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Teacher GuideCambridge IGCSE®

Chemistry

0620

Cambridge Secondary 2

w  w  w  . X   t  r  e  m  

e  P  a   p  e  r  s  . c  o  m  

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Cambridge International Examinations retains the copyright on all its publications. Registered Centres are

permitted to copy material from this booklet for their own internal use. However, we cannot give permission

to Centres to photocopy any material that is acknowledged to a third party even for internal use within a

Centre.

® IGCSE is the registered trademark of Cambridge International Examinations.

© Cambridge International Examinations 2013

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Contents

Introduction  ......................................................................................................................3

Section 1: Syllabus overview ............................................................................................... 5

1.1 Aims

1.2 Assessment objectives

1.3 The assessment structure

1.4 Curriculum content

1.5 Practical assessment

Section 2: Planning the course .......................................................................................... 11

2.1 Key factors to consider when planning your course

2.2 Long-term planning

2.3 Medium-term planning

2.4 Short-term planning

Section 3: Planning lessons ............................................................................................... 15

3.1 Lesson plans and templates

3.2 Constructing a lesson plan

3.3 Reflection and evaluation

Section 4: Classroom practice ........................................................................................... 17

4.1 Practical lessons

4.2 Active learning

4.3 Differentiation

Section 5: Preparing learners for final assessment ............................................................ 21

5.1 Use of past papers, mark schemes and principal examiner reports

5.2 Paper 1

5.3 Papers 2 and 3

5.4 Practical alternatives

5.5 Command words

Section 6: Resources and support .....................................................................................23

6.1 Finding and evaluating resources

6.2 Teacher Support

6.3 Coursework Training Handbooks

6.4 Training

Appendices  ..................................................................................................................... 25

Appendix A: Teaching syllabus version 1

Appendix B: Teaching syllabus version 2

Appendix C: Sample medium-term plan

Appendix D: Sample lesson plan template

Appendix E: Sample plan for a 70 minute lesson on the order of reactivity

Appendix F: Suggested practical activities

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Introduction 

3  Cambridge IGCSE Chemistry 0620

Introduction

The purpose of the teacher guide

This teacher guide is designed to introduce you to the IGCSE Chemistry syllabus and support materials from

Cambridge. It will help you to organise and plan your teaching. It also offers advice and guidance on delivery,

classroom practice (including practical work) and preparing your learners for their final assessment.

What do I need to get started?

When planning your course, your starting point should be the syllabus, which contains a large quantity of

essential information. It is most important that you become thoroughly familiar with all parts of the syllabus

document.

You then need to devise a scheme of work. To do this, you need to think how you will organise the time

that you have available to help students to understand and learn all of the facts and concepts required by

the syllabus, and to develop the skills – such as handling data and planning experiments – that are also

required. Cambridge provides a sample scheme of work that you could use as a starting point, but you will

undoubtedly want to produce your own at some point.

Your scheme of work will help you to determine what resources you will require to deliver the course. You

need to ensure that you have sufficient laboratory facilities to allow learners to carry out the practical work

that is needed. You will also need to build up teaching, learning and reference resources such as text books

and worksheets.

You should make sure, at an early stage, that you have access to the secure online support available

to Cambridge teachers, Teacher Support, at http://teachers.cie.org.uk. This provides a wide range of

resources to help you, including past examination papers, mark schemes and examiner reports. All of these

are invaluable in helping you and your learners to understand exactly what Cambridge expects of candidates

in examinations, which will help you to prepare your students appropriately.

This Guidance Document provides suggestions and help with all of these aspects of planning your IGCSE

Chemistry course.

Please have your copy of the most recent syllabus with you as you read through this document, as

you will need to refer to it frequently. References indicate the relevant pages of the syllabus, and also

other documents to which you should refer as you work through this guide.

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Introduction 

4 Cambridge IGCSE Chemistry 0620

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Section 1: Syllabus overview 

5  Cambridge IGCSE Chemistry 0620

Section 1: Syllabus overview

1.1 AimsThe syllabus aims, which are not in order of priority, are listed at the start of Section 3 in the syllabus.

The aims provide you with an overview of what Cambridge expects learners to experience and achieve

as they follow their IGCSE Chemistry course. You should bear these in mind as you plan your scheme of

work. Notice that many of the aims relate to attitudes and skills, rather than simply the accumulation of

knowledge. A Cambridge IGCSE Chemistry learner should develop attitudes and skills that will be useful in

many areas of their life, long after they have taken their IGCSE Chemistry examinations.

1.2 Assessment objectives

The assessment objectives are statements about what will actually be tested in the final examinations. Eachquestion or task that is set in the examination relates to one or more of these assessment objectives (AOs).

All of the IGCSE Science syllabuses have the same three AOs. These are:

A: Knowledge with understanding

B: Handling information and problem solving

C: Experimental skills and investigations

Each of these AOs has several components.

A: Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding of:

1. scientific phenomena, facts, laws, definitions, concepts, theories

2. scientific vocabulary, terminology, conventions (including symbols, quantities and units)

3. scientific instruments and apparatus, including techniques of operation and aspects of safety

4. scientific quantities and their determination

5. scientific and technological applications with their social, economic and environmental applications

The knowledge that learners should acquire is described in the Contents section of the syllabus.

B: Handling information and problem solving

Candidates should be able, using oral, written, symbolic, graphical and numerical forms of presentation, to:

1. locate, select, organise and present information from a variety of sources

2. translate information from one form to another

3. manipulate numerical and other data

4. use information to identify patterns, report trends and draw inferences

5. present reasoned explanations of phenomena, patterns and relationships

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Section 1: Syllabus overview

6 Cambridge IGCSE Chemistry 0620

6. make predictions and propose hypotheses

7. solve problems, including some of a quantitative nature

Questions testing AO B will frequently be based on contexts and information that are unfamiliar to

candidates. They will require candidates to apply the facts, principles and concepts that they have learnt

(specified in the syllabus content) to new situations. Candidates need to develop confidence in applying their

knowledge and understanding in a logical way, using reasoning or calculation to deduce suitable answers.

This means that your course needs to do much more than simply teach learners the material described

in the Contents section of the syllabus. It must also help them to develop these skills of reasoning and

deduction.

C: Experimental skills and investigations

Candidates should be able to:

1. know how to use techniques, apparatus and materials (including following a sequence of instructions,

where appropriate)

2. make and record observations and measurements

3. interpret and evaluate experimental observations and data

4. plan investigations, evaluate methods and suggest possible improvements (including the selection of

techniques, apparatus and materials).

The development of experimental skills (scientific enquiry skills) should be an important part of your scheme

of work. Learners should have the opportunity to do a wide range of practical work throughout their course.

Some of this will require laboratory facilities and equipment, but there are some practical activities in

Chemistry that can be done in a normal classroom.

1.3 The assessment structureIt is a good idea, right from the start of planning your IGCSE Chemistry course, to make sure that you have

a full understanding of how your learners will be assessed by Cambridge at the end of it. There are choices

to be made about which papers students can be entered for. You do not need to make final decisions about

these straight away – they are made when you actually enter your learners for the examinations, a few

months before the examination period – but you should keep them in mind as you construct your scheme of

work and lesson plans.

Each learner will need to take three components, called ‘papers’.

Paper 1All candidates take Paper 1. This is a multiple-choice paper. The questions are set on the Core syllabus

content only. The questions test AO A and AO B. The Paper is taken in an examination room, under strict

examination conditions. The completed answer sheets are sent to Cambridge to be marked.

Paper 2 or Paper 3

Each candidate takes either Paper 2 or Paper 3. These are both made up of structured questions, which

test AO A and AO B. The papers are taken in an examination room, under strict examination conditions. The

completed papers are sent to Cambridge to be marked.

You need to be aware of the differences between these two papers.

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Section 1: Syllabus overview 

7  Cambridge IGCSE Chemistry 0620

Paper 2 is easier than Paper 3. This is because:

• Paper 2 tests candidates on their knowledge and understanding of the Core syllabus content only, while

Paper 3 tests them on their knowledge and understanding of the Core and Supplement content. (See

1.4.1 for an explanation of Core and Supplement content.)

• Paper 2 tends to contain questions that are slightly less demanding in terms of reasoning skills than

Paper 3. The questions tend to be shorter, contain less reading for candidates, and require shorter

answers.

• However many marks candidates obtain on Paper 2, they cannot achieve more than a Grade C.

Candidates taking Paper 3 can achieve any grade from A* down to G.

An understanding of the differences between these two papers will help you to decide on whether you

will teach both the Core and Supplement syllabus content, or the Core only. Candidates who are unlikely

to get a Grade C are likely to achieve a better grade if they study only the Core and take Paper 2. However,

candidates who you think stand a good chance of achieving a Grade C or above should study both Core and

Supplement (known as the ‘Extended Curriculum’), and take Paper 3. This is also important for candidateswho are likely to want to continue their studies of Chemistry beyond IGCSE.

Paper 4, Paper 5 or Paper 6

Each candidate takes either Paper 4, Paper 5 or Paper 6. These all test AO C, Experimental skills and

investigations. (See also section 1.5 Practical assessment)

Paper 4 is not really a ‘paper’ at all. If you choose to enter candidates for Paper 4, you will assess their

practical skills throughout the course. The details of how this should be done are explained in the booklet

Coursework Training Handbook (Part 1): Guidance . If you are not familiar with coursework assessment, it is

recommended that you also obtain and work through the Coursework Training Handbook (Part 2): Teacher

Accreditation.

Paper 5 is a practical examination. Several weeks before the examination is taken, Cambridge will send you

a list of apparatus and materials that you need to supply. During the examination, your candidates will work

in a laboratory, each with their own working space and set of apparatus, under strict examination conditions.

They will write their answers in an examination paper, just as they would for a theory examination. The

examination paper is sent back to Cambridge to be marked.

Paper 6 is a written paper. It looks just like Paper 2 or Paper 3, but it tests AO C. The questions test

learners’ experience of practical work. The paper is taken in a normal examination room, and is sent to

Cambridge to be marked.

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Section 1: Syllabus overview

8 Cambridge IGCSE Chemistry 0620

Weightings

The ‘weighting’ of a paper tells you the relative importance of that paper in deciding the candidate’s overall

mark and final grade.

The table below summarises the weightings of the three components that a candidate will take at the endof their course.

Paper Weighting

Paper 1 30%

Paper 2 or Paper 3 50%

Paper 4 or Paper 5 or Paper 6 20%

You will remember that Paper 1, Paper 2 and Paper 3 test largely AO A and AO B.

The table below summarises how the three assessment objectives are tested in the three examination

components. It also shows the weighting of the three AOs in the whole examination. 

Assessment Objective Paper 1

(marks)

Papers

2 or 3

(marks)

Papers

4, 5 or 6

(marks)

Whole

assessment

(%)

A: Knowledge with understanding 25–30 48–52 0 47–54

B: Handling information and problem solving 10–15 28–32 0 26–33

C: Experimental skills and investigations 0 0 40 20

If you look at the final column of the table above, you can see that:

• Assessment Objective A makes up about 50% of the whole assessment.

• Assessment Objective B makes up about 30% of the whole assessment.

• Assessment Objective C makes up about 20% of the whole assessment.

This means that only half of the total marks in the three examination papers are for knowledge and

understanding of the syllabus content. Half of the marks are for being able to use this knowledge and

understanding in new contexts, and for experimental skills. It is essential to bear this in mind as you plan

your IGCSE Chemistry course. You need to spend at least as much time helping students to develop their

AO B and AO C skills, as in helping them to learn facts and concepts.

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Section 1: Syllabus overview 

9  Cambridge IGCSE Chemistry 0620

1.4 Curriculum contentThe largest section in the syllabus is Section 4, Curriculum content. It is here that you will find details of

exactly what your learners need to know and understand by the end of the course. It is presented as a

series of bullet points (learning objectives) which state clearly what candidates should be able to do in

the examination papers that they take at the end of their course. Each question that is included in theexamination papers tests one or more of these learning objectives.

You should read each learning objective very carefully. Each one gives you clear guidance about exactly

what candidates should learn. Some of them provide definitions of important biological terms, and these are

the definitions that your learners should use.

1.4.1 Core and supplement

One of the first things you will notice about the curriculum content is that it is presented in two columns. The

left hand column is the ‘Core’ content. All  candidates need to cover all  of this. This will be tested in all papers.

The right hand column is the ‘Supplement’ content. All candidates who you think are likely to achieve a goodGrade C or above should cover all of this, as well as the Core. The Core plus Supplement makes up the

Extended curriculum. This will be tested only in Paper 3.

1.4.2 Syllabus content

The syllabus content has fourteen main sections.

Section 1: The particulate nature of matter

Section 2: Experimental techniques

Section 3: Atoms, elements and compounds

Section 4: Stoichiometry

Section 5: Electricity and chemistry

Section 6: Chemical energetics

Section 7: Chemical reactions

Section 8: Acids, bases and salts

Section 9: The Periodic Table

Section 10: Metals

Section 11: Air and water

Section 12: Sulfur

Section 13: Carbonates

Section 14: Organic chemistry

These sections vary greatly in their amount of content, e.g. sections 12 and 13 are very short, whereas

sections 9 and 10 contain a great deal. Some sections are relatively free standing, e.g. section 14, whereas

others depend upon each other, e.g. sections 3 and 9. Some sections, e.g. 2 and 4 could be taught as part

of a number of sections throughout the course.

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Section 1: Syllabus overview

10 Cambridge IGCSE Chemistry 0620

In addition there are three concepts relating the study of Chemistry to everyday life. These should be

incorporated into sections of the syllabus where appropriate.

• the finite life of the world’s resources and the need for recycling and conservation

• economic considerations in the chemical industry such as the availability and cost of raw materials andenergy

• the importance of chemicals in both industry and everyday life

Chemistry is a subject where one topic often depends on a number of others if it is to be understood fully.

For this reason it often does not make sense to study the subject one syllabus section at a time. Studying

the units in the order printed in the syllabus is not recommended.

There is more discussion of alternative ways to organise the syllabus section in the next section (Planning

the course).

1.5 Practical assessmentSection 5 of the syllabus covers each of the alternative ways of assessing practical work in some detail.

Papers 4 and 5 involve actually carrying out practical work, either in class over the time of the course or in a

practical examination at the end of the course. Paper 6 is a written paper designed to assess practical skills.

Candidates entered for Paper 6 should still have experienced plenty of practical work to allow them to

answer this paper properly.

In section 5.2 of the syllabus there is a list of apparatus which will be required by candidates entering for

Paper 5. The availability of this apparatus should be checked before entering candidates for this practical

examination.

Appendix A of the syllabus contains a page of notes to aid the candidates in qualitative analysis. This sheet

can be used in the practical examination, Paper 5, and in class during coursework, Paper 4. It cannot be

used in Paper 6. Candidates entered for this paper will still need to know these tests and their results but

cannot have access to the sheet during the examination.

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Section 2: Planning the course 

11  Cambridge IGCSE Chemistry 0620

Section 2: Planning the course

This section looks at how you can plan your course to ensure that you can cover the whole syllabus

(whether this is to be just the Core, or the Core plus Supplement) within the time that you have available. It

includes long-term planning (developing a scheme of work) and planning for individual lessons.

2.1 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course.

• The amount of teaching time available each week for the duration of the course.

• The availability of resources such as laboratories and chemical equipment.

• The previous learning of your students.

• Whether your teaching groups will be mixed ability or will be streamed by ability.

• The number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course

is 130 hours of teaching time)

• The school calendar; holidays, examinations, etc.

2.2 Long-term planningA long-term plan will provide the overall structure of your course. It will include the order in which topics will

be taught, the approximate length of time to be spent on each and the factors listed in section 2.1 above.

It will need to take into account the number and nature of the groups following the course and if they should

all follow the same path through the course. There may, for example, be issues with the use of laboratoryspace if two groups are studying a topic requiring a large amount of practical work at the same time. In this

case it would be better if the plan was organised so that groups could study such a topic at different times.

Topics should also, ideally, be arranged so that they fit into the school’s sessions, so that a topic is not split

because of a school holiday or an examination session.

In a two year course the second year will probably have fewer weeks because of the timing of the

Cambridge examinations.

It is important to note that you do not need to teach the syllabus content in the order in which it is printed

in the syllabus. It is likely that you will want to order your teaching to suit your particular needs and

preferences. This may be done in a number of ways.

• Starting with the structure of atoms followed by the Periodic Table and then the chemistry of different

elements.

• Starting with raw materials such as petroleum, air, water carbonates etc. and covering their uses before

the Chemistry theory.

• Starting with a course in practical techniques to generate enthusiasm.

• Starting with topics which are conceptually easier, saving the more difficult topics for the second year of

the course.

• Using the suggested pattern in the ‘schemes of work’ provided on Teacher Support.

• Following your own interests and enthusiasms to begin with.

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Section 2: Planning the course

12 Cambridge IGCSE Chemistry 0620

Two possible re-orderings of the syllabus topics are included in the Appendix but these take no account of

your particular situation. The most important thing is to choose a teaching order that suits you, your learners

and the availability of resources at your school.

A long-term plan should also consider how practical skills will be developed and which topics will contribute

largely to the development of these skills. This is particularly important if you intend to follow the Paper 4

route to practical assessment.

A long-term plan is not ‘set in stone’; it is a working document. As the course progresses you can adapt it as

required. When you have worked through it once or twice you will have a much better idea of the best way

for you to work through the syllabus.

2.3 Medium-term planningMedium-term planning is the most important of the three types. It defines, in some detail, what will be

taught and when. It also details how practical work and other activities are to be incorporated into the

course.

Medium-term plans are often called ‘Schemes of Work’ and these schemes inform you and other Chemistry

teachers in your school what will happen and when.

Some examples of schemes of work can be found on Teacher Support http://teachers.cie.org.uk. A

password is needed to access the site and your Examination Officer will be able to provide you with one.

These schemes of work are useful resources but are not really suitable as an alternative to your own

medium-term planning because:

• they take no account of the situation in your Centre

• they are arranged in a way which may not be what you had designed in your long-term plan

• they have no statement of the amount of time required

• they have many suggestions for suitable activities and web sites which you would not necessarily have

the time or the resources to follow.

However, they can still be useful.

• They could be used as they stand as one way of moving through the course, although timings for each

section would have to be added.

• They are certainly a good source of possible practical exercises and web addresses.

However:

• Always check URLs before using them. Web addresses do change from time to time and you need to

know what you would be accessing in advance.

• It is really better to develop your own scheme of work as this is more likely to be suitable for your

Centre and your learners.

An example of a medium-term plan is included in the appendix. Some of the information from the published

Cambridge scheme of work (Unit 06: Metals and the Reactivity Series) is used in the plan.

A medium-term plan is best developed with contributions from all of the teachers who will be using it. If

they have had an input they will feel an ‘ownership’ of the plan and will be more likely to adhere to it.

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Section 2: Planning the course 

13  Cambridge IGCSE Chemistry 0620

A medium-term plan, like a long-term plan, should not be ‘set in stone’. It should, if necessary, be amended

if it is found not to be working as planned. It should certainly be reviewed at the end of each year to assess

how well it has worked and to decide if any improvements could be incorporated.

2.4 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons. It involves not

only the content of the lesson but also the activities which will take place and the progress that is expected

of the learners during the lesson.

Short-term planning is something which is done by an individual teacher, taking into account their own

strengths and the needs of the learners they will be teaching. Teachers new to the subject may need

guidance but the plan should still be their own.

This process is covered in more detail in the next section.

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Section 2: Planning the course

14 Cambridge IGCSE Chemistry 0620

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Section 3: Planning lessons 

15  Cambridge IGCSE Chemistry 0620

Section 3: Planning lessons

3.1 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed.

It should take account of:

• what is to be taught (learning objectives)

• what is to be achieved by the learners (lesson objectives)

• what the learners already know (previous learning).

It should detail the learning activities which will take place and have approximate timings showing how long

each part of the lesson will last.

A lesson should ideally have three main parts:

• a beginning which engages and motivates the learners

• a middle which covers the main learning activities of the lesson

• an end, in which learners can assess their understanding of what has gone before.

It is most convenient to have a printed template to use in lesson planning. You could design your own but

there are many available on the internet or in books. One example is included in the appendix.

3.2 Constructing a lesson plan1. Learning objectives. This will be based on something written in your medium-term plan. It will state

which part of the syllabus the lesson is going to address.

2. Lesson objectives. These may be the same as the learning objectives but more often will be only a

part of them. This is what you intend the learners to fully grasp by the end of the lesson. It should be a

realistic target and many learning objectives will take more than one lesson to be fully understood.

3. Lesson beginning (starter). This should be a relatively brief part of the lesson and should ‘switch the

learners on’ to Chemistry, rather than what they were doing previously. It may be a short question and

answer session, or a simple written task to assess what they know about the topic to be covered. It

could even be a rapid practical demonstration to introduce them to the topic to be covered in the lesson.

Give an estimated time, usually about five minutes.

4. Lesson middle (the main activity). This may build on and extend previous understanding, explore and

solve practical problems, develop knowledge and skills, practise previously learned techniques or any of

many other alternatives. It is important not to include too many activities, but equally important not to

spend so much time on one activity that learners become de-motivated. Good lessons will involve the

learners in the activities as much as possible. Timings should be included for each separate activity.

5. Lesson end (plenary). This part of the lesson brings it to an organised conclusion. Learners can assess

how well they understand the material covered during the lesson. This may involve a short written

exercise or a question and answer session. It may also be used to link to whatever is going to happen in

the next session. This should again take around five minutes at most.

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Section 3: Planning lessons

16 Cambridge IGCSE Chemistry 0620

6. Resources. Your plan should also include a list of the resources (books, internet, practical equipment,

chemicals, etc.) which will be needed in each session of the lesson.

7. Risk Assessment. If your lesson includes any practical activity, whether a demonstration or a class

practical, an assessment of the risks involved should be included with the lesson plan.

8. Assessment of Learning. How will you check:

• what your learners know/understand before the lesson

• how this has changed after the lesson.

9. Differentiation. How will you try to ensure that the lesson is accessible to all of the learners so that all

will benefit from the experience? This is especially important with mixed ability groups. There is more

on differentiation in the next section.

3.3 Reflection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went. There are two

reasons for this; if you share your plan with other teachers in your Centre it will enable them to learn from

your experiences. It is a good idea to discuss with colleagues how well lessons went. This applies whether

they went well or whether there were problems.

It will also help next time you teach the same topic. If the timing was wrong or the activities did not fully

occupy the learners you may want to change some aspects of the lesson next time.

There is no need to re-plan a successful lesson every year, but it is always good to learn from experience

and to incorporate improvements next time.

In the template in the appendix there is a place to record your evaluation of the lesson.

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Section 4: Classroom practice 

17  Cambridge IGCSE Chemistry 0620

Section 4: Classroom practice

The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many

skills as possible in the time available.

The teaching should also differentiate between the different needs and abilities of the learners in the group.

It is not always possible to fulfil all of these, but it is good to try. Lessons should at least be interesting and

involve the learners as much as possible.

4.1 Practical lessonsChemistry is, or at least should be, a practical subject. The syllabus does not suggest any particular

experiments which should be undertaken, although sections 2, 7.2, 8.3, 8.4, 9.2 and 10.2 do imply certain

practical activities.

All sections can, however, be enhanced by the use of practical work, and a list of possible practicals linked

to syllabus sections is provided in Appendix F.

Practical work is usually motivating to learners, whether it is a class practical or a teacher demonstration,

but it should always have a purpose other than entertainment. It may

• develop the skills that the learners need

• illustrate facts or concepts which are being studied

• provide a stimulus for further study.

It may, of course accomplish more than one of these.

4.1.1 Class practicals

Ideally such practicals should be carried out in small groups (two or three learners). In this way students

learn to work co-operatively and can also, by discussion, develop their understanding of what is taking

place. Working in groups also means that less equipment is needed.

If you are intending to enter your learners for Paper 4 (coursework assessment) they will need to do at least

some work on their own. Those entering for Paper 5 will also need to practise on their own as this is what

they will need to do in the practical examination.

It is always a good idea to try out a practical activity before asking a class to do it. In this way you can

anticipate the problems that they might discover. It also gives you a good idea of how long the activity might

last; learners will probably take longer than you.

It is important that the instructions you give are clear. Oral instructions are fine for a simple task but if there

are a number of steps involved, a written worksheet is a good idea. Such a sheet can be reused each time

the practical is attempted. Worksheets are also useful to teachers who are new to teaching your scheme.

It is important that learners know why they are carrying out the practical activity. This could be acheived

by giving it a simple title such as ‘How do different metals react with hydrochloric acid?’ or ‘Producing pure

water from sea water’.

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Section 4: Classroom practice

18 Cambridge IGCSE Chemistry 0620

If time permits, learners should be encouraged to set up their own apparatus and to clear things away

afterwards. This is especially true if your Centre has no help from a science technician to deal with the

preparation of practical lessons.

4.1.2 Demonstration practicalsThere are a number of occasions when a practical demonstrated by the teacher in front of the class is

necessary or more appropriate but this type of practical should never replace class practical work. A

practical may be demonstrated

• where complex or expensive apparatus is needed

• where the procedure is too dangerous for a class practical

• where the teacher wishes to demonstrate a technique to be used by the class, e.g. using a pipette and

burette

• where the teacher wishes to explain what is going on

• where the teacher wishes to demonstrate a phenomenon which is to be explained subsequently.

The first three are self-explanatory but the final two may need amplification.

It can be a good idea to explain to a class what is happening during an experiment. This may be something

relatively simple like fractional distillation. Explaining each step of the process as it is carried out will produce

more learning than simply letting the candidates carry it out for themselves.

A spectacular demonstration followed by the question ‘Now why did that happen?’ can sometimes be a

good way to introduce a topic. However, the temptation to use flashes, bangs and nasty smells purely for

the sake of it should be resisted.

4.1.3 Risk assessment

It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed. Some

processes, such as burning fuels, are hazardous, as are some chemicals such as acids. These factors should

be taken into account when deciding on a practical activity, as should the situation of the activity. What is

safe in a laboratory may not be safe in a classroom. What is safe for a teacher to do may not be safe in a

class practical. What is safe for one group of learners may not be safe for another.

A risk assessment involves not only the chemicals and what is to be done with them but also who is doing it

and where.

4.2 Active learningNot every topic in Chemistry can be taught by means of an experiment; atomic structure and chemical

bonding are two, the various industrial processes which need to be explained form another. A description/ 

explanation by the teacher is easily forgotten by the learner, even if it was understood in the first place.

Videos of the industrial processes and computer animations of the atoms and their bonds can help, but they

are still ‘passive’. The learner is not involved in ‘discovering’ the information.

Research has shown that the more a learner is involved in the process of learning, the more they retain.

The learning pyramid below shows the percentage of information retained as a result of different forms of

delivery stimulating different learning processes.

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Section 4: Classroom practice 

19  Cambridge IGCSE Chemistry 0620

Teach others: 90%  

Practise doing: 75%  

Discussion: 50% 

Demonstration: 30%  

Audiovisual: 20%  

Reading: 10% 

Lecture  

From this it will be seen that although audiovisual (videos and computer animations) may be better than

a lecture (being told by a teacher), there are methods which are better still. Clearly not everything can be

absorbed by discussion and practice, but activities where the learners actually participate work better.

At least some such activities (active learning) should be used alongside practical work in order to maximise

learning. There will not be time for everything to be covered in this way but some topics certainly should be.

The Royal Society of Chemistry has developed a series of activities called ‘Alchemy’.

www.rsc.org/education/teachers/resources/alchemy/index2.htm

The industrial processes in the syllabus are included and each topic can be downloaded. There is

information to read, a video to watch and questions to answer. Learners interact with the information

delivered. Different groups could even investigate different processes and then ‘teach’ others by explaining

the process to a different group.

There are, of course, many other methods of getting learners involved and plenty of ideas in books and on

the web.

4.3 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access

the material you are delivering. There are a number of ways of approaching this problem and, again, they

can be found in books and on the web. They fall into three main categories.

• Differentiation by outcome. In this method an open-ended task is set which can be accessed by all,

e.g. ‘Find out how these metals react with acid’. Learners will produce different results according to

their ability, but all of their ‘outputs’ will be valid.

• Differentiation by task. Learners are set slightly different tasks based on the same objective. This may

involve worksheets which pose questions on the same topic where differing amounts of understanding

are required.

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Section 4: Classroom practice

20 Cambridge IGCSE Chemistry 0620

• Differentiation by support. All learners undertake the same task but those who are weaker are given

additional support; writing frames, where a template is provided for them to record their work, are one

way of doing this.

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Section 5: Preparing learners for final assessment 

21  Cambridge IGCSE Chemistry 0620

Section 5: Preparing learners for final assessment

Your Chemistry course will end with your learners being assessed by an external examination. It is clearly a

good idea to ensure that they are prepared as well as possible for this. There are a number of things to bear

in mind when approaching this task.

5.1 Use of past papers, mark schemes and Principal Examiner

ReportsThere are plenty of past papers on Teacher Support. These can be downloaded and used to give your

learners practice in answering the type of questions they will meet in the actual examination. There are also

mark schemes which will inform you of which answers were considered correct by the examiners. The

principal examiner’s report for each paper will tell you of common errors made by candidates who sat that

paper.

Work on whole papers should, of course, be done towards the end of your course, but individual questions

can be used as tests at the end of individual topics. This can be useful not only when the topic is first

taught, but also when it is briefly revised at the end of the course.

Examination questions relevant to particular topics are also included as part of the ‘Scheme of Work’ to be

found on Teacher Support.

Examination papers and questions can be set and marked by the teacher but it is also useful to allow

learners to mark their own papers using a mark scheme, or to allow a group of learners to discuss what the

correct answers might be.

There are different things that need to be borne in mind in the different papers.

5.2 Paper 1Paper 1 consists of forty multiple-choice questions. Each one has four possible responses; the correct

answer and three ‘distractors’. Some of these distractors are, intentionally, very similar to the correct answer

and it is easy to choose the wrong one especially if a candidate does not read all of the possible responses

and instead opts for the first one which seems ‘about right’.

The following are useful pieces of advice for those attempting multiple-choice questions.

• Never leave an answer blank. No marks are lost for wrong answers.

• Always read all of the responses before deciding on an answer (see above).

• Look out for the word ‘not’ as in ‘which of the following is not...’; candidates often get such questions

wrong through carelessness.

• If you do not know the correct answer, don’t just guess, cross out any which are obviously wrong first. It

is better to guess one of two than one of four.

• Don’t spend too long thinking about a difficult question; leave it and come back to it later.

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Section 5: Preparing learners for final assessment

22 Cambridge IGCSE Chemistry 0620

5.3 Papers 2 and 3Both of these papers consist of a number of short answer questions together with a smaller number of

questions requiring longer answers. Particularly in Paper 3, you will find questions requiring calculations.

The following are useful pieces of advice for those attempting these papers.

• If an answer is given more than one mark, more than one piece of information is needed.

• In answers involving calculations, show your working.

• The number of lines provided for an answer is a guide to the amount of information required.

5.4 Practical alternatives

5.4.1 Paper 4 Coursework assessment

If you are entering your candidates for this option they will probably have marks for practical assessment ‘in

the bank’. Remember that candidates can be assessed as many times as you wish and that only the bestmarks for each skill count.

It is a good idea to do some easy tasks early in the course so that there are some marks which can count if

there are problems later.

5.4.2 Paper 5 Practical examination

The best way to prepare for this is to allow candidates to practise the skills needed by trying a couple of

previous examinations. There is always a quantitative exercise which often involves the drawing of a graph

and there is also always a question involving the use of the ‘test for ions’ sheet.

5.4.3 Paper 6 Alternative to PracticalGoing through a few past papers should get candidates used to what is expected, although it is difficult to

prepare for the final question, where candidates have to plan an experiment.

This paper is not too difficult if candidates have had sufficient experience of practical work during their

course. Remember that they need to have memorised the information on the ‘tests for ions’ sheet.

5.5 Command wordsIn Appendix A of the syllabus (section 6.5) is a list of words which are used in examination papers. These

words (command words) tell the candidate the type of answer that is required. For example, ‘State’ means a

short answer whereas ‘Explain’ indicates that more detail is required; ‘Suggest’ means that the candidate isnot meant to have learned the answer but should try to work one out from what they do know.

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Section 6: Resources and support 

23  Cambridge IGCSE Chemistry 0620

Section 6: Resources and support

6.1 Finding and evaluating resourcesThere is no shortage of resources to aid the teaching of Chemistry. They can be found in text books and

on the Internet. There are even books that consist entirely of a range of different resources. The problem is

finding one that is effective and that suits your situation. The quality of resources varies widely from ‘home

made’ ones which are uploaded to the internet, to professionally produced ones. The latter are not always

the best.

The problem is not so much finding resources, but evaluating whether they will suit your situation and are

effective.

Perhaps the easiest way to find reliable resources is to get them from a colleague who has already used

them and can tell you how good they are. Sadly this is often not possible.

There are also resources to be found on Cambridge online, more details of which are given later in this

section.

Resources from the Internet and from books need to be scrutinised to see if they are of use. A couple of

websites which each give a wide variety of resources free of charge are given below.

www.nuffieldfoundation.org/practical-chemistry

This site gives detailed descriptions of a large number of practicals together with details of hazards.

Experiments are at many levels, some at a more advanced level than IGCSE, but you will find details of

most of the experiments you might wish to try.

www.rsc.org/learn-chemistry

This site has a huge range of resources of different types. You can search by age group, topic, type of

resource or any combination of these. Remember though that not all resources may be suitable for your

course or your school.

6.2 Teacher SupportThis is an excellent source of information. You need a username and password to access it and these can be

obtained from your Examinations Officer if you are in a Cambridge Centre.

On Teacher Support you will be able to access the syllabus and copies of past papers together with

their mark schemes, examiner reports and grade thresholds, and a sample ‘scheme of work’ which can

be downloaded and used to gain further information on the delivery of this syllabus. There is also a list

of resources and a link to the ‘Discussion Forum’ where teachers can post comments and questions. It

is worth looking at this from time to time and following interesting threads even if you do not post any

comments of your own.

6.3 Coursework Training HandbooksThe coursework component of the Cambridge IGCSE Chemistry qualification is marked by the Centre and

moderated by Cambridge. In order to mark, Centres must have at least one accredited teacher registered

with Cambridge.

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Section 6: Resources and support

24 Cambridge IGCSE Chemistry 0620

Cambridge provides a dedicated coursework guide called the: Coursework Training Handbook (Part 1):

Guidance  which offers extensive advice on planning, delivery and assessment as well as exemplar material.

It covers all the Cambridge IGCSE Sciences including Combined, Coordinated and Physical Science.

The guide is available on Teacher Support or a printed version may be ordered through the Publications

Catalogue, accessible via the Cambridge public website www.cie.org.uk. This guide aims to provide materialthat will help teachers to deliver the coursework in alignment with the assessment criteria throughout the

duration of the course.

A separate publication called: Coursework Training Handbook (Part 2): Teacher Accreditation is available for

those seeking accreditation. Through the Publications Catalogue which can be found on the Cambridge

website.

Teachers seeking accreditation must work through Part 1 of the Coursework Training Handbook  before

attempting the accreditation course (Part 2) which consists of a number of tasks that teachers must work

through and then submit to Cambridge for appraisal.

Teachers are notified (by post) within 4–6 weeks whether they have achieved accreditation status. Ifaccreditation status is not awarded then the teacher can still continue to teach and mark coursework

though they should not take part in moderating the marking of others. Teachers are free to resubmit their

applications for accreditation any number of times, although each submission will incur a fee.

6.4 TrainingTeacher Support also has a list of upcoming training events. These include:

• on-line courses, including tutor-led courses. The tutor-led courses are highly recommended to help you

improve your teaching skills. They are intended for teachers who have already been teaching IGCSE

Chemistry for one year

• face-to-face courses, held at various venues at different times throughout the year. These enable

you to meet up with other IGCSE Chemistry teachers, and also to interact directly with a trainer from

Cambridge

• online seminars, which are led over a short period of time by an expert, and focus on specific issues

such as syllabus changes or the recent examination session.

You can also find information about face-to-face training events at www.cie.org.uk/events

In addition, Cambridge runs professional development courses for teachers who want to develop their

thinking and practice. These include the Cambridge International Certificate for Teachers and Trainers, and

the Cambridge International Diploma for Teachers and Trainers. You can find information about these at

www.cie.org.uk/qualifications/teacher

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Appendices 

25  Cambridge IGCSE Chemistry 0620

Appendices

Appendix A: Teaching syllabus version 1

Appendix B: Teaching syllabus version 2

Appendix C: Sample medium-term plan

Appendix D: Sample lesson plan template

Appendix E: Sample plan for a 70 minute lesson on the order of reactivity

Appendix F: Suggested practical activities

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Appendix A: Teaching syllabus version 1

26 Cambridge IGCSE Chemistry 0620

Appendix A: Teaching syllabus version 1

Suggested teaching order Syllabus reference Approximate time (weeks)

Particles 1 1

Separation 2.2 3

Atoms elements and compounds 3.1 2

Bonding 3.2 3

The Periodic Table 9 4

Oxides 8.2 1

Acids bases and salts 8.1 + 8.3 3

Identification of ions and gases 8.4 4

Equations 4 2 + parts of other units

Calculations 4.1 2

Speed of reaction 7.1 3

Reversible reactions 7.2 1

Reactivity of metals 10.2 + 6.2 part 4

Properties of metals 10.1 2

Uses of metals 10.3b 1

Extraction of metals 10.3a 3

Electricity and chemistry 5 4

Redox 7.3 2

Carbonates 13 1

Sulfur 12 2

Fuels 14.2 + 6.1 & 6.2 part 2

Air and water 11 5

Names of compounds 14.1 2Organic chemistry 14.3-14.8 4

}

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Appendix B:

Appendix B: Teaching syllabus version 2

Suggested teaching order Syllabus reference Approximate time (weeks)

Air and water 11 5

Separation 2.2 3

Earth carbonates 13 2

Sulfur 12 2

Ores and the extraction of metals 10.3 3

Uses of metals 10.3 1

Petroleum fuels 14.2 2

Organic chemistry 14.3-14.8 6

Energy 6.1,6.2 3

Speed of reaction 7.1 3

Equilibrium 7.2 2

Particles 1 1

Atoms elements and compounds 3.1 3

Bonding 3.2 3

Periodic Table 9 4

Redox 7.3 2

Acids, bases and salts 8.1-8.3 3

Identification of ions and gases 8.4 3

Equations 4 2

Calculations 4.1 2

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Appendix C: Sample medium-term plan

Ref Learning Objective Teaching activities Resources

10.1 Describe the general

physical and chemical

properties of metals.

Class practical testing the electrical conductivity

of a number of metallic and non-metallic

substances. Demonstration of malleability

versus brittleness of a range of substances.

Electrical cir

of suitable m

10.1 Explain why metals

are often used in the

form of alloys. Identify

alloys from a structure

diagram.

Sheet or internet activity on nature and

properties of alloys

or

Demonstration of properties of lead, tin and

solder. Solder made to be tested.

Sheets or U

appropriate.

crucible, etc

10.2 Place in order K, Na,

Ca, Mg, Zn, Fe, H2 and

Cu by reaction withwater/steam and HCl 

Revise properties on Na and K. Class prac:

reactions of the rest with water and acid.

T-ts HCl (aq)

of turnings o

10.2 Order of reactivity

of same metals by

displacement with

solutions of salts of

others in the list.

Class practical investigating reaction of strips of

metal in solutions of salts of the same metals +

AgNO3(aq).

Metals (not

of salts of sa

reactions.

10.2 Reactivity and the

effect of heat on

hydroxides and nitrates

of listed metals.

Demonstration of effect of heat on hydroxides

and nitrates. Explanation of products formed

during demonstration and identification of

products.

NaOH, Ca(O

+ nitrates of

6.2 Effect of the reactivity

of the electrodes on the

voltage of a simple cell.

Class practical testing the voltage of cells

consisting of different pairs of metals immersed

in aqueous sulfuric acid.

H2SO4(aq) 0

Cu + iron na

voltmeters.

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Learning Objective Teaching activities Resources

10.2 Reactivity and the

displacement reactions

of metals and the

oxides of other metals.

Demonstration of thermit type reactions of

metals with metal oxides. Reactivity assessed

by vigour of reaction (if any).

Powdered m

Fe, Cu. Met

10.3a Describe the ease in

obtaining metals from

their ores by relating

the elements to the

reactivity series.

Class practical extracting copper from copper

oxide by heating with charcoal.

CuO + charc

Bunsen bur

10.3a Describe the essential

reactions in the

extraction of iron from

hematite.

Class to be divided into groups to ‘research’ one

of the three topics on the left.

 

Research conducted largely, but perhaps not

entirely using the ‘Alchemy’ programme.

Groups to present their findings to the whole

class.

Teacher input by questioning to ensure that all

understand each process.

May last two or three lessons depending on the

class.

Access to c

Paper, pens

PowerPoint

10.3a Describe theconversion of iron into

steel using basic oxides

and oxygen.

10.3a

+ 5

Describe in outline

the manufacture of

aluminium from pure

aluminium oxide in

molten cryolite.

10.3aDescribe in outline the

extraction of zinc from

zinc blende.

Consolidation of above lessons and extension to

zinc production.

Worksheets

10.3b

+10.2

Explain the apparent

unreactivity of

aluminium. Name the

uses of aluminium

in aircraft and food

containers.

Class practical investigating reaction of

aluminium with water and acid.

Demonstration showing how chloride ions

increase reactivity.

Explanation of importance of oxide layer

(anodisation).

Aluminium f

CuSO4(aq),

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Learning Objective Teaching activities Resources

10.3b

+ 5

Describe the uses of

aluminium and copper

in cooking utensils and

as electrical conductors.

Describe the use of zincin galvanising and in

making brass.

Research task. Uses to be investigated are given

to class. They must discover, in groups, why the

particular metal is suited to that task.

Plenary session pooling everyone’s resultsto ensure that, in the end, everyone has the

correct answers.

Summary sheet available if needed.

Access to b

paper and p

10.3b Describe changing the

properties of iron by

forming alloys.

Describe the uses of

mild steel and stainless

steel.

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Appendix D: Sample lesson plan template 

31  Cambridge IGCSE Chemistry 0620

Appendix D: Sample lesson plan template

Lesson: School:

Date: Teacher name:

Class: Number present: Absent:

Learning objective(s)

that this lesson is

contributing to

Lesson objectives

Vocabulary,

terminology and

phrases

Previous learning

Plan

Planned

timings

Planned activities Resources

Beginning

Middle

End

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Appendix D: Sample lesson plan template

32 Cambridge IGCSE Chemistry 0620

Additional information

Differentiation – how

do you plan to give

more support? How do

you plan to challenge

the more able learners?

Assessment – how are

you planning to check

learners’ learning?

Health and safety check

ICT links

 Reflection and evaluation

ReflectionWere the lesson

objectives realistic?

What did the learners

learn today?

What was the learning

atmosphere like?

Did my planned

differentiation work well?

Did I stick to timings?

What changes did I make

from my plan and why?

Use the space below to reflect on your lesson. Answer themost relevant questions from the box on the left about your

lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next

lesson?

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Appendix E: Sample plan for a 70 minute lesson on the order of reactivity 

33  Cambridge IGCSE Chemistry 0620

Appendix E: Sample plan for a 70 minute lesson on the order of

reactivity

Lesson: School:

Date: Teacher name:

Class: Number present: Absent:

Learning objective(s)

that this lesson is

contributing to 10.2

Reactivity Series

• Place in order of reactivity: potassium, sodium,

calcium, magnesium, zinc, iron, (hydrogen) and

copper, by reference to the reactions, if any, of the

metals with

 – water or steam

 – dilute hydrochloric acid .

Lesson objectives By practical means, class practical and demonstration to confirm the

order of reactivity of the metals provided.

Vocabulary,

terminology and

phrases

Reactivity = how quickly a metal reacts with a substance relative to

other metals.

Previous learning They know that alkali metals react with water to produce hydrogen.

Plan

Planned

timings

Planned activities (replace the notes

below with your planned activities)

Resources

Beginning

7 minutes

Class watch brief video of the reaction of

alkali metals with water. Each learner has

a sheet to fill in the three metals observed

in order of how rapidly they react, most

reactive first. The sheet also has spaces for

the other metals to be tested.

Video, data projector and

screen.

Printed sheet to record

answers

Middle

5 minutes10 minutes

10 minutes

10 minutes

10 minutes

10 minutes

Instructions to class including safety issues.

React each of samples of metal turnings

with cold water. Record results.

React each of samples of metal turnings

with hot (not boiling) water. Record results.

React each of metals with dilute

hydrochloric acid. Record results.

Tidy up and put away apparatus.

Demo of reaction of metals with steam.

For class practical. Test-tube

racks and test-tubes. Access towater and a supply of

1 mol/dm3 hydrochloric acid.

Bunsen burner. Ca, Mg, Zn, Fe

and Cu turnings.

For demonstration: boiling tube

with mineral wool and stopper

with glass tube.

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Appendix E: Sample plan for a 70 minute lesson on the order of reactivity

34 Cambridge IGCSE Chemistry 0620

End

5 minutes

Each learner has filled in the remainder of

the sheet provided at the start. Answers are

checked.

Two further metals have their propertiesdescribed, learners have to decide where

they would fit in their list.

Slide on data projector of work

sheet so that correct answers

can be revealed.

Second slide detailing reaction,with water and hydrochloric

acid, of aluminium and lead.

Additional information

Differentiation – how

do you plan to give

more support? How do

you plan to challenge

the more able learners?

Assessment – how are

you planning to check

learners’ learning?

Health and safety check

ICT links

Practical task accessible

to all. Sheet for record of

conclusions adapted for

those who need it.

Answers on sheets +

correct positions for

additional elements for

more able.

Warning needed on heating water

in test-tubes. Goggles to be worn

whilst using acid.

Reflection and evaluation

Reflection

Were the lesson

objectives realistic?

What did the learnerslearn today?

What was the learning

atmosphere like?

Did my planned

differentiation work well?

Did I stick to timings?

What changes did I make

from my plan and why?

Use the space below to reflect on your lesson. Answer the

most relevant questions from the box on the left about your

lesson.

The objectives were realistic because nearly all the class filled in

the sheet correctly. I will see if they really learned next lesson when

there will be a check.

The lesson was rather noisy but most were on task. No-one needed

the extra sheet so differentiation wasn’t needed.

The timings were mostly OK but there wasn’t really time for the last

activity because the demonstration lasted a bit too long.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: They enjoyed the video and were keen to start their practical.

2: They enjoyed ‘popping’ the hydrogen.

What two things would have improved the lesson (consider both teaching and learning)?

1: The demonstration wasn’t as good as it could have been. Class wasn’t involved.

2: Assessment task at the end was too easy for the more able. Most got it right.

What have I learned from this lesson about the class or individuals that will inform my next

lesson?

A few students were not as sensible as they should have been with acid. They need a warning beforenext time.

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Appendix F: Suggested practical activities 

35  Cambridge IGCSE Chemistry 0620

Appendix F: Suggested practical activities

Section 1

Diffusion In liquids spread of blue from a copper sulfate crystal at the bottom of water.  In gases the spread of a smell (nice or nasty) around a room.

  Quantitatively HCl  and NH3 gas (from their solutions) in a closed tube.

Section 2

Purity  Chromatography of inks or the colours of sweets.

  Temperature of ice and water and of boiling salt water (draw a graph).

  Cooling curves for octadecenol and wax.

Purification Filtration and crystallisation (purification of rock salt).

  Distillation of ink, or salt water.

  Fractional distillation of petroleum (use artificial) or ethanol water.

Section 3

Elements mixture Heat iron filings and sulfur. Try to separate before and after.

and compounds  Dutch metal (copper) and chlorine gas. Alloys – react brass with

hydrochloric acid leaving the copper behind.

Bonding Show differences in M.P. solubility and electrical conduction of different

substances.

SiO2, NaCl , Wax, I2, Zn, Pb, CuSO4, etc.

Section 4

Stoichiometry Formula of magnesium oxide by weighing and heating magnesium in air.

  Reduction of copper oxide with methane weighing before and after.

The Mole Many examples, e.g. titrations of simple acids and bases. Mg + H2SO4 measure the

hydrogen produced and evaporate the magnesium sulfate to dryness. The numberswork well.

Section 5

Electrolysis There are many examples listed in the syllabus. 

Getting energy from two metals immersed in acid (simple cell) links with section 6.

Section 6

Chemical changes Reacting sodium carbonate and sodium hydrogen carbonate separately with HC l .

  Comparing two fuels by using them in spirit burners to heat water.

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Appendix F: Suggested practical activities

36 Cambridge IGCSE Chemistry 0620

Section 7

Rate Concentration The reaction between sodium thiosulfate and hydrochloric acid. Colour change.

 The reaction of magnesium or marble with hydrochloric acid.

Collect the gas.

Rate temperature Same reaction as above can be used.

Rate particle size Limestone pieces and acid are easiest to do (use weight loss on a balance).

Rate catalyst MnO2, CuO and Charcoal as ‘catalysts’ for decomposition of hydrogen peroxide.

Rate light Change of colour of freshly precipitated silver chloride in different light conditions.

Reversible reactions Heating hydrated copper sulfate and, after cooling, adding water.

Redox Reacting a powdered metal with KMnO4.

  Reacting H2O2 with potassium iodide solution.

Section 8

Properties of acids Testing solutions with UVI and/or other indicators.

and bases Reaction of acids with metals and carbonates.

Neutralisation reactions (titrations).

Types of oxides Burning elements in oxygen or air, dissolving oxide in water and testing with UVI.

Making salts Acid + excess metal, acid + excess oxide, acid + excess carbonate in all cases

followed by filtration and evaporation to crystallisation point.

Insoluble salts by precipitation, followed by filtration washing and drying.

Identification of ions Using tests in syllabus.

and gases  Using tests, once practised, to identify unknown compounds.

Section 9Group properties Reaction of Group 1 metals with water.

Reaction of solutions of halogens with solutions of halide salts to show reactivity.

Reactions of halogens with iron wool.

Transition metals Compare a range of transition metals and their compounds with other metals to

show colour and variable oxidation, cf. Redox.

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Appendix F: Suggested practical activities 

37  Cambridge IGCSE Chemistry 0620

Section 10

Reactivity Series Heat powdered metals to see reaction with air/oxygen.

  Reaction of metals with water and with dilute acid.

  Displacement reaction of metals in solutions of metal salts.

  Displacement reactions (thermit) heating powdered metals with metal oxides.

Extraction of Metals Heating copper oxide with carbon to produce copper.

  Production of copper by electrolysis of copper sulfate solution.

Section 11

Composition of Using gas syringes to pass air over hot copper.

the air Bubbling air through lime-water using a filter pump.

Rusting Investigate conditions necessary for rusting.  Investigate the effect of very dilute acid and of salt on rate of rusting.

  Investigate the effect of grease, paint, and a more reactive metal.

Sections 12 and 13

Limestone Strongly heat a piece of limestone to form lime, allow to cool and then add water.

Section 14

Fuels Burn fuels and test to show products are carbon dioxide and water.

  Fractional distillation of petroleum to compare properties of the fractions.

Alkanes and alkenes Compare the flames from alkanes and alkenes.

  Test alkanes and alkenes with bromine water.

Alcohols and acids Burn ethanol compare flame with hydrocarbons.

  Warm a mixture of acid and alcohol with conc. sulfuric acid pour into water andsmell.

Macromolecules Make nylon66 from diaminohexane and adipyl chloride.

  Hydrolyse starch to sugar.

  Ferment carbohydrate to make alcohol.

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