YEAR 7 – CHEMISTRY SCHEMES OF WORK The two chemistry modules have each nine and eight lessons respectively assigned to them, giving eighteen lessons in total for the chemistry rotation. Two lessons of Sc. 1 have been incorporated into the Scheme of work and one lesson has been assigned to the two module test. Exploring Science 1 worksheets: C3 & C4 Target/Word and summary sheets can be distributed to help pupils with the course. 7G SOLIDS, LIQUIDS & GASES LESSON NUMBER LESSON TOPIC 1 Introduction to solids, liquids & gases 2 The three states of matter 3 Properties and particle arrangements in solids 4 Properties and particle arrangement in liquids 5 Properties and particle arrangement in gases 6 Changes in states 7 Experiment to investigate boiling water (Sc. 1) 8 Experiment to investigate cooling wax (Sc. 1) 9 Diffusion and gas pressure Exploring Science 1 worksheets: C2 Target/Word and summary sheets can be distributed to help pupils with the course. 7H SOLUTIONS LESSON NUMBER LESSON TOPIC 1 Investigating soluble and insoluble substances 2 Dissolving and saturated solutions 3 What affects solubility of substances? 4 Getting salt from rock salt 5 Separating methods 6 Distillation 7 An investigation into separating dyes used in coloured inks 8 Using Chromatography 9 Module tests 1
Transcript
YEAR 7 – CHEMISTRY SCHEMES OF WORK
The two chemistry modules have each nine and eight lessons respectively assigned to them, giving eighteen lessons in total for the chemistry rotation. Two lessons of Sc. 1 have been incorporated into the Scheme of work and one lesson has been assigned to the two module test.
Exploring Science 1 worksheets: C3 & C4 Target/Word and summary sheets can be distributed to help pupils with the course.
7G SOLIDS, LIQUIDS & GASES
LESSON NUMBER
LESSON TOPIC
1 Introduction to solids, liquids & gases2 The three states of matter3 Properties and particle arrangements in solids4 Properties and particle arrangement in liquids5 Properties and particle arrangement in gases6 Changes in states 7 Experiment to investigate boiling water (Sc. 1)8 Experiment to investigate cooling wax (Sc. 1)9 Diffusion and gas pressure
Exploring Science 1 worksheets: C2 Target/Word and summary sheets can be distributed to help pupils with the course.
7H SOLUTIONS
LESSON NUMBER
LESSON TOPIC
1 Investigating soluble and insoluble substances2 Dissolving and saturated solutions3 What affects solubility of substances?4 Getting salt from rock salt5 Separating methods6 Distillation 7 An investigation into separating dyes used in coloured inks8 Using Chromatography 9 Module tests
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UNIT 7G: SOLID, LIQUID & GASES
LESSON 1 – Introduction to solids, liquids & gases
Learning objectivesPupils are to understand and learn:
that materials exist as one of the three states of matter to classify materials as either solids, liquids or gases using previous knowledge to identify materials as solids, liquids and gases
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1b KS 2 links/Prior learning: Pupils should have learnt:
the three states of matter are solids, liquids and gases the changes in states melting, boiling, freezing
Suggested Teaching ActivitiesIntroduce the 2 Chemistry modules being taught as ‘solids, liquids & gases’ and ‘solutions’.
Starter Activity Brainstorm with pupils about their previous knowledge on solids, liquids, & gases and
write on the board. Pupils are to use this information to write a title page in their exercise books.
Core Activities Pupils are to classify some materials (an assortment of wood, metal blocks, water in
beakers, air in a sealed container, syringe etc), as solids, liquids, or gases and explain why they think this.
Pupils are to draw a table in their books and give their explanations in classifying the materials.
Teacher to go through each material and write the correct explanation on the board. Pupils are to do questions from Exploring Science book 1. Pupils can do worksheet associated with the work.
Plenary Pupils are to give examples of other materials that can be classified as solid, liquid or a
gas and explain why.
Safety/Risk AssessmentAny glass broken must be cleared up using a dustpan and brush and disposed of in the broken glass bin. Goggles should be worn.
ResourcesClass practical: Assortment of materials: wood, metal, water, fruit juice, glass rod, syringe full of air, gas jar containing oxygen, flour, sand, toothpaste, shampoo, paper etc.
Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation * (observation, Analysis)
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UNIT 7G: SOLID, LIQUID & GASES
LESSON 2 – The three states of matter
Learning objectivesPupils are to understand and learn:
to classify materials as either solids, liquids or gases to physical properties of solids, liquids and gases
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b
KS 2 links/Prior learningPupils should have learnt:
the three states of matter are solids, liquids and gases to identify materials as solids, liquids and gases
Suggested Teaching Activities
Starter Activity Pupils will give ideas on how they could classify a material as a solid, liquid, or a gas.
Pupils are to write their ideas down in their exercise book. Teacher to ask pupils for their ideas and write down on board/OHP.
Core Activity Class practical: Pupils are to have on each bench a balance, metal block (solid), sand,
water & air in three separate closed syringes and 2 beakers of water. Give out worksheet (ESC C3e/1 or C4a/ 2) on properties of solids, liquids, and gases and
instruct pupils to fill/cut and stick in the worksheet based on their observations. Teacher is go through worksheet and give explanations. Pupils are to answer questions in Exploring Science book 1 P88.
Plenary Show an object (any state of matter) and instruct pupils to explain what properties the
material has.
Safety/Risk AssessmentAny glass broken must be cleared up using a dustpan and brush and disposed of in the broken glass bin. Goggles should be worn.
ResourcesClass practical: balance, a metal block (solid), sand, water, & air in three separate closed syringes and 2 beakers of water for each benchExploring Science book 1: P 88 C3e Summing upExploring Science 1 worksheets: C3e/1 or C4a/ 2, C3a/6 ‘Solid or liquid?’ or C4a/4 ‘In-between’SEN worksheet: C3e Summing upOHP/transparencyHodder A – activity A2S1/2 –matter and particles/solids, liquids and gasesHodder Extension A – Activity A2E1 – solid, liquid and gas
HomeworkPupils are to research worksheet on solids, liquids, and gases.
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Additional Notes/DifferentiationNew words such as ‘density’ and its units, ‘compressed’ must be explained to the pupils and meanings written down. The glossary at the back of the Exploring Science book maybe useful.
Associated Skills
Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation * (Observation, Analysis)
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UNIT 7G: SOLID, LIQUID & GASES
LESSON 3 – Properties and particle arrangements in solids
Learning objectivesPupils are to understand and learn:
to know the physical properties of a solid to know particles are tiny and make up all matter to know the particle arrangement in a solid to know how the arrangement of particles gives the physical properties associated in a
solid
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b
KS 2 links/Prior learningPupils should have learnt:
the three states of matter are solids, liquids and gases using previous knowledge to identify materials as solids, liquids and gases the physical properties of solids, liquids and gases
Suggested Teaching Activities
Starter Activity Show pupils a solid object and ask them to write on the board the physical properties
associated with solids. Alternatively, an OHP transparency/board can be used to show several properties
associated with solids, liquids, and gases and instruct pupils to select properties of a solid only.
Core Activity Instruct a group of pupils to show how particles are arranged in a solid (drama). Pupils
should stand very close together. Explain how this close arrangement of particles gives properties of a solid. Pupils are to do read and answer questions from the Exploring science book 1 P82/83. Pupils can also do ESC C3b/4 on the properties of solids. Pupils can carry out task to design a three dimensional solid ESC C3b/3.
Plenary Pupils will select from diagrams from the board/OHP the correct arrangement of
particles in a solid and explain its properties.
Safety/Risk AssessmentIf designing a three-dimensional solid, pupils will need to careful of compass point.
ResourcesDesign a three dimensional solid ESC C3b/3 (see worksheet)OHP/transparencyExploring Science book 1: P82/83 C3b Solid as a rockExploring Science 1 worksheets: ESC C3b/4 Properties of a solid -summary SEN worksheet: C3b Solid as a rock
HomeworkComplete worksheet on properties of solid or find out the particle arrangement in a liquid.
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Additional Notes/DifferentiationPupils need to know that particles are so tiny you would need a powerful microscope to see them. Particles make up all matter in the universe – this is the ‘particle theory’.
Associated Skills
Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation
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UNIT 7G: SOLID, LIQUID & GASES
LESSON 4 – Properties and particle arrangement in liquids
Learning objectivesPupils are to understand and learn:
to know the physical properties of a liquid to know particles are tiny and make up all matter to know the particle arrangement in a liquid to know how the arrangement of particles gives the physical properties associated in a
liquid
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b
KS 2 links/Prior learningPupils should have learnt:
to identify materials as solids, liquids and gases the three states of matter and their properties the particle arrangement in a solid
Suggested Teaching Activities
Starter Activity Show pupils a liquid in a container and ask them to write on the board the physical
properties associated with a liquid. Alternatively, an OHP transparency/board can be used to show several properties
associated with solids, liquids, and gases and instruct pupils to select properties of a liquid only.
Core Activity Instruct a group of pupils to show how particles are arranged in a liquid (drama). Pupils
should stand very close together. Explain how this arrangement of particles gives properties of a liquid. Pupils are to do read and answer questions from the Exploring science book 1 P84/85. Pupils can also do ESC C3c/4 on the properties of liquids.
Plenary Pupils will select from diagrams from the board/OHP the correct arrangement of
particles in a liquid and explain its properties. Pupils in their groups show the particle arrangement in a solid and then a liquid (drama)
or draw on the board.
Safety/Risk AssessmentNo risk.
ResourcesOHP/transparencyExploring Science book 1: P84/85 C3c liquid assetsExploring Science 1 worksheets: C3c/4 on the properties of a liquid -summarySEN worksheet: C3c Liquid assets
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HomeworkPupils are to do worksheets on solids, liquids, and gases. Spotlight science 7-9e ‘Which state of matter’. Pupils could also research the particle arrangement in a gas.
Additional Notes/DifferentiationPupils need to know that particles are so tiny you would need a powerful microscope to see them. Particles make up all matter in the universe.
Associated Skills
Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation
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UNIT 7G: SOLID, LIQUID & GASES
LESSON 5 – Properties and particle arrangement in gases
Learning objectivesPupils are to understand and learn:
the physical properties of a gas that particles are tiny and make up all matter the particle arrangement in a gas how the arrangement of particles gives the physical properties associated in a gas
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b
KS 2 links/Prior learningPupils should have learnt:
to identify materials as solids, liquids and gases the three states of matter are solids, liquids and gases and their properties the particle arrangement in a solid and liquid
Suggested Teaching Activities
Starter Activity Show pupils a gas in a container and ask them to write on the board the physical
properties associated with a liquid. Alternatively, an OHP transparency/board can be used to show several properties
associated with solids, liquids, and gases and instruct pupils to select properties of a gas only.
Core Activity Instruct a group of pupils to show how particles are arranged in a gas (drama). Pupils
should stand very close together. Pupils could carry out short experiment from ESC C3d/1 ‘Observing gases’. Explain how this arrangement of particles gives properties of a gas. Pupils are to do read and answer questions from the Exploring science book 1 P86/87. Pupils can also do ESC C3d/2 on the properties of gases.
Plenary Pupils will select from diagrams from the board/OHP the correct arrangement of
particles in a gas and explain its properties. Pupils in their groups show the particle arrangement in a solid, a liquid, and a gas
(drama) or draw on the board.
Safety/Risk AssessmentAny glass broken must be cleared up using a dustpan and brush and disposed of in the broken glass bin. Goggles must be worn if experiment carried out.
ResourcesOHP/transparencyExploring Science book 1: P86/87 C3d Free to goExploring Science 1 worksheets: ESC C3d/2 on the properties of gases – summary, C3d/3 ‘Research on a gas’, C3d/1 ‘Observing gases’ (perfume bottle, bag of air, funnel with water running into a flask, balloon filled with air in water, syringe full of air)SEN worksheet: C3d Free to go
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HomeworkComplete worksheet on research on a gas ESC C3d/3.
Additional Notes/DifferentiationPupils need to know that particles are so tiny you would need a powerful microscope to see them. Particles make up all matter in the universe.
Associated Skills
Communication *Information Technology *CitizenshipLiteracy *Application of NumbersScientific Investigation
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UNIT 7G: SOLID, LIQUID & GASES
LESSON 6 – Changes in states
Learning objectivesPupils are to understand and learn:
about the changes in state of water the terms melting, boiling/evaporating, condensing and freezing about particle arrangement before, after and during changes in state distance between particles during expansion and contraction in solids and liquids
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b, 2c
KS 2 links/Prior learningPupils should have learnt:
the properties and particle arrangement in solids, liquids and gases
Suggested Teaching Activities
Starter Activity Pupils to carry out activity from Year 7 Badger Key Stage 3 Science Starter 61/61a/61b
‘Is it solid, liquid or gas?’ on OHP transparency (cards can also be used).
Core Activity Teacher demonstration on ice melting and water boiling (kettle can be used) as well as
steam from hot water in a beaker condensing onto a cold watchglass placed over it. Pupils are to explain what is happening to particles at each change in state and give
names to the change in state of water i.e. melting, boiling etc. Teacher demonstration expansion and contraction using the metal ball and ring
experiment. Explain about distance between particles during heating and cooling and hence the expansion and contraction in solids and liquids.
Pupils are to answer questions from Exploring Science book 1 P80/81, P89 and ESC C3e/3 ‘Expansion & contraction’.
Pupils are to complete worksheet Hodder A Chapter 2 Activity Sheet AS24 ‘Changing States’.
Pupils are to answer questions from Exploring Science 1 worksheet C4b/5 ‘Melting moments’, C4e/7 ‘revision puzzle’
Plenary Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 63 ‘Changing states’ on
Year 7 Badger Key Stage 3 Science Starter 61/61a/61b ‘Is it solid, liquid or gas?’SEN: C1a ‘Melting away’HomeworkPupils are to complete Hodder A Activity Sheet A2S5 ‘Water cycle’ or C3e/3 ‘Expansion & contraction’, C3e/4 ‘Using expansion & contraction’.
Additional Notes/DifferentiationMore able pupils could do the ESC worksheet C4c/3 ‘Using ideas about particles’ (glue and scissors required).
Associated Skills
Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation * (Observing, Analysing)
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UNIT 7G: SOLID, LIQUID & GASES
LESSON 7 – Experiment to investigate boiling water (Sc. 1)
Learning objectivesPupils are to understand and learn:
How to conduct an experiment using water (Sc. 1) Practical skills for example taking the temperature of water using a thermometer Draw a graph of the results and write a conclusion To recognise the changes in state of water from liquid to gas and relate it to temperature
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b, 2c
KS 2 links/Prior learningPupils should have learnt:
the properties and particle arrangement of solids, liquids and gases the changes in states melting, boiling, freezing, condensing
Suggested Teaching Activities
Starter Activity Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 5a & 5b
‘Can you choose suitable apparatus?’ on OHP transparency.
Core Activity Teacher to demonstrate how to set up apparatus and go through points on the worksheet
ESC C4c/1. Pupils are to carry out experiment to obtain results needed for graph. Teacher to go through results and enable pupils to complete conclusion. Pupils to answer question from Exploring Science Book 1 P98/99.
Plenary Pupils are to draw diagrams and explain what happens to water when it boils.
Safety/Risk AssessmentAny glass broken must be cleared up using a dustpan and brush and disposed of in the broken glass bin. Goggles must be worn and long hair tied back. Boiling water must be handled with care and apparatus must be cool when put away.
Exploring Science book 1: P98/99Exploring Science 1 worksheets: C4c/1 ‘Boiling water 1’Year 7 Badger Key Stage 3 Science Starter 5a & 5b’Can you choose suitable apparatus?’ on OHP transparencySEN Worksheet: C4c Brewing upOHP and pen
HomeworkPupils are to complete worksheet ESC C4a/3 ‘Making a cup of tea’
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Additional Notes/DifferentiationPupils will need guidance with safety, setting up apparatus, temperature reading from the thermometer and drawing their graph.
Associated Skills
Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation * (Planning, observation, Analysis)
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UNIT 7G: SOLID, LIQUID & GASES
LESSON 8 – Experiment to investigate cooling wax (Sc. 1)
Learning objectivesPupils are to understand and learn:
How to conduct an experiment using wax (Sc. 1) Practical skills for example taking the temperature of cooling wax using a thermometer Draw a graph of the results and write a conclusion To recognise the changes in state of wax from liquid to solid and relate it to temperature
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b, 2c
KS 2 links/Prior learningPupils should have learnt:
the properties and particle arrangement of solids, liquids and gases the changes in states melting, boiling, freezing, condensing
Suggested Teaching Activities
Starter Activity Instruct pupils to complete changes in state diagram from the board.
Core Activity Teacher to demonstrate how to set up apparatus and go through points on the worksheet
ESC C4b/1 cooling wax 1. Pupils are to carry out experiment to obtain results needed for graph. Teacher to go through results and enable pupils to complete conclusion. Pupils to answer question from Exploring Science Book 1 P94/95 or 96/97
Plenary Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 8 ’ on
OHP transparency and on sheets handed out to pupils.
Safety/Risk AssessmentHot wax needs to be handled with care – pupils can use test holder or cloth to carry boiling tube to the rack. Goggles must be worn and any broken glass disposed of in the broken glass bin.
ResourcesBeaker of hot water/water bath, test tube rack, boiling tube, thermometer, stopclock, goggles, hot waxOHP and transparencyExploring Science book 1: P94/95 or 96/97Exploring Science 1 worksheets: ESC C4b/1 cooling wax 1Year 7 Badger Key Stage 3 Science Starter 8 ’ on OHP transparency and on sheets handed out to pupils
HomeworkPupils can complete worksheets or alternatively pupils can complete worksheet ESC C4c/4 ‘Different boiling points’
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Additional Notes/DifferentiationPupils will need guidance with safety, setting up apparatus, temperature reading from the thermometer and drawing their graph.
Associated Skills
Communication *Information TechnologyCitizenshipLiteracy *Application of Numbers *Scientific Investigation * (Planning, Observing, Analysis)
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UNIT 7G: SOLID, LIQUID & GASES
LESSON 9 – Diffusion and gas pressure
Learning objectivesPupils are to understand and learn:
The particle arrangement in a gases and liquids Diffusion takes place in liquids and gases About gas pressure and the effects of temperature on gases
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1a, 1b
KS 2 links/Prior learningPupils should have learnt:
About how particle arrangement in gases and liquids
Suggested Teaching Activities
Starter Activity Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 64
‘Diffusion’ on OHP transparency.
Core Activity Teacher demonstration of diffusion in liquids using purple crystals (potassium
permanganate) in cold and hot water. Instruct pupils to explain their observations in the experiment i.e. Did the purple dye move fastest? and explain why?
Instruct pupils to see if they can smell perfume from another side of the room when sprayed. Explain diffusion as movement of particles in liquids and gases. Explain to pupils about the scientist who discovered diffusion –Robert Brown and his theory ‘Brownian motion’.
Show pupils balloon and explain to pupils about air pressure. Pupils could answer questions from Exploring Science book 1 P90/91and P102/103. Pupils could do Exploring Science 1 worksheets C3e/5 ‘more hot air’
Plenary Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 65 ‘Air pressure’ on
OHP transparency
Safety/Risk AssessmentPotassium permanganate is an irritant – do not get on skin and hot water may scold. Goggles need to be worn and any broken glass must be disposed of in the broken glass bin.
ResourcesPotassium permanganate (purple dye), boiling tubes and rack, hot and cold water, balloon full of air, spatula, tweezers, perfumeOHP and transparencyExploring Science book 1: P90/91C3e Gas Pressure, C3e Heating gases, C4e Aroma Roamer P102/103Exploring Science 1 worksheets: C3e/5 ‘more hot air’, C4d/4 &5 ‘Robert Brown’Year 7 Badger Key Stage 3 Science Starter 65 ‘Air pressure’ on OHP transparencyYear 7 Badger Key Stage 3 Science Starter 64 ‘Diffusion’ on OHP transparencySEN worksheet: C4e Aroma Roamer
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HomeworkPupils are to do Exploring Science 1 worksheet C4d/4 &5 ‘Robert Brown’
Additional Notes/DifferentiationHodder A Activity sheet A2E2 ‘Brownian motion’ can be given to more able pupils.
Associated Skills
Communication *Information TechnologyCitizenship *Literacy *Application of NumbersScientific Investigation *(observation, Analysis)
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UNIT 7H: SOLUTIONS
LESSON 1 – Investigating soluble and insoluble substances
Learning objectivesPupils are to understand and learn:
The meanings of the words soluble, insoluble, solute, solvent, solution To know whether a substance is soluble or insoluble Conduct an experiment to test which substances are soluble and insoluble Factors such as temperature, stirring, smaller pieces of solute will make substances
Some substances dissolve to form a solution About some separating methods such as filtering
Suggested Teaching Activities
Starter Activity Pupils are to find the meanings of the following words: soluble, insoluble, solvent,
solute, solution using either previous knowledge or the glossary in Exploring Science book 1.
Teacher needs to write answer on the board and relate it to class experiment.
Core Activity Class experiment to test whether several substances are soluble or insoluble in a test tube
of water (see Exploring Science 1 worksheet: C1a/1 ‘How do we know when something has dissolved?’).
Pupils must record their observations in a table and prediction can be made before the experiment is conducted. Pupils are to then to write a conclusion on which substances are insoluble and soluble.
Ask pupils what factors could make the solute dissolve much faster i.e. smaller pieces of solute, temperature, stirring etc. If time, then conduct teacher demonstration of sugar cubes and granulated sugar dissolving in a beaker of water, sugar dissolving in a beaker of hot water and cold water and stirring sugar to dissolve it faster.
Pupils could answer questions from Exploring Science book 1 P56 and P60/61. Pupils could answer questions from Exploring Science 1 worksheets: C1a/7 ‘How do
you know when something has dissolved?’
Plenary Teacher to draw to diagram of a test tube on board/OHP transparency labelled as copper
sulphate dissolved in water. Pupils are to identify the solvent, solute, and solution from the diagram.
Safety/Risk AssessmentGoggles must be worn and any broken glass must be disposed of in the broken glass bin. Copper sulphate and Nickel Carbonate are irritants and skin contact must be avoided.
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ResourcesWater, test tubes & rack, spatulas, several substances such as salt, sugar, calcium carbonate/chalk, flour, nickel carbonate, copper sulphate, sand, etc
Exploring Science book 1: P56, P60/61Exploring Science 1 worksheets: C1a/7 ‘How do you know when something has dissolved?’, C2a/2 ‘Key words about dissolving’, C1a/1 ‘How do we know when something has dissolved?’ OHP and transparency, blue penSEN worksheet: C1a ‘The clear solution’
HomeworkPupils are to do Exploring Science 1 worksheet C2a/2 ‘Key words about dissolving’
Additional Notes/DifferentiationEmphasis to pupils that a solution is always transparent even if it has colour and therefore the substance is soluble. An insoluble substance will eventually settle at the bottom of a test tube even when shaken or stirred.
Associated Skills
Communication *Information TechnologyCitizenshipLiteracy *Application of NumbersScientific Investigation *(Planning, observation, Analysis)
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UNIT 7H: SOLUTIONS
LESSON 2 – Dissolving and saturated solutions
Learning objectivesPupils are to understand and learn:
That when a solute dissolves, mass is conserved That when a solute dissolves, the solute and solvent particles intermingle A saturated solution is one in which no more solute will dissolve in the solvent That different masses of different solids dissolve in the same volume of a particular
solvent That solids can dissolve in liquids other than water
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1b, 1g, 2a, 2b
KS 2 links/Prior learningPupils should have learnt:
certain substances dissolve and others do not
Suggested Teaching Activities
Starter Activity Instruct pupils to explain the meanings of following words, solute, solution, solvent and
give examples.
Core Activity Demonstrate and explain that mass is conserved when a solid is dissolved in a liquid.
The total mass of the solution is the mass of the solute and solvent added together. Pupils understanding can be tested again by asking what mass of salt they would get if
the water was evaporated. Ask pupils what happens when a solid dissolves in a liquid (ICT simulation or mixing
rice and peas). Instruct pupils to use their own words to explain what happens and to draw diagrams to help them explain ‘dissolving’.
Demonstrate a saturated solution by add salt to some water and introduce the term saturated solution. Ask pupils to explain why this happens.
Explain to pupils that different masses of different solids dissolve in the same volume of a particular solvent and that solids can dissolve in liquids other than water such as alcohol.
Pupils could do Exploring Science book 1 P57, P58/59 and P60/61. Pupils could do Exploring Science 1 worksheets: C1a/3 ‘Using ideas about dissolving’,
C1b/4 or 5, ‘How much will dissolve 1 or 2?’ C4d/7, ‘Solute calculations’, C1c 1 & 2 ‘ Cleaning up the mess’.
Plenary Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 68 ‘Is
mass conserved when substances dissolve?’ on OHP transparency
Safety/Risk AssessmentGoggles need to be worn and any broken glass must be disposed of in the broken glass bin.
ResourcesBalance, beakers, glass rod, salt, granulated and cubes of sugar, hot and cold water, stopclock, spatulas
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OHP and transparencyExploring Science book 1: P57, P58/59, P60/61Exploring Science 1 worksheets: C1a/3 ‘Using ideas about dissolving’, C1b/4 or 5, ‘How much will dissolve 1 or 2?’, C4d/7, ‘Solute calculations’, C1c 1 & 2 ‘ Cleaning up the mess’, C1c/6 ‘Polly styrene’s problem page’.
Year 7 Badger Key Stage 3 Science Starter 68 ‘Is mass conserved when substances dissolve?’ on OHP transparency SEN worksheet: C2c Salt of the Earth or: C1a ‘A soluble problem’
HomeworkPupils are to do Exploring Science 1 worksheet: C2c/6 ‘Hard and soft water’ or C1c/6 ‘Polly styrene’s problem page’.
Additional Notes/DifferentiationStudents that are more able can complete A5E4’ How much can dissolve: saturated solutions’.
Associated Skills
Communication *Information TechnologyCitizenship *Literacy *Application of Numbers *Scientific Investigation *(observation, Analysis)
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UNIT 7H: SOLUTIONS
LESSON 3 – What affects solubility of substances?
Learning objectivesPupils are to understand and learn:
The amount of solute that dissolves depends on the volume of solvent and its temperature
That many solutes are more soluble at higher temperatures Explain solubility as the amount of solid that will dissolve in a 100g of a liquid To make comparisons, identify patterns and make predictions from graphs
KS 3 NC Ref: Sc3 1b, 1g, 1h, 2a, 2b
KS 2 links/Prior learningPupils should have learnt:
That certain substances dissolve and others do not That when a solute dissolves, mass is conserved That when a solute dissolves, the solute and solvent particles intermingle A saturated solution is one in which no more solute will dissolve in the solvent
Suggested Teaching Activities
Starter Activity Ask pupils to draw diagrams and explain what happens to particles when a solid
dissolves in a liquid and explain the terms ‘saturated solution’.
Core Activity Teacher demonstration of 2g of sugar, dissolving in 10g of water at two different
temperatures. Ask pupils to predict which on would dissolve faster and to explain why. Pupils could do Exploring Science book 1 P58/59 and P60/61. Pupils could do Exploring Science 1 worksheets: C1b/4 or 5, ‘How much will dissolve 1
or 2?’, C4d/7, ‘Solute calculations’, C1b/6 ‘Calculating the solubility’.
Plenary Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 71a & 71b
‘Does temperature affect solubility?’ on OHP transparency and on worksheets
Safety/Risk AssessmentGoggles need to be worn and any broken glass must be disposed of in the broken glass bin.
ResourcesGraph paper, ruler, pencilsOHP and transparencyExploring Science book 1: P58/59, P60/61Exploring Science 1 worksheets: C1b/4 or 5, ‘How much will dissolve 1 or 2?’ C4d/7, ‘Solute calculations’, C1b/6 ‘Calculating the solubility’.Year 7 Badger Key Stage 3 Science Starter 71a & 71b ‘Does temperature affect solubility?’ on OHP transparency SEN: Hodder Support A A5S4 ‘A familiar friend’, ESC C1b ‘Things are hotting up’
HomeworkPupils are to do Exploring Science 1 worksheet: C14d/6 ‘What’s in your orange squash?’
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Additional Notes/DifferentiationPupils could do Hodder A5E3 ‘Latest solutions’.
Associated Skills
Communication *Information TechnologyCitizenship *Literacy *Application of Numbers *Scientific Investigation *(observation, Analysis)
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UNIT 7H: SOLUTIONS
LESSON 4 – Getting salt from rock salt
Learning objectivesPupils are to understand and learn:
about separating mixtures to obtain a sample of salt from rock salt. How to conduct a practical to separate a mixture using filtration and evaporation To evaluate methods used in terms of mass of the salt obtained That salt comes from a variety of sources and has many uses
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1g, 1h, 2a, 2b
KS 2 links/Prior learningPupils should have learnt:
How to separate solids and liquids by sieving and evaporating.
Suggested Teaching Activities
Starter Activity Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 66 ‘A
solution or not’ on OHP transparency.
Core Activity Teacher demonstration of practical using Exploring Science 1 worksheet C2c/4 ‘Making
salt from rock salt 1’. Details of safety and how to set up apparatus must be given to pupils. Pupils need to fill in worksheet.
Instruct pupils to conduct experiment to obtain salt from rock salt using Exploring Science 1 worksheet.
Pupils need to evaluate their salt deposits in evaporating basins. Pupils could do Exploring Science book 1 P72/73 C2c ‘Salt of the Earth’, P70/71 C2b
‘Fit to drink’ Pupils could do Exploring Science 1 worksheets: C2b/4 ‘Filtering’
Plenary Pupils will read out filled in passages from worksheet and evaluate their salt extracted
from the rock salt.
Safety/Risk AssessmentGoggles must be worn during experiment and any broken glass must be disposed of in the broken glass bin. Pupils must be aware that during and after the experiment, the apparatus may still be hot and time needs be given to allow them to cool. Pupils also need to be aware of the fact that salt may ‘spit’ from the solution during the evaporating process and the Bunsen burner needs to be moved away/turned off.
ResourcesMortar and pestle, rock salt, water, beaker, glass rod, filter paper and funnel, conical flask, evaporating basin, gauze, tripod, Bunsen burner, safety mat, paper towels, matches, splints, goggles, spatulas, and container for excess rock salt.
OHP and transparencyExploring Science book 1: P72/73 C2c ‘Salt of the Earth’, P70/71 C2b ‘Fit to drink’
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Exploring Science 1 worksheets: C2b/4 ‘Filtering’, C2c/4 ‘Making salt from rock salt 1’Year 7 Badger Key Stage 3 Science Starter 66 ‘A solution or not’ on OHP transparency SEN worksheet: C2c Salt of the Earth
HomeworkPupils can research where salt comes from and it many uses.
Additional Notes/DifferentiationMore able student can complete Exploring Science 1 worksheet C2c/7 ‘ Gandhi and the salt act’.
Associated Skills
Communication *Information Technology *Citizenship *Literacy *Application of NumbersScientific Investigation *(observation, Analysis)
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UNIT 7H: SOLUTIONS
LESSON 5 – Separating methods
Learning objectivesPupils are to understand and learn:
about separating mixtures to obtain a sample of salt from rock salt. How to conduct a practical to separate a mixture using filtration and evaporation To evaluate methods used in terms of mass of the salt obtained That salt comes from a variety of sources and has many uses
KS 3 NC Ref: Sc3 1g, 1h, 2a, 2b
KS 2 links/Prior learningPupils should have learnt:
How to separate solids and liquids by sieving and evaporating.
Suggested Teaching Activities
Starter Activity Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 67
‘Separating sand and salt’ on OHP transparency.
Core Activity Teacher demonstration to remind pupils of separating methods using apparatus the
filtration and evaporation. Pupils are to explain how filtering and evaporation works to separate out insoluble/soluble substances in a liquid.
Pupils could do Exploring Science 1 worksheets:C2e/2 ‘Separating mixtures 1’ (P263 only), C2b/4 ‘Filtering’
Pupils could do Exploring Science book 1 P72/73 C2c ‘Salt of the Earth’, P70/71 C2b ‘Fit to drink’
Plenary Pupils explain what separating methods could be used to separate the following: copper
sulphate from its solution, chalk, and sugar in water, sand and water.
Safety/Risk AssessmentAny broken glass must be disposed of in the broken glass bin.
ResourcesMortar and pestle, rock salt, water, beaker, glass rod, filter paper and funnel, conical flask, evaporating basin, gauze, tripod, Bunsen burner, safety mat, spatulas, and container for excess rock salt for demonstration purposes only.
OHP and transparencyExploring Science book 1: P72/73 C2c ‘Salt of the Earth’, P70/71 C2b ‘Fit to drink’Exploring Science 1 worksheets: C2e/2 ‘Separating mixtures 1’ (P263 only), C2b/4 ‘Filtering’Year 7 Badger Key Stage 3 Science Starter 67 ‘Separating sand and salt’ on OHP transparency SEN worksheet: C2c Salt of the Earth
HomeworkPupils are to do Exploring Science 1 worksheet: C2c/5 ‘Making salt from rock salt 2’.
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Additional Notes/DifferentiationMore able pupils can answer questions from Exploring science book 1 P70/71 C2b ‘Fit to drink’ on purification of drinking water.
Associated Skills
Communication *Information TechnologyCitizenship *Literacy *Application of NumbersScientific Investigation
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UNIT 7H: SOLUTIONS
LESSON 6 – Distillation
Learning objectivesPupils are to understand and learn:
That distillation can be used to separate a liquid from the solids, which are dissolved in it.
That distillate is a process in which evaporation of a liquid is followed by condensation The distillation apparatus with Liebig Condenser and laboratory version of distillation
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1g, 1h, 2a, 2b
KS 2 links/Prior learningPupils should have learnt:
How to separate solids and liquids by sieving and evaporating. Condensation
Suggested Teaching Activities
Starter Activity Pupils are give examples of separating methods and the type of substance these methods
would separate or examples (i.e. filtering separates an insoluble solid such as sand from a liquid such as water).
Core Activity Teacher demonstration of distillation using the Liebig condenser and explain to pupils
how the method is used to separate a liquid from its solute (i.e. in purifying water). Ink or copper sulphate solution can be used in the distillation process.
Demonstrate to pupils how distillation can be done in the laboratory to separate salt/ink from its solution. The following apparatus will be needed: boiling tube, test tube, delivery tube and bung, cold water in a beaker, Bunsen burner, tripod and gauze, safety mat, clamp and stand. This can be done as a class practical.
Ask pupils to help with take temperature of water (100oC) when the solution is boiling in the round bottom flask and point out where the solute and solvent end up at the end of the process.
Pupils could do Exploring Science 1 worksheets: C2d/1 or 2 ‘Distillation apparatus 1 or 2’, C2d /5’What is in the barrel of oil?’
Pupils could explain in their own words how distillation works or pupils could be given a series of statements jumbled up.
Pupils could do Exploring Science book 1 P74/75 C2d ‘Still water’
Plenary Pupils will carry out Year 7 Badger Key Stage 3 Science Starter 69 ‘Distillation’ on OHP
transparency
Safety/Risk AssessmentGoggles must be worn and any broken glass must be disposed of in the broken glass bin. Anti-bumping granules must added to the solution in the flask to prevent vigorous boiling.
Resources
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Distillation apparatus including Liebig condenser, Bunsen Burner, clamps and stands, beaker, round bottom flask, anti-bumping granules, matches, splint, goggles, thermometer, ink/copper sulphate solutionClass practical on lab distillationBoiling tube, test tube, delivery tube and bung, cold water in a beaker, Bunsen burner, tripod and gauze, safety mat, clamp and stand
OHP and transparencyExploring Science book 1: P74/75 C2d ‘Still water’Exploring Science 1 worksheets: C2d/1 or 2 ‘Distillation apparatus 1 or 2’, C2d /5’What is in the barrel of oil?’Year 7 Badger Key Stage 3 Science Starter 69 ‘Distillation’ on OHP transparencySEN worksheet: C2d ‘Still water’ or C2b ‘Fit to drink’
HomeworkExploring Science 1 worksheet: C2d/3 ‘Not a drop to drink’.
Additional Notes/DifferentiationMore able pupils can answer questions from Exploring science 1 worksheet: C2d/4 ‘The history of distillation’, C2b/1-5 about purifying water to make it fit to drink. At this stage, it is not necessary to distinguish between distillation and fractional distillation
Associated Skills
Communication *Information TechnologyCitizenship *Literacy *Application of NumbersScientific Investigation *(observation, Analysis)
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UNIT 7H: SOLUTIONS
LESSON 7 – An investigation into separating dyes used in coloured inks
Learning objectivesPupils are to understand and learn:
That a mixture of two or more solutes which are soluble in a particular solvent can be separated by chromatography
To conduct an experiment to separate dyes used in colour inks by chromatography To separate and identify materials using chromatography
KS 3 NC Ref: Sc1 2k, 2m, 2n & Sc3 1g, 1h, 2a, 2b
KS 2 links/Prior learning Pupils should have learnt:
how to separate solids and liquids by sieving and evaporating. Condensation and distillation.
Suggested Teaching Activities
Starter Activity Pupils are asked which colours can used to make green, purple using pencil
crayons/paints. Introduce chromatography as a method that can be used to separate out the dyes used to make inks/paints/feltips.
Core Activity Teacher demonstration of chromatography of inks/feltips/food colourings (water soluble)
on strips and circular chromatography paper using water as the solvent. Discuss about with pupils the solvent particles are carrying the solute particles up the
paper. Smaller solute particles will travel further up the paper. Instruct pupils to carry out chromatography experiment using inks/feltips provided and
using water as the solvent in smaller beakers. Pupils are to draw a table in their exercise books with results of dyes used in the inks and
conclusion written. Teacher to write results on the board from the experiment by asking pupil’s for their
results and conclusion. Pupils could answer questions Exploring Science book 1 P78/79 C2e ‘Dyeing for juice’. Pupils could do Exploring Science 1 worksheets: C2e/1 ‘Chromatography of ink’
Plenary Draw a chromatograph on board and instruct pupils to find out which dyes were used in
the ink.
Safety/Risk AssessmentGoggles need to be worn and any broken glass must be disposed of in the broken glass bin.
ResourcesSeveral inks/feltips/food colourings, strips and circular chromatography paper, droppers, small beakers, water, pencils, ruler, splints, paper clips, flat dish, scissors
OHP and transparencyExploring Science book 1: P78/79 C2e ‘Dyeing for juice’Exploring Science 1 worksheets: C2e/1 ‘Chromatography of ink’
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SEN worksheet: C2e ‘Dyeing for juice’
HomeworkPupils are to do Exploring Science 1 worksheet C2e/6 ‘Forensic evidence’
Additional Notes/DifferentiationA pencil line must be drawn on the chromatogram (origin) and the colour of the ink written in pencil so as not to contaminate experiment. The solvent level must be below the origin as it will wash away the inks being tested. Other solvents (i.e. alcohol) can be used to separate out some dyes.
Associated Skills
Communication *Information TechnologyCitizenship *Literacy *Application of NumbersScientific Investigation *(observation, Analysis)
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UNIT 7H: SOLUTIONS
LESSON 8 – Using chromatography
Learning objectivesPupils are to understand and learn:
That a mixture of two or more solutes which are soluble in a particular solvent can be separated by chromatography
To conduct an experiment to separate dyes used in colour inks by chromatography To separate and identify materials using chromatography
KS 3 NC Ref: Sc3 1g, 1h, 2a, 2b
KS 2 links/Prior learningPupils should have learnt:
how to separate solids and liquids by sieving and evaporating. Condensation and distillation.
Suggested Teaching Activities
Starter Activity Pupils will carry out activity from Year 7 Badger Key Stage 3 Science Starter 70
‘Chromatography’ on OHP transparency.
Core Activity Discuss with pupils how chromatographs are interpreted and in what context they are
used i.e. Forensics/crime solving, genetics etc Pupils could answer questions Exploring Science book 1 P78/79 C2e ‘Dyeing for juice’,
P62 C1c ‘Cleaning up’. Pupils could do Exploring Science 1 worksheets: C2e/1 ‘Chromatography of ink’, C2e/4
