring 1, Explaining 6, Plenary 1, Explaining 7, Homework 37Fe Must All pupils must: recognise that burning can cause pollution, such as smoke; describe what will happen

to a candle after a period of time when covered with a beaker; record and present data on the effect of varying the size of a beaker on the burning time for a candle.

explosion, pollution, smoke

Starter 1, Exploring 1, Explaining 1, Explaining 3, Plenary 1, Homework 1

Should Most pupils should: explain why carbon monoxide can sometimes form when a fuel burns; explain the dangers and problems of incomplete combustion; explain why a candle goes out when covered with a beaker; explain how their experimental data support this explanation.

carbon monoxide, explosives

Starter 1, Exploring 1, Plenary 2, Plenary 6, Homework 2

Could Some pupils could: explain how different theories have been communicated to explain combustion at different times;evaluate how well different theories can explain why a candle goes out when covered with a beaker;

decomposition, phlogiston, unstable

Starter 2, Exploring 1, Explaining 3, Plenary 6, Homework 3

Bubbles, bangs and burning

7F Background information7Fa – Fairground attraction/Getting a reaction/Breaking upThe distinction between reversible and irreversible changes has been introduced at KS2. The use of the terms physical change and chemical reaction is introduced at KS3. Various words are used to describe changes, which can lead to some confusion. The wordreversible has been used in this course, whereas such changes

Excess carbon dioxide will cause the precipitate to re-dissolve dueto the formation of calcium hydrogencarbonate, which is soluble in water.CO2(g) + CaCO3(s) + H2O(l) Ca(HCO3)2(aq)

This reaction is the one that is responsible for the wearing away of limestone. It is important to recognise the difference between‘scientifically’ pure water (i.e. containing no other substances)which has a pH of 7 and ‘environmentally’ pure water (i.e. containing no pollutants) which is likely to be slightly acidic due to the natural presence of dissolved CO2.

7Fc – Kick startThis topic looks at the involvement of energy in reactions and the concept of activation energy, although this terminology is not used or needed until KS4 and beyond.A distinction is made between:

In simple terms, most physical changes can be thought of asreversible, and chemical changes as irreversible. However, some pupils should be able to appreciate that physical irreversible changes are possible (such as breaking a china cup), as are chemical reversible changes (such as heating hydrated copper sulphate to form anhydrous copper sulphate). In fact, many chemical changes are reversible, especially those in biological systems. An • reactions where the activation energy is low (or

effectively zero)and the chemicals will react spontaneously at room temperature– in this case the kinetic energy of the particles is sufficient at room temperature to start the reaction off without any external energy input

• reactions which need an input of energy at the start (to break some chemical bonds) but which will then proceedspontaneously (as they are exothermic and thus generate enough heat to be self-sustaining)

• reactions which are endothermic and therefore need a

A + B C + D

In biological systems the products (C and D) are often removedsoon after they are formed, allowing the reactants (A and B) to continue reacting.The Pupil’s Book indicates that a chemical reaction has occurredif there is a colour change, if a gas is given off, or if there is an energy change. All three of these criteria could, under certain circumstances, take place in physical changes. However, taken together they are a good indication of whether a chemical reaction has taken place. The criterion of reversibility is used with qualification in the Pupils’ Book.The explicit linking of energy changes to chemical reactions and the underlying chemical bonding will not be encountered until KS4. However, one of the commonest misconceptions, even at A level,is that bond breaking is believed to be an exothermic process. This may link back to ideas introduced at KS3 of energy being ‘stored’in chemical bonds. For this reason, at an early stage pupils

The above analysis is correct as far as it goes, and will coverthe overwhelming majority of reactions pre-16. There are some examples of spontaneous endothermic reactions that proceed at room temperature, but these are unusual. The answer to thisparadox lies with the concept of entropy, which is well beyond KS3.Combustion reactions fall into the second category. It is important to recognise that the energy released from the burning fuelcomes not from the break up of the fuel molecules (which is an endothermic process, often requiring a significant amountof energy) but from the formation of strong bonds between the elements in the fuel and oxygen (for example in CO2,

Further readingBrosnan, 1999, ‘When is a chemical change not a chemicalchange?’, Education in Chemistry 36(2), p56, is an interesting article on the distinction between physical and chemical changes, and the way that we teach these topics.

While obviously pupils will not be expected to have anythinglike this depth of understanding, laying the groundwork in Year7 in terms of simple ideas of energy in/energy out, and the link to the fire triangle in the next topic, may avoid

7Fb – Fizzy pop/Fizz and chipsMany metals react with acids to form a salt and hydrogen. Whether or not a metal will react with an acid depends on its position in the reactivity series. Gold, silver and copper, at the bottom of the series,do not react with acids. Lead will react very slowly if the acid is heated. Iron, zinc, aluminium and magnesium will react fast enough to produce visible bubbles in school laboratory conditions, although the reaction with aluminium is often very slow to start, due to the insoluble layer of

This topic includes the reaction of metals with oxygen to makemetal oxides. Some metals do not burn when heated strongly in air, other more reactive metals do. Pupils should not be allowedto try heating other ‘metal’ items as they may contain alloys of magnesium (metal pencil sharpeners for example).When an element reacts with oxygen, the oxide of that element is produced. Dioxides are oxides which contain two atoms of oxygen attached to the other element. Once an oxide has been formed,

Calcium reacts quite vigorously, and the reaction of calcium withacids should only be carried out as a teacher demonstration.Lithium, sodium and potassium react explosively and should not be carried out in school.Limewater is calcium hydroxide solution. The limewater test depends on the reaction between Ca(OH)2(aq) + CO2(g) CaCO3(s) + H2O(l)




7Fd – Fire safety/On fire!A fire can only occur when the three components of the fire triangle are present: fuel, oxygen and heat. A fuel is defined as a substance which contains a store of chemical energy which can be changed into other forms of energy. Burning is a process which is taken for granted, but often misunderstood, especially if the fuelis considered in isolation from the oxidising agent (consider what would happen if you struck a match in a room full of methane, but no oxygen). The scientific name for burning is combustion.

Reference is made to burning substances in pure oxygen. Ifyour source of oxygen is a gas cylinder, ensure that you have beentrained in its correct use before attempting the demonstrations.Consideration is given to the safe way to extinguish different types of fire. Each of the examples in the Pupils’ Book is chosen to illustrate a different type and/or scale of fire. The best way toextinguish each type of fire is considered, with reference to the fire triangle. Possible methods are to remove the source of fuel, so that the fire burns itself out (as in the example of fire breaks in forests); remove the source of

is used up on combustion, gaseous carbon dioxide is produced toreplace it. While it may still be an interesting demonstration to carry out, a genuine explanation is difficult, as it will involve condensing water vapour and partial dissolving of carbon dioxide, as well asThe reaction of oxygen with a metal to produce a solid oxide doesgenuinely show the percentage of oxygen present in the air andone of the worksheets goes into this reaction with copper Further readingSwain, 1999, ‘Rediscovering the candle’, Education in Chemistry36(2), p130.ExplosivesAn explosion occurs when a chemical reaction releases a large amount of energy very quickly. The energy heats any gas in the surroundings, which expands rapidly. Everyday substances, such as flour, can explode if they are dispersed in air and catch fire, or mixed with an oxidising agent such as potassium chlorate (weedkiller), potassium nitrate (fertiliser) or hydrogen peroxide (hair bleach).Most explosives contain an internal oxidising agent, oftenthe nitro (NO2) group, for example in nitroglycerine and TNT (trinitrotoluene), so that little or no external oxygen is needed. Explosive reactions often produce large volumes of gas, for example carbon dioxide, water vapour and nitrogen or nitrogen oxides.

7Fe – Burning issues/Focus on: Explosives/An explosivedebate: phlogiston theorySeveral scientific theories have been postulated to explain the process of combustion. One such theory, the phlogiston theory, was widely accepted for over 100 years. In 1697, the phlogistontheory was put forward by Georg Stahl (1660–1734). He suggested that his experimental observations of the decrease in mass of a substance following burning could be explained if all substances contained phlogiston, which was released into the air when the substance burned. Other scientists at the time, however, soon observed that some combustion products had a larger mass thanthe original substance, creating problems for the theory.In 1774, Antoine Lavoisier (1743–1794) heated 10 g of mercury in air in a sealed container. He found that the volume of gas decreased by about a fifth and that a dark solid powder formedon the surface of the mercury. When the mass of the mercury and powder was measured, it was found that the mass had increased. However, when the powder was heated more strongly it gave off the same amount of gas as that which had been lost from the sealed container. This

Davy LampThe Davy (1778–1829) safety lamp saved the lives of numerous miners. Before its invention, methane (‘fire-damp’) explosions in mines were tragically common, and many miners lost their lives. They often carried canaries in cages with them – the idea beingthat the canary would suffocate before concentrations of methane leaking from the rocks reached potentially lethal concentrations. Unfortunately, this warning system The Davy lamp had a fine metal mesh surrounding the flame. Thishelped to disperse the heat from the flame, so that the temperature on the outside of the lamp was not high enough to ignite

The Englishman, Joseph Priestley (1733–1804), also working in1774, found that this same gas promoted the burning of a candle.It was Priestley’s and Lavoisier’s work on combustion which discredited the phlogiston theory by explaining the role of oxygenin the process of combustion. We now know that the masses of all combustion products are larger than their Burning candlesThis apparently simple experiment can give rise to considerable interest and debate, mainly because many people (and not just Year 7 pupils) may think that they know all the answers and that the experiments are therefore ‘obvious’ and trivial. This dependson what questions are asked, and it may well be that Year 7 pupils approach this exercise with rather more open minds than some Some older texts may show the ‘floating candle’ demonstrationas a way of ‘proving’ that air contains about 20% oxygen. There is no theoretical basis for this statement, because


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Pupil’s materials

Learning objectivesAll pupils must:

(1) work safely with chemicals and follow instructions for practical work

(2) observe and record chemical and physical changes(3) use the criteria of colour changes, evolution of

gases and heat changes to decide whether a chemical reaction has occurred.Correctly use the words chemical reaction, physical change.

Most pupils should:(4) observe and record results in a suitable table that

they have designed themselves(5) explain that chemical reactions result in the

formation of new substances(6) classify changes as irreversible and reversible

with some guidance(7) communicate why some chemical reactions are

either useful or harmful(8) state some examples of chemical reactions,

including those in which heat or electricity is used to bring about decomposition.Correctly use the words decomposition, irreversible,permanent, reversible.

Some pupils could:(9) evaluate the results of their experiments to decide

whether a chemical reaction has taken place(10) classify a range of different reactions as useful or

Exemplar topic plans

* This table is repeated in 7Fb.

Topic notesTargets for the topic can be accessed via the ActiveBook orActiveTeach from the link next to the initiator

Be prepared: 7FaStarter 3: ice



Number and title Level Location Type TasksFairground attraction Must/Should PB p77 Classwork Starter 2Getting a reaction Must/Should PB p78 Classwork Explaining 1Breaking up Must/Should PB p79 Classwork Explaining 27F Quick Quiz Must/Should ASP Classwork Starter 17F Quick Quiz Answer Sheet Must/Should ASP Classwork Starter 17Fa Quick Check Must ASP Classwork Plenary 67Fa Word Sheet Must ASP Homework7Fa(1) Getting a reaction Must CHAP Access Explaining 17Fa(2) Breaking up Must CHAP Access Explaining 27Fa(3) Is there a reaction? 1 Must/Should CHAP Practical Exploring 37Fa(4) Is there a reaction? 2 Could CHAP Practical Exploring 37Fa(5) Useful and harmful reactions Must/Should CHAP Classwork Plenary 37Fa(6) Reaction or no reaction? 1 Must CHAP Homework Homework 17Fa(7) Reaction or no reaction? 2 Should CHAP Homework Homework 27Fa(8) Reaction or no reaction? 3 Could CHAP Homework Homework 3SS1–2 Thinking Skills Must/Should CHAP Skills Sheet Plenary 1

SHOULD 2 Yr KS3*PB pages77–79

7Fa Starter 17Fa Starter 37Fa Explaining 17Fa Explaining 27Fa Plenary 27Fb Exploring 17Fb Plenary 17Fb Plenary 37Fb Homework 1

COULDPB pages77–79

Starter 1Starter 4Exploring 3Explaining 1Explaining 2Plenary 1Plenary 3 –as homework

MUSTPB pages77–79

Starter 1Starter 3Starter 4Exploring 3Plenary 5Homework 1

SHOULDPB pages77–79

Starter 1Starter 2Starter 4Exploring 3Plenary 6Homework 2

7Fa Getting a reaction

7Fa Getting a reaction

Topic task plannerUse these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;

The video sets the science in context and gives some informationon the career opportunities in this field of work.

Starters

1: Quick QuizA

fl Exploring tasks

Use the 7F Quick Quiz for baseline assessment. Pupils can usethe 7F Quick Quiz Answer Sheet to record their answers. 1: Reversible and irreversible reactions

Pupils could be asked to write down their understanding of‘reversible’ and ‘irreversible’. In principle, this vocabulary shouldhave been introduced at KS2. Pupils then get into pairs to compare and discuss their ideas. Smaller groups should then combine into larger groups and agree definitions.

2: Pupil’s Book page 77This sets the scene for the unit by introducing the theme of fairground and fireworks. It also revises some ideas that may have been covered at KS2. The questions introduce some of the key ideas and ask pupils to consider some of the areas that will be covered in more detail later in the unit. 2: Signs of a reaction AT

As an alternative to the practical demonstration, the first AT animation link on page 78 opens Signs of a reaction – an animation that illustrates two chemical reactions. Having watched the animation, ask pupils to say what a chemical

3: Practical: Demonstrating reactionsShow pupils some reactions (outlined below) and discuss what they observe. Pupils should have encountered reversible and irreversible changes at KS2, and discussing these reactions is one way of assessing their prior knowledge. It may also be useful to show them a change that does not involve a chemical reaction,such as ice melting, to draw out the difference between a chemical reaction and a physical change.

3: Practical: Is there a reaction?Pupils carry out a variety of experiments to decide whether there is no reaction, a reversible or an irreversible change. They should also state if a change is physical or chemical including their reasons for deciding whether the changes are chemical or physical. Suitable experiments are:

• Lead nitrate solution mixed with potassium iodide solution will

give a vivid yellow precipitate of lead iodide.• Pieces of zinc placed into a beaker of dilute hydrochloric

acid will show some fizzing due to hydrogen gas being given off.

Lead nitrate solution and lead iodide are toxic.

• lemon juice and bicarbonate of soda (chemical reaction,irreversible)

• baking powder and water (chemical reaction, irreversible)• plaster of Paris and water (chemical reaction, irreversible)• heat zinc oxide (physical, colour change, reverses on cooling)• iron wool with copper sulphate solution (chemical

reaction, irreversible)• water with anhydrous copper sulphate (intermediate

case – likely to be regarded as chemical reaction in the

ResourcesLead nitrate solution (0.5 mol dm-3); potassium iodide solution (0.5 mol dm-3); boiling tubes or conical flasks; zinc granules; dilute hydrochloric acid (0.5 mol dm-3); ice cubes; beaker.

4: Pyromania ATThe AT video link on page 77 opens Pyromania – Steve Richards ofFiremagic explains the background to the work of the


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Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 COStarter 1 M/S 4–6 Classwork All PLTS (Rl) 2cStarter 2 M/S 4–6 Classwork 3, 7, 8, 10 PLTS (Ct) cStarter 3 M/S 4–5 Classwork 2, 3, 9 PLTS (Ep) 1a 2a 2c aStarter 4 M/S 4–5 Classwork 7, 8 1b 2c c, e, f, iExploring 1 M/S 4–5 Classwork 6 Lit (WF) 3a 2c aExploring 2 M/S 4–5 Classwork 3, 5 1a 2cExploring 3 M/S 4–5 Practical 1, 2, 3, 4, 5, 6, 9 PLTS (Ep, Tw) 1a, 1b 1a, 1b,

1c, 2a, 2b

2c a

Explaining 1 M/S 4–5 Classwork 2, 3, 5, 6 1a 2a, 2b 2c cExplaining 2 M/S 4–6 Classwork 2, 3, 5, 6, 8 1a 2a 2c cPlenary 1 M/S 4–7 Classwork 3, 5, 6, 7, 9, 10 PLTS (Ct) 3a 2cPlenary 2 M/S 5 Classwork 5, 6 1a 2cPlenary 3 M/S 4–6 Classwork 7, 10 PLTS (Ct) 2cPlenary 4 M/S 4–5 Classwork 3, 5, 6, 8 2cPlenary 5 M 4 Classwork 3, 5, 6, 8 Lit (WF) 2cPlenary 6 M/S 4–6 Classwork 3, 5, 6, 8 Lit (DS) 3a 2c aHomework 1 M 4–5 Homework 3, 5, 6, 8 Lit (WF), PLTS (Rl) 2a 2c cHomework 2 S 4–6 Homework 3, 5, 6, 8 2c cHomework 3 C 5–6 Homework 3, 5, 6, 8 Lit (EC) 2c c

Getting a reaction

• Must/Should: Worksheet 7Fa(3) provides structured support

for pupils with a framework to record their results.• Could: for pupils who are more competent in

recording results independently, Worksheet 7Fa(4) will be more appropriate.

2: Chemical and physical changes AT• The second AT activity link on page 78 opens Chemical

and physical changes – a drag and drop exercise which can be usedto summarise the key features of physical changes and chemical reactions covered in this topic.

• The first AT presentation link on page 78 opens Physical and chemical changes – which can be used as a plenary for this section.

Resources (per group)Test tube rack with 6 tubes; beaker; lemon juice, bicarbonateof soda, baking powder, plaster of Paris, zinc oxide (solid), iron wool (or filings), copper sulphate solution (0.5 mol dm-3), anhydrous copper sulphate (solid); 100 cm3 beaker; thermometers (0–110 °C); spatulas; heatproof mat; Bunsen burner; Worksheet 7Fa(3) or 7Fa(4).Note: plaster of Paris is CaSO4 .½H2O. Some substitutes

3: Useful or harmfulWorksheet 7Fa(5) lists a set of reactions, and asks pupils to classify them as useful or harmful. If this sheet is not to be used for homework, it could be used as a flexible resourcewith differentiation by planned outcome. The material could be presented as a worksheet or, if preferred, the statements couldbe copied onto card and cut up, so that groups could discuss the statements as a card sorting exercise. If used as a plenary, groups of pupils could be given one or two statements and asked to classify them as useful or harmful,

Anhydrous copper sulphate is harmful. Plaster substitutes can

Explaining tasks • Must/Should: the simplest possible response would be

to pastea set of statements under the correct column headings (useful reactions and harmful reactions).

• Could: pupils could be asked to carry out more detailed research into one of more of the reactions mentioned.

1: Pupil’s Book page 78This follows up the initial ideas on chemical reactions with criteria for assessing whether a change involves a chemical reaction. It includes food ripening reactions which, being less spectacular and more subtle than some other examples, will place some greater demands on pupils’ observational skills. Worksheet 7Fa(1) is the Access Sheet.

Afl Alternatively, this can be carried out as a VAKi activity

with pupils being given a card and asked to place themselves on a linefrom ‘very harmful’ on one side of the room to ‘totally harmless’ on the other. Pupils can then discuss whether any individuals

2: Pupil’s Book page 79This introduces the idea of energy input as a driver for decomposition reactions. Pupils could be asked to note the fact that in the examples on this page one reactant splits into twoproducts. The questions are designed partly to reinforce theoretical concepts, and partly to develop observational skills using secondary sources. Worksheet 7Fa(2) is the

4: I can… cloze exercise AB/ATA

fl The AT document link on page 78 opens a cloze exercisesummarising the content of page 78. There is also an ATpresentation version with answers.5: I can… cloze exercise AB/ATA

flPlenaries

The AT document link on page 79 opens a cloze exercisesummarising the content of page 79. There is also an AT1: Thinking about chemical and physical reactions

(AT)• PMI: all reactions should produce gases. (Possible answers:

P – it would then be obvious if a reaction had taken place;M – you don’t want a gas to be produced in some reactions;I – do the gases produced by some reactions in industry create big problems? How are these gases removed/made safe? What would happen if all the chemical reactions in your body produced gases?)

• PMI: chemical reactions should be easily reversible. (Possible answers: P – if you react something by accident, you can get the reactants back, you could unburn burnt food!; M – a useful product like concrete would turn back into a mush as soon asit rained; I – can any reactions be permanent and reversible depending on how you do them? How do people stop reversible reactions reversing if they produce useful products?)

• CAP: there is no colour change when two liquid

6: Quick CheckA

flThe Quick Check sheet consists of ten statements.

Pupils couldbe asked to work individually or in groups to decide which are trueand which are false, or given one statement each and asked to

Homework tasks

1: Worksheet 7Fa(6) provides further consolidation of the ideas

introduced in this topic. This provides structured support for pupils and operates at the word level.

2: Worksheet 7Fa(7) is a more open-ended task which asks pupils to look for examples of physical changes and chemical reactions in a cartoon storyboard linked to the fairground theme.

3: Worksheet 7Fa(8) demands higher level literacy skills. Pupils are asked to read a passage linked to the firework and bonfire party theme, and answer questions, most of which demand a level of reasoning from the information

The third AT presentation link on page 78 opens Thinking aboutchemical and physical reactions – a PowerPoint presentation version of this task.



Pupil’s materials


(1) carry out gas tests and make observations to identify hydrogen and carbon dioxide

(2) work safely with acids that can be corrosive(3) describe how acids react with some metals and limestone.

Correctly use the words carbon dioxide, corrode,hydrogen, limewater, rust.

Most pupils should:(4) explain the difference between reactants and products(5) identify hydrogen as the gas formed when acids

react with metals(6) identify carbon dioxide as the gas produced when

an acid reacts with limestone.Correctly use the words acid rain, product, reactant.

Some pupils could:(7) interpret secondary qualitative data on reaction

rates to identify metals(8) explain the formation of natural limestone features(9) describe the manufacture and some uses of


* This table is repeated in 7Fa.



edition


Number and title Level Location Type TasksFizzy pop Must/Should PB p80 Classwork Explaining 1Fizz and chips Must/Should PB p81 Classwork Explaining 27Fb Quick Check Must/Should ASP Classwork Plenary 47Fb Word Sheet Must/Should ASP Homework7Fb(1) Fizzy pop Must CHAP Access Explaining 17Fb(2) Fizz and chips Must CHAP Access Explaining 27Fb(3) Collecting and testing gases Must/Should CHAP Practical Exploring 17Fb(4) Fizzy metals 1 Must/Should CHAP Classwork Exploring 27Fb(5) Fizzy metals 2 Could CHAP Classwork Exploring 27Fb(6) Which gas is which Must/should CHAP Homework Homework 17Fb(7) All about hydrogen Could CHAP Homework Homework 27Fb(8) Caves and graves Could CHAP Homework Homework 3


7Fa Starter 17Fa Starter 37Fa Explaining 17Fa Explaining 27Fa Plenary 27Fb Exploring 17Fb Plenary 17Fb Plenary 37Fb Homework 1

MUSTPB pages80–81

Starter 3Starter 4Exploring 1Explaining 1Explaining 2Plenary 3Homework 1


Starter 1Starter 4Exploring 1Explaining 1Explaining 2Plenary 1Homework 1


Starter 2Exploring 1Explaining 1Explaining 2Plenary 5Homework 2

7Fb Fizzy pop

Fizzy pop

Topic task plannerUse these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;where these symbols appear in brackets it indicates that the task can be carried out with or

(hydrogen, being less dense than air, will rise out of the tube ifit is held with its open end upwards). The technique for carrying out a limewater test may also need to be shown. Carrying outa limewater test on a tube of carbon dioxide after first having extinguished a flame will, of course, simultaneously reduce the validity of the test while enhancing the chances of a positive result. This could be used as a point for discussion with pupils, with a modification of the method if necessary.

Eye protection should be worn.

ResourcesEye protection; Bunsen burner; splints; stoppered test

Starters

1: Acids and hazards revisionRemind pupils of their work on acids in Unit 7E. Pupils could be asked to discuss the hazards associated with the use of acids, recall the key words associated with the hazards and the

2: CorrosionIf samples of corroded metals are available, show them to pupils and discuss the meaning of the word ‘corrosion’. Ask pupils to discuss where the metal might be used, how the corrosion may have arisen, why this might have caused problems and how the problem might have been prevented. The word ‘rust’ can beintroduced as a specific example of corrosion applied to a common metal – iron.

Exploring tasks

1: Practical: Testing for gasesThis practical gives pupils practice in setting up the apparatus needed to collect a gas over water. It also allows them to practice testing a gas using a lighted splint. Instructions are given on Worksheet 7Fb(3). Note that hydrogen evolved in metal–acid reactions can also be collected by carrying out the reaction in atest tube, and inverting a boiling tube over the top of it. Hydrogen, being less dense than air, will collect in the top of the boilingtube. The reverse is true for carbon dioxide, which can be ‘poured’downwards into a tube containing limewater to give a positiveresult. Pupils will work in groups – a specific team working element could be introduced if pupils are allocated or asked to definespecific roles such as setting up apparatus, reading

3: Magnesium and acid ATThe AT video link on page 80 opens Magnesium and acid – pupils could watch the video and identify how they can tell that areaction has taken place. They could also be asked to suggest other evidence (e.g. temperature change) not observable from the video that would also show that a The AT video link on page 81 opens Carbonates and acid – a shortvideo clip about the reactions of carbonates with acid.4: Testing gasesPupils may have seen reactions of acids producing gases duringKS2 work, but are unlikely to have carried out the test for hydrogen.It may be useful to demonstrate this test before they attempt to carry out the test to identify the gaseous product of a reaction themselves. It is worth discussing



Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 COStarter 1 M/S 4–5 Classwork 2 PLTS (Rl) 2c aStarter 2 M/S 4–5 Classwork 3, 7 2c cStarter 3 M/S 4–5 Classwork 3, 5 2a 1a, 2cStarter 4 M/S 4–5 Classwork 1 1a, 1b 2cExploring 1 M/S 4–5 Practical 1, 2, 3, 5, 6 PLTS (Tw) 1b 1a, 1b,

1c, 2a,2b

2c a

Exploring 2 M/S 4–6 Classwork 2, 3, 4, 5, 6 Lit (WF) 2a, 2b 2cExploring 3 S 4–5 Classwork 3, 4, 6 Lit (EC) 1b 2a 2cExplaining 1 M/S 4–6 Classwork 1, 2, 3, 4, 5 Lit (WF) 2c cExplaining 2 M/S 4–6 Classwork 1, 3, 6 Lit (WF) 2c, 4c kPlenary 1 M 4–6 Classwork 1, 2, 3, 4, 5 Lit (WF) 2cPlenary 2 M/S 4–6 Classwork 1, 6 PLTS (Rl) 3a 2c aPlenary 3 M 4–6 Classwork 1, 3, 6 Lit (WF) 2cPlenary 4 M/S 4–6 Classwork 1, 2, 5, 6 Lit (WF), PLTS (Rl) 2c aHomework 1 M/S 4–5 Homework 1, 5, 6 Num (B, N) 2a 2c cHomework 2 C 5–7 Homework 5, 9 Lit (EC, RR) 2c f, g, kHomework 3 C 5–7 Homework 6, 8 Lit (EC) 2a, 2b,

3a2c, 4c d, g, j, k

7Fb Fizzy pop

3: I can … cloze exercise AB/ATA

flResourcesEye protection; boiling tube; test tube; 250 cm3

beaker; bung and delivery tube; piece of magnesium (1 cm long) (highly flammable); marble chip; test tube rack; 50 cm3 measuringcylinder; dilute hydrochloric acid (0.4 mol dm-3); Bunsen burner;

The second AT document link on page 81 opens a clozeexercise summarising the content of page 81. There is also an AT4: Quick Check concept mapA

flPupils can be asked to construct a concept map to

showideas about the reactions of acids. Higher-attaining pupils candraw their own concept map, but you might like to use the Quick Check concept map framework for some pupils. The word box at the bottom includes most of the words needed (but not the tests

2: Fizzy metalsPupils use Worksheets 7Fb(4) and 7Fb(5) to reinforce ideas about chemical reactions, observational skills and a simple exampleof using evidence to evaluate experimental procedures. The key vocabulary of reactants and products is emphasised. This includesa brief introduction to the idea of rates of reaction, which Homework

tasks• Must/Should: use Worksheet 7Fb(4).• Could: use Worksheet 7Fb(5), which has slightly less

support and additional tasks on reaction rates.1: Worksheet 7Fb(6) summarises the work carried out in this topic

and includes information on some other gases in the air.• Must: pupils complete question 1 and produce a bar

chart of the information in question 2.• Should: pupils complete the full sheet, using the

data to produce a pie chart.

3: Carbonate AB/ATThe first AT document link on page 81 opens Does it containa carbonate? – which presents sample results from a pupil experiment. Pupils translate the data from free text into tabular form and analyse the observations to deduce which experimentsyield carbon dioxide and hence have been produced by carbonates. Make sure that pupils understand that limestone is composed

2: The identification of hydrogen as the gas produced from acids

and metals is used as the starting point for a more in-depth study of hydrogen. Pupils complete Worksheet 7Fb(7), which also links to ideas about sustainable development and new technology through the development of hydrogen-fuelledvehicles as an alternative to petrol. This task could be offered asa choice with Homework 3, allowing pupils to pursue whichever task engages their interest more.

3: Worksheet 7Fb(8) sets the reactions of limestone in a geological and environmental context. Pupils are asked to interpret information about the formation of limestone caves and the

Explaining tasks

1: Pupil’s Book page 80 (AB/AT)Pupils should be familiar with the principle of rusting, perhaps inthe context of cars or bikes. This page uses an example to link with the fairground and fireworks theme and also introduces the key terms reactant and product. It also illustrates the reactions of acids with metals, reviewing and reinforcing the work on hazards fromUnit 7E. Worksheet 7Fb(1) is the Access Sheet.The first AT document link on page 80 opens Chemical reactions

2: Pupil’s Book page 81This deals with the reactions of acids with limestone. Anopportunity is taken to reinforce the difference between ‘clear’ and‘colourless’ – a common confusion which may prove difficult to eradicate even post-16. Worksheet 7Fb(2) is

Plenaries


flThe second AT document link on page 80 opens a

cloze exercise summarising the content of page 80. There is also an ATpresentation version with answers.2: Carbonates – true or false? ATThe fourth AT presentation link on page 81 opens Carbonates– true or false? – a presentation that has four ‘true or false’statements on the reactions of carbonates and the properties of carbon dioxide. Pupils could discuss the statements in small groups, or indicate to the teacher, using ‘traffic light’ cards whether they are confident about (green), fairly confident about (amber) or guessing (red) the


edition


Pupil’s materials


(1) describe burning as a chemical reaction that requires oxygen(2) carry out the test for oxygen(3) give examples of energy being used to start off a

burning reaction(4) carry out simple flame tests.

Correctly use the word oxygen.Most pupils should:

(5) compare reactions which need a continuous supply of heat with those which only need an initial energy input

(6) recognise combustion as a reaction of a substance with

oxygen, and describe the materials formed when metals burn as oxides

(7) describe and explain the safety precautions that are needed when fireworks are used.Correctly use the words oxide, word equation.

Some pupils could:(8) write word equations for reactions in which

metals are oxidised


* This table is repeated in 7Fd.Topic notes

Targets for the topic can be accessed via the ActiveBook orActiveTeach from the link next to the initiator



Number and title Level Location Type TasksKick start Must/Should PB p82–83 Classwork Starter 2,

Explaining 37Fc Quick Check Must/Should ASP Classwork Plenary 3

7Fc Word Sheet Must/Should ASP Homework7Fc(1) Kick start Must CHAP Access Explaining 37Fc(2) Fireworks and flame colours 1 Must/Should CHAP Practical Exploring 17Fc(3) Fireworks and flame colours 2 Must CHAP Practical Exploring 17Fc(4) Activate! Should CHAP Classwork Exploring 27Fc(5) Reaction cards Must/Should CHAP Classwork Plenary 17Fc(6) Fireworks 1 Must/Should CHAP Homework Homework 17Fc(7) Fireworks 2 Could CHAP Homework Homework 17Fc(8) A closer look at a chemical reaction Could CHAP Homework Homework 2SS1–4 Thinking Skills Must/Should CHAP Skills Sheet Plenary 2


7Fc Starter 17Fc Explaining 17Fc Explaining 27Fc Explaining 37Fc Exploring 17Fc Homework 17Fd Starter 27Fd Starter 37Fd Homework 2

MUSTPB pages82–83

Starter 1Starter 3Exploring 1Starter 2Explaining 1Plenary 1Homework 1


Starter 1Starter 3Exploring 2Explaining 1Explaining 2Explaining 3Plenary 4Homework 1


Starter 1Explaining 1Explaining 2Exploring 1Explaining 3Homework 1 – as classworkHomework 2

7Fc Kick start

7Fc Kick start


Starters

Exploring tasks

1: Burning magnesiumDemonstrate the burning of magnesium ribbon in air. Keep the magnesium in the Bunsen flame. Ask pupils to discuss how they know a reaction is taking place. Get them to consider whether they think that energy has been put in to the magnesium or been given out when the reaction takes place. Would the magnesium continue to burn if you took it out of the flame? Why?/Why not? Repeat the demonstration again and remove the magnesium from the flame once it is alight to show that continuous heating is not required.Ask pupils to consider whether the magnesium would light with a burning splint.

1: Practical: Flame testsThe flame test experiment is intended to introduce a new practical technique, develop pupils’ practical and observational skills and show in the laboratory some of the background to the making of coloured fireworks. This is a simple experiment which has theability to offer a ‘wow factor’. It is not intended that pupils will need to remember any of the colours produced by the metal ions. Instructions are given on Worksheet 7Fc(2). Only very smallamounts of chemicals are needed for these tests – the pupils may err on the side of quantities which are too large, which will then mean that they could spend a disproportionate amount of time cleaning their wires. Sodium is a particularly persistent problem in this regard and the colour may interfere with subsequent tests. For this reason it may be useful to demonstrate the technique using sodium and get pupils to do the practical using other examples. It would also be preferable to keep the same wires with the samechemicals to avoid cross-contamination. Concentrated hydrochloric acid (corrosive) is more efficient than dilute at cleaning the wiresand ensuring the volatility of the compounds, but for obvious reasons this should not be used by pupils. Teachers and/or

ResourcesTongs; Bunsen burner; heatproof mat; magnesium ribbon(highly flammable); eye protection.

2: Burning magnesium (AT)Use the photographs on page 83 of the Pupil’s Book and question6 as a starter to revise work from previous topics and to introduce new ideas on energy changes. The AT video link on page 83 opens Burning magnesium – a video clip that could be used instead ofa live demonstration if preferred, or if access to a

An alternative technique is using an atomiser spray with solutionsof the chlorides in a water/ethanol solvent being sprayed into the flame.

3: Setting up the show ATThe AT video link on page 82 opens Setting up the show – this looks at how a firework display is set up and how the individual parts of the display are triggered, timed and detonated.

• Must: use Worksheet 7Fc(3) to record results.• Should: pupils design their own table of results.

Barium chloride is toxic. Although the amounts used are extremely small, if there is a risk that some pupils might ingest some of the solid then omit this example.


edition


Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 COStarter 1 M/S 4–6 Classwork 1, 3, 5 1a, 1b 2a 2c aStarter 2 M/S 4–5 Classwork 3, 5 2cStarter 3 M/S Classwork 1, 3, 5, 7 1a c, e, f, iExploring 1 M/S 4–5 Practical 4 PLTS (Ep, Tw) 2a 1a, 1b,

1c, 2a2c a

Exploring 2 M/S 4–6 Classwork 3, 5 Lit (DS), PLTS (Ep, Tw)

1c 1a, 2c a, cExplaining 1 M/S 4–5 Classwork 1, 2 1a, 1b 1a, 2a 2cExplaining 2 M/S 4–6 Classwork 1, 6 1b 2a 2cExplaining 3 M/S 4–6 Classwork 1, 3, 5, 6, 7, 8 1a, 2a 1b, 2a 2c c, e, f,Plenary 1 M/S 4–5 Classwork 3, 5 Lit (WF), PLTS (Rl) 2cPlenary 2 M/S 4–6 Classwork 1, 2, 3, 6 PLTS (Ct) 2cPlenary 3 S 5–6 Classwork 1, 2, 3, 5, 6 Lit (WF), PLTS (Rl) 2cPlenary 4 M/S 4–6 Classwork 1, 3, 5, 6, 7, 8 Lit (WF) 2cHomework 1 M/S 4–6 Homework 1, 3, 5, 7, 8 Lit (EC) 1b, 1c 2c b, cHomework 2 C 5–7 Homework 6, 8, 9 Num (L, C) 1a, 1b 2a 2c

Kick start

PlenariesResources (per group)

Bunsen burner; heatproof mat; eye protection; metal wires (ideally platinum but other metals such as nichrome will give adequate results) mounted in insulating handles. Access to dilute hydrochloric acid (0.5 mol dm-3); solid powders/smallcrystals of sodium chloride, potassium chloride, calcium chloride(irritant), magnesium chloride, strontium chloride (irritant), barium chloride (toxic), copper chloride

1: Card sortWorksheet 7Fc(5) provides an opportunity to consolidate the work covered so far in this unit. A set of cards can be sorted into three groups to represent the three types of reaction. Pupils should also be encouraged to classify the names of materials as reactants or products and make generalisations about the 2: Thinking about reactions and energy (AT)• PMI: things should burn with less oxygen. (Possible answers:

P – fires would burn more easily; M – it would be more difficult to put fires out; I – are there some things that need very little oxygen to burn? How do underwater flares work, since there is little oxygen under water?)

• CAP: a fire goes out. (Possible answers: there is no more fuel left; there is no oxygen to burn; someone has thrown water/foam/a blanket over it.)

• OOO: hydrogen, oxygen, carbon dioxide. (Possible answers: carbon dioxide is the only one that turns limewater milky; hydrogen is the only one that burns with a squeaky pop when tested with a lighted splint; oxygen is the only one that relights aglowing splint; oxygen is the only one we need to keep us alive.)

The third AT presentation link on page 83 opens Thinking

2: Energy changes in reactionsWorksheet 7Fc(4) contains a number of situations which pupils should be familiar with as a context for discussing energy changes in reactions. This worksheet could be done individually by pupils, but may have greater value as a group discussion exercise with pupils reporting back on their discussions to the rest of the class. The aim is to get pupils to reflect on the energy changes taking place, to lay the foundations for more detailed study of activation energy at KS4 and to introduce some of the ideas on the fire

Explaining tasks

1: Practical (demonstration): Test for oxygenAsk pupils what would happen to a burning splint put into oxygen, and then ask what would happen to a glowing splint. Demonstrate the effects and explain that a glowing splint can be used to test agas to see if it is oxygen. This can be contrasted with the results for carbon dioxide obtained in Topic 7Fb.

Wear eye protection.

3: Quick CheckA

flThe Quick Check sheet is a wordsearch that can be

used tohelp assess pupils’ understanding of new words encountered inTopics 7Fa to 7Fc. Pupils are not told the words, but have to find them and then write clues for them. The words are all horizontal or vertical. Pupils can work with or without the text book.

ResourcesBoiling tubes of oxygen (oxidising); splint; matches or lit Bunsen burner; eye protection.

4: I can… cloze exercise AB/AT2: Magnesium oxide

Ask pupils how they know that a chemical reaction took place when magnesium burned in air. Ask them which gas in the airreacted with the magnesium and where the magnesium has gone. The demonstration may need to be repeated with the emphasis on looking at the white ash/powder produced. The idea that a new substance has been formed can be emphasised, and the nomenclature of metal oxides can be introduced. If it is intendedto set Homework 2 as a homework, a demonstration of the oxidation of copper could be carried out at this point. This would show that the formation of metal oxides do not all

Afl The AT document link on page 83 opens a cloze

exercisesummarising the content of pages 82–83. There is also an AT

Homework tasks

1:

This comprehension task offers a link between the fireworktheme, reinforcement of the work carried out in the lesson anda bridge to the next topic on the fire triangle and fire safety.The final question on each worksheet asks pupils to

3: Pupil’s Book pages 82–83 (AT)This uses the themes of food and fireworks to contrast reactions in which continuous heating is needed against those where an initial input of heat is sufficient to start the reaction, which isthen self-sustaining. Page 83 of the Pupil’s Book can be used to draw together some of the theoretical ideas introduced inthe demonstrations, and to link observational evidence (colour changes) to the underlying chemical change (formation of metal oxides). Worksheet 7Fc(1) is the Access Sheet.• The second AT presentation link on page 82 opens

• Must/Should: Worksheet 7Fc(6) is a write-on sheet requiring

short answers.• Could: Worksheet 7Fc(7) has a longer text with more

sophisticated vocabulary, which requires pupils to write word equations and demands more extended responses.

2: Worksheet 7Fc(8) is a more demanding task that uses the idea of oxidation of metals as a starting point for a more detailed quantitative analysis of what happens when oxidation occurs.Pupils’ graphical and numerical skills are developed, and they will need to synthesise ideas from different parts of the lesson to comeAfl

The answer to question 6c will establish how far thisconcept is already developed.



Pupil’s materials


(1) describe a fuel as something that releases energy when it burns

(2) name the three sides of the fire triangle.Correctly use the words combustion, fire triangle, fuel.

Most pupils should:(3) use evidence from experiments to explain that

burning fuels like methane produces carbon dioxide and water

(4) explain how the soda–acid fire extinguisher works(5) write word equations to represent burning of fuels(6) describe some safety problems that can arise when

dealing with fires, and evaluate practical working methods for safety. Correctly use the word methane.

Some pupils could:(7) know that a chemical containing only carbon and

hydrogen is called a hydrocarbon(8) explain how the experience of fires in the past made

has planners apply scientific principles to reduce the risks in the future.


* This table is repeated in 7Fc.



edition


Number and title Level Location Type TasksFire safety Must/Should PB p84–85 Classwork Explaining 1On fire! Should PB p86–87 Classwork Explaining 67Fd Quick Check Must/Should ASP Classwork Plenary 17Fd Word Sheet Must/Should ASP Homework7Fd(1) Fire safety Must CHAP Access Explaining 17Fd(2) On fire Must CHAP Access Explaining 67Fd(3) A model fire extinguisher 1 Must/Should CHAP Practical Exploring 17Fd(4) A model fire extinguisher 2 Must CHAP Practical Exploring 17Fd(5) A model fire extinguisher 3 Should CHAP Practical Exploring 17Fd(6) A model fire extinguisher 4 Could CHAP Practical Exploring 17Fd(7) Burning fuels Must/Should CHAP Classwork Explaining 47Fd(8) Staying safe Must/Should CHAP Homework Homework 17Fd(9) The Great Fire of London Could CHAP Homework Homework 2


7Fc Starter 17Fc Explaining 17Fc Explaining 27Fc Explaining 37Fc Exploring 17Fd Starter 27Fd Starter 37Fd Homework 2


Starter 1Starter 2Exploring 1Exploring 3Explaining 4Plenary 1Homework 2


Starter 1Explaining 4Exploring 1Explaining 6Plenary 1Explaining 7Homework 3

MUSTPB pages84–87

Starter 1Starter 2Starter 3Exploring 1Explaining 2Plenary 2Homework 1

7Fd Fire safety

Fire safety

Topic task plannerUse these tasks to adapt the exemplar topic plan to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;where these symbols appear in brackets it indicates that the task can be carried out with or

• Should: pupils use Worksheet 7Fd(3), report their results using

their own format for recording and use Worksheet 7Fd(5) to guidethem with their analysis and evaluation.

• Could: pupils use Worksheet 7Fd(6) and plan an investigation

that will allow them to see the effects of two variables (volume of acid and mass of soda).

Pupils should be shown how to assemble the apparatus, with particular care being taken to ensure the safe connection of the delivery tube, bung and

Starters

1: Introduction to burningShow pupils a burning tea light or candle on a heatproof mat. Then invert a gas jar over it, and wait for the flame to go out. Ask pupils why it stopped burning. As well as introducing the topic of burning, this demonstration will allow you to elicit pupils’ ideas about whatis necessary for burning to take place. Ensure pupils realise that burning is a chemical reaction, and ask them what the products of the reaction are. You may wish to revisit these questions at 2: The fire triangle ATAsk pupils what they think is needed for a fire. Collect contributions and use them to construct a fire triangle on the board. The AT animation link on page 84 of the Pupil’s Book opens The firetriangle – an animation which supports this activity, and revises work carried out in the previous topic.

Resources (per group)Sodium hydrogencarbonate; 0.1 mol dm-3 sulphuric acid;50 cm3 and 100 cm3 measuring cylinders; trough; beehive shelf; delivery tube and bung; conical flask; access to top pan balance; eye protection; Worksheets 7Fd(3), 7Fd(4), 7Fd(5), 7Fd(6).

2: Fire reportPupils could use the internet to research the background to the fire at Bradford City Football Club in 1985 and produce a reporton the causes of the fire, the casualties and the improvements to stadium safety that resulted from the tragedy. Be aware that images

3: Safety first ATThe first AT video link on page 84 opens Safety issues – this explains the precautions that are taken when setting up a public firework display to make sure that dangers are minimised, andwhat steps can be taken to keep employees and the public safe if

Explaining tasks1: Pupil’s Book pages 84–85 (AB/AT)This explains the principles behind the fire triangle and looks in a little more detail at how different types of fire can be put out on a small and large scale. Worksheet 7Fd(1) is the Access Sheet.• The AT animation link on page 84 opens The fire triangle

– which provides more information about the three sides of the triangle.

• The second AT presentation link on page 84 opens Putting out

fires – pupils are asked to make a presentation about putting out different types of fires.

Exploring tasks1: Practical: Model fire extinguisherThe aim is to investigate the effect of either the volume of sulphuric acid or the mass of sodium hydrogencarbonate on the volume of carbon dioxide gas produced by the model fire extinguisher. Theuse of the apparatus shown in the Pupil’s Book will enable the collection of a stream of gas. Recommended quantities are 5 to50 cm3 of dilute acid (concentration 0.1 mol dm-3); and 0.1 to 1 g of sodium hydrogencarbonate.• Must: pupils use Worksheet 7Fd(3) and the structured



Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 COStarter 1 M/S 4–5 Classwork 1, 2, 3, 7 PLTS (Ct, Rl) 1a, 1b 1a, 2a, 2b 1a, 2c aStarter 2 M/S 4–5 Classwork 1, 2, 3 1a 1a, 2cStarter 3 M/S Classwork 2, 6 1b c, e, f, iExploring 1 M/S 4–7 Practical 2, 3, 4, 7 PLTS (Ep, Tw), Num (M, C,

L)1b 1a, 1b, 1c, 2a,

2b2c a, b, c

Exploring 2 M/S 4-7 Classwork 6, 8 Lit (RR), ICT (IR) 1b, 2c a, cExplaining 1 M/S 4–5 Classwork 1, 2, 6 1a 1b 1a, 2c cExplaining 2 M/S 4–5 Classwork 1, 2, 6 1a 1a, 2c cExplaining 3 M/S 4–5 Classwork 1, 2, 6 1a, 2c c, iExplaining 4 M/S 4–6 Classwork 1, 2, 3, 5, 7 1a, 1b 1a, 2a 1a, 2cExplaining 5 M/S 4–6 Classwork 1, 2, 3, 5, 6, 7 1a 1a, 2a 1a, 2cExplaining 6 S 5–6 Classwork 3, 5, 7 1a 1a, 2c cExplaining 7 M/S 4–6 Classwork 1, 2 2a 1b 1a, 2c c, d, e, fPlenary 1 M/S 4–6 Classwork 1, 2, 3, 5, 7 Lit (WF), PLTS (Ep) 1a, 2cPlenary 2 M 4–5 Classwork 1, 2, 6 Lit (WF) 1a, 2cPlenary 3 M 4–5 Classwork 5, 7 Lit (WF) 1a, 2cHomework 1 M/S 4–5 Homewor

k1, 2, 6 Lit (EC) 1a 1b 1a, 2c c

Homework 2 C 5–7 Homework

1, 2, 3, 5, 6, 7, 8

Lit (EC, EW) 2a 2a, 3a 1a, 2c c, h, j

7Fd Fire safety

2: Demonstration: Chip pan fireThis is a spectacular demonstration, and illustrates why water should not be used to put out an oil fire. An evaporating basin or tobacco tin (a nickel crucible is best) about half full (3 cm3) ofcooking oil is heated over a Bunsen burner. Take care that the vessel chosen cannot be knocked over during the demonstration.A crucible is best because it can be secured in a pipeclay triangle. The oil will take several minutes to heat up to ignition temperature,during which the principles of the fire triangle can be revised. Water can be effective at taking the heat out of a fire, but in this case thereis a twin problem – it is more dense than the oil and will therefore sink (and fail to smother the flames), and the boiling point of wateris less than the temperature of the hot oil, so the water will vaporise on contact, thus spreading the flame. Once the oil has lit, pour 5 cm3 of water from a test tube held at the end of a metre ruler on to the flame. A large flame will be formed by the mixture of burning oil and steam. Depending on the quantities used, the oil may burn itself out, but the opportunity could be taken to show how quickly the fire can be extinguished if it is covered by a damp cloth or a heatproof mat, which will remove oxygen and also heat.

Pupils should be kept 4 metres from the demonstration andsafety screens should be in place between the apparatus

in the grid. Discuss with pupils the significance of the three resultsand ask them to annotate the table or write a sentence at the end to summarise what is shown by the results.

• Should/Could: give pupils Worksheet 7Fd(7) and get them to follow up the experiment with a more detailed set of responses, including word equations for burning fuels.

Eye protection must be worn throughout this ResourcesEye protection; samples of one or more fuels (e.g. wax, wood, ethanol); if necessary, suction pump U-tube; delivery tubes and bungs; boiling tube with limewater; thermometer; conical flask; trough of cold water; eye protection; Worksheet 7Fd(7).

5: Fuels burning ATThe first AT video link on page 87 opens Fuels burning – this shows clips of ethanol and methane burning. Ethanol burns with a clean blue flame because it contains some oxygen within the molecule (and therefore needs less from the air). The blue flame of 6: Pupil’s Book pages 86–87 (AT)This takes the ideas on chemical reactions introduced earlier in the unit and applies them to combustion, developing the idea of word equations to a slightly more complex situation. Worksheet 7Fd(2) is the Access Sheet.• The AT animation link on page 86 opens What is

produced when fuels burn? – a ‘virtual experiment’ which simulates theproduction of carbon dioxide and water. This could be used as an alternative to Explaining 4.

• The fourth AT presentation link on page 87 opens Burning fuel

ResourcesBunsen burner; tripod; gauze; evaporating dish or small tin; heatproof mats; safety screens; vegetable oil; wash bottle containing water; damp cloth; full-face shield.

3: Backdraft ATThe second AT video link on page 84 opens Backdraft – this shows how fire-fighters are trained to deal with the dangers of flashoverand backdraft. The video emphasises the danger that occursfrom flammable gases, and the relative roles of using

7: Challenger disaster ATThe second AT video link on on page 87 opens Challenger disaster– a video of the shuttle disaster, where a leak in the fuel tank caused a catastrophic explosion of the tanks shortly

4: Practical: Products of combustionExplain that fossil fuels contain a lot of a chemical called carbon,and ask pupils what might be formed when fuels burn. If necessary, remind them of the work in Topic 7Fc on burning metals to form oxides. You could also explain that fossil fuels contain hydrogen. Many pupils may know the formula for water, and may beprompted to suggest that ‘hydrogen oxide’ may also be formed.The apparatus should be set up as shown in the Pupil’s Book and on the worksheets. Fuels are burnt so that the flame is under, but not inside, the funnel. This ensures that the pump draws the combustion products through the apparatus, whilst reducing the danger of the funnel cracking as it gets hot. The only quantitativedata collected in this experiment will be the temperature. Different fuels should be used to show that they burn to produce the same products. If ethanol is used, the flame is difficult to see. The cooledU-tube is there to collect and condense any water vapour produced during the reaction. There is unlikely to be sufficient water to test, but pupils could be asked to think of a way to prove that any colourless liquid formed is actually water. It is possible that the water vapour may condense in the first empty flask. To avoid this

Plenaries1: Quick CheckThe Quick Check sheet is a question loop. This could be used in a number of ways. The class could be split into groups of ten pupils with each group getting a set of cards. One pupil reads the question and the pupil with the correct answer then has to read it out, and then read their question. Either the teacher or another pupil could check on how many correct responses are given. Alternatively, the cards could be made up as a set of ‘dominoes’ and pupils work2: I can … cloze exercise AB/ATA

fl The AT document link on page 85 opens a cloze exercisesummarising the content of pages 84–85. There is also an AT3: I can … cloze exercise AB/ATA

fl The AT document link on page 87 opens a cloze exercisesummarising the content of pages 86–87. There is also an AT

Homework tasks1: Worksheet 7Fd(8) reinforces the ideas used about

the fire triangle, fire safety and methods of putting out fires.

2: Worksheet 7Fd(9) applies the ideas introduced in this topic to the historical example of the Great Fire of

• Must: give pupils the first side of Worksheet 7Fd(7) only and ask

them to label the diagram of the apparatus and fill in the


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Pupil’s materials

Learning objectivesAll pupils must:(1) recognise that burning can cause pollution, such as smoke

(2) describe what will happen to a candle after a period of time when covered with a beaker

(3) record and present data on the effect of varying the size of a beaker on the burning time for a candle.Correctly use the words explosion, pollution, smoke.

Most pupils should:(4) explain why carbon monoxide can sometimes form

when a fuel burns(5) explain the dangers and problems of incomplete combustion(6) explain why a candle goes out when covered with a beaker(7) explain how their experimental data support this explanation.

Correctly use the words carbon monoxide, explosives.

Some pupils could:(8) explain how different theories have been

communicated to explain combustion at different times

(9) evaluate how well different theories can explain




Exploring Science

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Number and title Level Location Type TasksBurning issues Must/Should PB p88 Classwork Explaining 1Focus on: Explosives Could PB p89 Classwork Explaining 2An explosive debate Must/Should PB p90 Classwork Plenary 67F Quick Quiz Must/Should ASP Classwork Plenary 17F Quick Quiz Answer Sheet Must/Should ASP Classwork Plenary 17F End of Unit Test Must/Should ASP Classwork Plenary 77F Level Ladder Must/Should ASP Classwork Plenary 87Fe Quick Check Must/Should ASP Classwork Plenary 47Fe Word Sheet Must/Should ASP Homework7Fe(1) Burning issues Must CHAP Access Explaining 17Fe(2) The Big Bang Should CHAP Access Explaining 27Fe(3) Burning time 1 Must/Should CHAP Practical Exploring 17Fe(4) Burning time 2 Should CHAP Practical Exploring 17Fe(5) Burning time 3 Could CHAP Practical Exploring 17Fe(6) Reactions summary Must/Should CHAP Classwork Plenary 27Fe(7) History of explosives 1 Must CHAP Homework Homework 17Fe(8) History of explosives 2 Should CHAP Homework Homework 17Fe(9) The King’s Cross fire Should/Could CHAP Homework Homework 27Fe(10) Phlogiston theory Could CHAP Homework Homework 3

SHOULD 2 Yr KS3PB pages86–90

7Fd Starter 17Fd Explaining 67Fe Exploring 17Fe Plenary 67Fe Plenary 87Fe Homework 2


Starter 2Exploring 1Explaining 3Plenary 6Homework 3


Starter 1Exploring 1Plenary 2Plenary 6Plenary 8Homework 2

MUSTPB pages88–90

Starter 1Exploring 1Explaining 1Explaining 3Plenary 1Plenary 8Homework 1

7Fe Burning issues

7Fe Burning issues


Starters

Exploring tasks

1: Complete and incomplete combustionSet up two Bunsen burners, one with a yellow flame and one witha blue flame. Ask pupils to comment on how and why the two flames are different. Explain that it is only with the blue flame that complete combustion occurs. Using tongs, hold a piece of broken pottery or glass in the yellow flame and show the deposit of soot that forms on the surface.

1: Practical: Candle burning investigationThis investigation provides an opportunity to emphasise that the answers we get from an investigation depend crucially on the questions we ask. This practical can be used to carry out an AT1Investigation. A sheet of level descriptions is provided on pagesThe simplest and most well-known investigation is that coveredon Worksheet 7Fe(3). Instruction A is often identified by pupils as being very important to ensure a fair test, although it is virtually irrelevant to the results obtained. The results will show that the candle will burn for longer in the larger beaker, a result that is in accordance with the theory that oxygen is needed for burning.The assumption is often made that oxygen is therefore the critical variable in this investigation, and many pupils may say in their evaluation that they have ‘proved’ the oxygen theory using this experiment. With more able mathematicians, you may wish to explore the extent to which an oxygen depletion theory would predict a linear relationship, and whether this happens in practice.Worksheet 7Fe(4) asks pupils to think further about the consequences of their theory and to use it to predict the outcome in less familiar situations. These have been deliberately chosen to provoke discussion and thought – all the situations are very simple in terms of practical detail, but can induce real in-depth discussion of likely outcomes. It is an explicit objective to get pupils to consider critically whether their previous theory stands up to genuine scientificscrutiny. Pupils could choose an investigation to carry out,

2: Thinking about burning (AT)Pose a thinking skills question as a brief starter discussion. Pupils could be asked to see if they could come up with three or more possible answers/reasons.• OOO: oxygen, water, carbon dioxide. (Possible answers: oxygen

is the only one needed for something to burn/the other two will put a fire out/are produced by burning; water is the only liquidat room temperature; carbon dioxide is the only one used

The fourth AT presentation link on page 88 opens Thinking aboutburning – a PowerPoint presentation version of this task.3: Explosives ATThe second AT video link on page 89 opens Explosives – thiscan act as an introduction to this section, dealing with the use of explosives in quarrying, some of the key features of an explosive and how they can be handled


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Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 COStarter 1 M/S 4–6 Classwork 1 1b 2c a, cStarter 2 M/S 4–6 Classwork whole unit PLTS (Ct) 2cStarter 3 4–6 Classwork 10 2a 1a, 2c c, d, f, iExploring 1 M/S 4–7 Practical 2, 3, 6, 7, 9 PLTS (Ep, Ie, Tw), Num (M, T, L) 1a, 1b 1a, 1b,

1c, 2a, 2b

2c b

Exploring 2 S/C 5–7 Classwork 10 Lit (RR), ICT (IR)Explaining 1 M/S 4–6 Classwork 1, 2, 4, 5, 6 1b 2c, 4c cExplaining 2 C 4–6 Classwork 10 Lit (EC) 1a, 3a 1b 1a, 2c f, hExplaining 3 M/S 4–6 Classwork 10 1b 1a, 2c c, fPlenary 1 M/S 4–7 Classwork whole unit PLTS (Rl) 1a, 2cPlenary 2 M/S 4–5 Classwork whole unit 3a 1a, 2c hPlenary 3 M 4–5 Classwork 1, 2, 4, 5, 6 Lit (WF) 2c, 4cPlenary 4 M/S 4–6 Classwork whole unit Lit (WF), PLTS (Rl) 1a, 2cPlenary 5 M/S 4–7 Classwork whole unit Lit (RR, EW), ICT (PS), PLTS (Ie,

Sm)1b, 3a 1a, 2c a, b, c, j, k

Plenary 6 M/S 4–7 Classwork 6, 10 Lit (DS, EW), PLTS (Rl, Ct) 2b 3a 1a, 2c c, d, h, j, kPlenary 7 M/S 4–6 Classwork whole unit PLTS (Rl) 1a, 2b,

2c, 4cPlenary 8 M/S 4–7 Classwork whole unit PLTS (R1, Sm)Homework 1 S/C 5–6 Homewor

k10 Lit (EC) 2a, 3a 1b 1a, 2c c, f, h

Homework 2 C 5–7 Homework

10 Lit (EC) 2a, 3a 1b 1a, 2c c, d, h, jHomework 3 C 5–7 Homewor

k8 Lit (RR, DS), ICT (PS), PLTS (Ie, Ep,

Tw)1a, 3a,4a

3a 1a, 2b,2c

h

Burning issues

Worksheet 7Fe(5) takes the candle investigation one stage furtherand poses an explicit alternative theory to that which is normally advanced at this level, but which is also clearly rooted in thescience studied during this unit. This sheet could be used as a free- standing exercise in data analysis, or in

original answers on the 7F Quick Quiz Answer Sheet. Encouragepupils to identify for themselves areas where their understanding is still weak and decide how they are going 2: Card sort summaryWorksheet 7Fe(6) provides a set of statements that form a summary of the work covered in this unit. Pupils are asked tocorrect the false statements. They then cut out the true statements, and arrange them into a sensible order, which helps them make a summary.

Resources (per group)Candles (various heights, or with knife to cut them tosize); heatproof mat; beakers or jam jars large enough to accommodate candles (for experiment A, a pair of beakers with the same overall volume but different shapes will be needed); Plasticine®; stop clock; clamp and stand (experiment D); Worksheets 7Fe(3), 7Fe(4), 7Fe(5).

• Must: give pupils a prepared set of cards, removing thefalse cards from the set. Pupils can just stick their sequenced statements into their books.

• Should: pupils get the sheet with all statements on it and have to correct those which are false.2: Alfred Nobel

Ask pupils to carry out research into the life and work of Alfred Nobel. If they have heard of Nobel at all, pupils are likely to know of the Nobel prizes rather than his role in the development of explosives.

ResourcesScissors; glue.


flResourcesLibrary/internet access.

The second AT document link on page 88 opens a clozeexercise summarising the content of page 88. There is also an AT

Explaining tasks

4: Quick CheckThe Quick Check sheet is a crossword which includes a number of the key ideas and words from across the whole unit.

1: Pupil’s Book page 88This covers pollution from incomplete combustion. Worksheet7Fe(1) is the Access Sheet.

5: Fire safetyA

fl2: Pupil’s Book page 89 (AT)This deals with the criteria needed for an explosion to take place, some key historical developments and a comparison betweenthe energy release in a combustion reaction and an explosion. Worksheet 7Fe(2) is the Access Sheet.• The AT video link on page 89 opens Whizz bang – this

explains how the chemicals inside a firework are used to ensure that the reaction proceeds at a fast enough speed, and how the various explosion effects are

Pupils can be asked to prepare information sheets explaining the principles of fire safety. This might include the potential dangerand prevention of explosions. The information sheets could be presented in the form of leaflets for use at home or at school, and pupils can be asked to use secondary sources to find theinformation. Pupils should be encouraged to note key points, and to group sentences into sensible paragraphs, using subheadings where appropriate. Pupils should be asked to draw on examples from across the unit, as well as adding additional information fromThis activity can be done as an assessed task. A sheet of leveldescriptions is provided on pages 161–162 of the ASP.

3: Explosives timeline ATThe second AT presentation link on page 89 opens Explosives timeline – showing some key dates and events in the history of explosives. This can be used as an introduction to the worksheets on the history of explosives, which goes into more detail than is covered in the Pupil’s Book.• Must: Worksheet 7Fe(7) is a sequencing exercise – pupils

put statements relating to the development of explosives into chronological order, from the invention of gunpowder to the development of atomic weapons.

• Should/Could: Worksheet 7Fe(8) is a comprehension and data analysis sheet, which covers the same material but makes more demands on pupils in terms of

6: Pupil’s Book page 90This asks pupils to reflect on the positive and negative aspects of the uses of fuels and explosives, and what the alternatives might be if explosives were not used. The ‘Have your say’ question isdesigned to get pupils thinking about the moral and ethical aspects7: End of Unit Test

Afl Use the End of Unit Test. A mark scheme is given in

theASP. Encourage pupils to identify areas that are still weak and to8: Level ladderA

flPlenaries

Pupils should tick the boxes on the Level Ladder to recordthose statements that they feel they know. Alternatively they canuse a traffic light system or the CRI index (see Introduction, page17) to record degrees of certainty. Ideally pupils should be certain of all statements at a level to be sure they are working at that level.

1: Quick Quiz revisitedA

fl Revisit the 7F Quick Quiz to test pupils’ knowledge of thecontent of this unit. If you have the ASP on CD-ROM use QuickQuiz Answer Sheet, which provides the same activity but with



7Fe Burning issuesHomework tasks

1: Worksheets 7Fe(7) and 7Fe(8) look at the history of explosives.2: The King’s Cross underground fire, Worksheet 7Fe(9),

will be a history lesson for pupils, but will be remembered vividly by more experienced teachers. The questions are designed to get pupilsto apply what they have learned across the unit to a real-life situation that caused significant loss of life.

3: Some pupils may have carried out an exercise in Unit 7E which looked at the phlogiston theory in the context of work on acids. With Worksheet 7Fe(10), pupils are given a more open-ended task, leading to a presentation to the rest of the group. An alternative approach would be to allocate different tasks to groups of pupils, so that each historical application (Homework


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Documents

UNIT07.indd - Wikispaces · Web viewShould PB p86–87 Classwork Explaining 6 7Fd Quick Check Must/Should ASP Classwork Plenary 1 7Fd Word Sheet Must/Should ASP Homework 7Fd(1) Fire