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SCIENCE SUITE
SCHEMES OF WORK
AND LESSON PLANS
C7: Further chemistry
VERSION 1 AUGUST 2011
Introduction
OCR involves teachers in the development of new support materials to capture current teaching practices
tailored to our new specifications. These support materials are designed to inspire teachers and facilitate
different ideas and teaching practices. Each Scheme of Work and set of sample Lesson Plans is provided
in Word format – so that you can use it as a foundation to build upon and amend the content to suit your
teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching
hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and skills
need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be
read in conjunction with the Specification. If clarification on a particular point is sought then that clarification
should be found in the Specification itself. References to the content statements for each lesson are given
in the ‘Points to note’ column.
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Page 2 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
Sample Scheme of Work
st
GCSE 21 Century Science Chemistry A J244
Module C7: Further chemistry
Topic: Green Chemistry
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Page 3 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
USE OF CATALYSTS DEFINITION OF ACTIVATION ENERGY. THIS CAN WWW.SUMANASINC.COM/WEBCONTENT/ANIMATI SPECIFICATION STATEMENTS
(2 HOUR) BE MODELLED BY GETTING STUDENTS TO ONS/CONTENT/ENZYMES/ENZYMES.HTML THIS IS C7.1.8 TO C7.1.10
MOVE AROUND A CLASSROOM OR FIELD AND AN EXCELLENT ANIMATION. THERE IS A LOT OF
COUNT THE NUMBER OF TIMES THEY COLLIDE. INFORMATION THAT WOULD SUIT HIGHER ABILITY IDEAS ABOUT SCIENCE STATEMENTS
ORGANISE THE STUDENTS SO THAT SOME BUT THE ANIMATIONS WOULD HELP LOWER C7.3.1 AND C7.3.2
WALK SLOWLY AND OTHERS WALK QUICKLY TO ABILITY STUDENTS. IT IS QUITE SLOW TO
REPRESENT THE DIFFERENCE IN ENERGY OF ADVANCE SO BE AWARE.
THE PARTICLES, AGAIN COUNT COLLISIONS.
REPEAT THIS BUT INTRODUCE THE IDEA THAT
ONLY COLLISIONS BETWEEN TWO STUDENTS
WALKING QUICKLY ARE SUCCESSFUL
COLLISIONS. INTRODUCING A CATALYST
WOULD BE MAKING MORE STUDENTS HAVE
THE ACTIVATION ENERGY. NO CHANGE IN HYDROGEN PEROXIDE
MOVEMENT IS NEEDED. EXPLAIN THAT LESS SMALL PIECE OF LIVER – ANY LIVER FROM THE
ENERGY IS NEEDED FOR A SUCCESSFUL SO SUPERMARKET OR BUTCHERS WORKS WITH
THE FREQUENCY OF SUCCESSFUL COLLISIONS THIS.
INCREASES. POTATO
DISCUSS THE USE OF ENZYMES AS MASHED UP CELERY
BIOLOGICAL CATALYSTS – WITH EXAMPLES MANGANESE (IV) OXIDE
DEMONSTRATE THE DECOMPOSITION OF SATURATED POTASSIUM IODIDE SOLUTION
HYDROGEN PEROXIDE WITH MANGANESE (IV) WASHING UP LIQUID
OXIDE, LIVER, POTATO AND MASHED UP UNIVERSAL INDICATOR SOLUTION
CELERY AS EXAMPLES OF INORGANIC AND WWW.USING-HYDROGEN-
BIOLOGICAL CATALYSTS. THE DEMONSTRATION PEROXIDE.COM/ELEPHANT-TOOTHPASTE.HTML
OF ‘ELEPHANT’S TOOTHPASTE’ CAN ALSO BE THIS IS A WEB SITE ABOUT USING HYDROGEN
USED HERE. PEROXIDE. IT GIVES VIDEOS AND DETAILS OF
FOR HIGHER TIER STUDENTS A HOW TO DO ELEPHANT TOOTHPASTE.
DEMONSTRATION OF A RED HOT COPPER WIRE COPPER WIRE
SUSPENDED OVER PROPANONE IN A BEAKER PROPANONE
WILL CONTINUE TO GLOW DUE TO THE BEAKER
REACTION OF OXYGEN AND PROPANONE
TAKING PLACE AT THE SURFACE OF THE
METAL. IT MAKES AN IMPRESSIVE
DEMONSTRATION OF HETEROGENEOUS
CATALYSIS. (CATALYST AND REACTANT IN A
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SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
DIFFERENT STATE.)
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SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
REACTING MASSES USE PERIODIC TABLE TO CALCULATE MASSES PERIODIC TABLES SPECIFICATION STATEMENTS
(1 HOUR) OF REACTANTS AND PRODUCTS FROM CALCULATORS C7.1.11 AND C7.1.12
BALANCED EQUATIONS. (THIS IS AN WWW.DOCBROWN.INFO/PAGE04/4_73CALCS06RM
OPPORTUNITY TO REVIEW SKILLS LEARNED IN C.HTM THIS IS A LINK TO SOME WORKED
C4 TO C6.) EXAMPLES. THERE ARE OTHER TIPS ON THIS SITE
PLAY REACTING MASS BINGO AND IT CALCULATES RATIOS WITHOUT USING
STUDENTS CAN BE GIVEN THE NAME OF A MOLES.
REACTANT AND ASKED TO WRITE BALANCED WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR
SYMBOL EQUATIONS AND CALCULATE CES/AFLCHEM/ THIS IS FROM THE AFL SECTION
RELATIVE FORMULA MASS OF EACH REACTANT OF THE RSC WEBSITE. IT CAN BE USED TO
AND PRODUCT. THE NEW SKILL HERE IS THE REVISE RELATIVE FORMULA MASS
RATIO OF REACTANTS TO PRODUCTS IN TERMS CALCULATIONS. IT ALSO HAS SOME REACTING
OF THE MASSES USED AND MADE. E.G. HOW MASS QUESTIONS.
MUCH IRON WOULD BE PRODUCED WHEN WWW.TES.CO.UK/TEACHING-
100KG OF IRON (III) OXIDE IS REACTED WITH RESOURCE/RELATIVE-FORMULA-MASS-BINGO-
ALUMINIUM. 6070769/ THIS IS A LINK TO REACTING MASS
BINGO.
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Topic: Alcohols, carboxylic acids and esters
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Page 7 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
PLAY SPLAT – DISPLAY A VARIETY OF
PREFIXES, SUFFIXES, DISPLAYED FORMULAE
AND ALKANE NAMES ON A BOARD. STUDENTS
OR TEAMS OF STUDENTS ARE ASKED
QUESTIONS WITH THE ANSWERS BEING
SOMETHING ON THE BOARD. THEY HAVE TO
PUT THEIR HAND ON IT FIRST AND GIVE THE
ANSWER.
ALCOHOLS HOMOLOGOUS SERIES – ALCOHOLS. MOLYMODS CARE MUST BE TAKEN WHEN USING
(2 TO 3 HOURS) STUDENTS DRAW THE FUNCTIONAL GROUP IN SODIUM METAL SODIUM METAL.
THEIR NOTES AND DISCUSS THE USE OF THE WATER TROUGH PLEASE CONSULT HAZCARDS
SUFFIX -OL. EVAPORATING BASIN AND/OR CLEAPPS BEFORE USE.
USE MOLYMODS TO BUILD ALCOHOL HEXANE NO MORE THAN A RICE SIZED PIECE
MOLECULES. ETHANOL OF SODIUM SHOULD BE USED.
DISCUSS THE COMPARABLE REACTIVITY OF WATER
THE O-H BOND IN COMPARISON TO THE UN- TWEEZERS SPECIFICATION STATEMENTS
REACTIVE C-C AND C-H BONDS. THIS EXPLAINS SCALPEL TO CUT METAL C7.2.10 TO C7.2.16
THE REACTIONS OF SODIUM WITH ETHANOL, GLOVES
SODIUM WITH WATER AND SODIUM WITH SAFETY SCREEN AND GOGGLES ICT SUITE TO RESEARCH THE USES
HEXANE. THESE EXPERIMENTS CAN BE DONE WWW.REVISIONCENTRE.CO.UK/GCSE/CHEMISTRY OF ETHANOL.
AS A DEMO. STUDENTS SHOULD RECORD /ALCOHOL.HTML REVISION WEBSITE. THIS PAGE
THEIR OBSERVATIONS OF THE REACTIONS. SUMMARISES ALCOHOLS AND THEIR REACTIONS.
(HIGHER ONLY) WWW.DOCBROWN.INFO/PAGE04/OILPRODUCTS09
DISCUSSION OF THE BURNING OF ALCOHOLS .HTM INFORMATION ON ALCOHOLS
AND HOW THIS PRODUCES CARBON DIOXIDE WWW.MGC-
AND WATER IN A SIMILAR WAY TO ALKANES. A.COM/METHANOL/PRODUCTS/METHANOL_USES.
(THIS MAY HAVE BEEN DONE WITH FUEL TRAIN HTML THIS WEBSITE GIVES THE USES OF
IN A PREVIOUS LESSON) METHANOL
USE HTTP://WWW.GREENER- WWW.CHEMGUIDE.CO.UK/ORGANICPROPS/ALCO
INDUSTRY.ORG.UK/INDEX.HTM TO IDENTIFY HOLS/BACKGROUND.HTML THIS WEBSITE HAS
USES OF ETHANOL AND OTHER ALCOHOLS. LOTS OF INFORMATION ABOUT THE PHYSICAL
CONSTRUCT A TABLE TO COMPARE THE PROPERTIES OF ALCOHOLS AND COMPARISONS
PHYSICAL PROPERTIES OF ETHANOL, WATER WITH WATER.
AND ALKANES. HEADINGS SHOULD INCLUDE
MELTING POINTS, BOILING POINTS AND THE
SOLUBILITY OF ALKANES AND ALCOHOLS IN
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SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
WATER. THESE CAN BE DEMONSTRATED IN
THE LAB. (SEE THE LINK OPPOSITE)
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Page 9 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
WWW.PRACTICALCHEMISTRY.ORG/EXPERIMENTS/
THE-PROPERTIES-OF-ALCOHOLS,216,EX.HTML
PRACTICAL ACTIVITY TO INVESTIGATE
PROPERTIES OF ALCOHOLS.
MAKING ETHANOL STUDENTS TO RESEARCH THE 2 MAIN WWW.GREENER-INDUSTRY.ORG.UK/INDEX.HTM ICT SUITE FOR RESEARCH OF
(1 HOUR) METHODS OF PRODUCING ETHANOL. THIS IS A FANTASTIC WEBSITE WITH LOTS OF PRODUCTION OF ETHANOL.
STUDENTS CAN WORK IN GROUPS TO INFORMATION.
PRODUCE POSTERS/PRESENTATIONS ON THE WWW.CHEMGUIDE.CO.UK/ORGANICPROPS/ALCO SPECIFICATION STATEMENTS
MANUFACTURE OF ETHANOL BY HOLS/MANUFACTURE.HTML THIS WEBPAGE C7.2.17 TO C7.2.20
FERMENTATION. GIVES A SUMMARY OF THE PRODUCTION OF
THE INFORMATION CAN BE GIVEN TO ETHANOL.
STUDENTS SO THEY CAN WORK IN GROUPS TO WWW.VENTURACOACHES.COM.AU/DOCUMENTS/
PRODUCE A FLOW CHART TO REPRESENT AND ETHANOL_MANUFACTURE.PDF THIS IS A PDF FILE
SUMMARISE THE PRODUCTION OF ETHANOL THAT HAS AN EXCELLENT FLOW CHART TO SHOW
BY FERMENTATION AND THE LIMITATIONS OF THE MANUFACTURE OF ETHANOL.
THE PROCESS. THIS SHOULD INCLUDE THE HTTP://RENEWABLEENERGYRESOURCE.NET/ETH
ESSENTIAL CONDITIONS OF TEMPERATURE ANOL-FOR-ALTERNATIVE-FUEL THIS IS A GOOD
AND PH. WEBSITE FOR INFORMATION ON ETHANOL.
CLASS PRACTICAL (OR CLASS ASSISTED WWW.SCIENCEDAILY.COM/RELEASES/2008/01/080
DEMONSTRATION). YEAST CAN BE USED TO 106202952.HTM INFORMATION ON THE USE OF
FERMENT SUGAR SOLUTIONS IN BOILING GENETICALLY MODIFIED E.COLI BEING USED TO
TUBES UNDER DIFFERENT CONDITIONS OF PH, PRODUCE ETHANOL.
TEMPERATURE ETC. IF EACH TUBE HAS A
BALLOON OVER THE TOP STUDENT CAN TIME BOILING TUBES
HOW LONG IT TAKES THE BALLOONS TO YEAST
INFLATE ENOUGH TO STAND UP. BALLOONS
EXPLANATION OF HOW THE CONCENTRATION TIMERS/STOPWATCHES
OF ALCOHOLS CAN BE INCREASED THROUGH
DISTILLATION. AN EXAMPLE OF THIS IS USED IN
THE PRODUCTION OF WHISKY AND BRANDY.
(THIS COULD BE DEMONSTRATED)
HOMEWORK TASK TO RESEARCH THE USE OF
GENETICALLY MODIFIED E.COLI TO CONVERT
WASTE BIOMASS INTO ETHANOL.
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Page 10 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
SUSTAINABILITY OF MAKING DISCUSS THE SYNTHETIC ROUTE FOR WWW.HI.COM.AU/CHEMTWOTRB/ETHENE.PDF SPECIFICATION STATEMENTS
ETHANOL PRODUCING ETHANOL FROM ETHANE, VIA THIS IS AN EXTENSIVE FLOW CHART FOR THE C7.2.21 AND C7.2.22
(1 HOUR) ETHENE. COMPARE THE METHOD FOR MANUFACTURE OF ETHANE. STUDENTS CAN
PRODUCING ETHANOL USING OIL AND USING SUMMARISE THE IMPORTANT POINTS.
SUGAR CANE. THIS CAN BE DONE BY GROUP WWW.CHEMGUIDE.CO.UK/PHYSICAL/EQUILIBRIA/E
ACTIVITIES. STUDENTS CAN PRODUCE A THANOL.HTML THIS HAS LOTS OF INFORMATION
CONCEPT MAP. ON ALCOHOLS.
EVALUATE THE SUSTAINABILITY OF THE
DIFFERENT ROUTES TO PRODUCE ETHANOL.
THIS CAN BE DONE BY PRODUCING A TABLE TO
COMPARE THE USE OF RENEWABLE SOURCES,
THE PRODUCTION OF CO-PRODUCTS OR BY
PRODUCTS AS PART OF THE PROCESS, ETC.
CARBOXYLIC ACIDS HOMOLOGOUS SERIES – CARBOXYLIC ACIDS. WWW.CHEMISTRY.MSU.EDU/FACULTY/REUSCH/VI SPECIFICATION STATEMENTS
(1 TO 2 HOURS) STUDENTS SHOULD DRAW THE FUNCTIONAL RTTXTJML/CRBACID1.HTM THIS WEBSITE HAS C7.2.23 TO C7.2.30
GROUP OF THE CARBOXYLIC ACID AND NAME LOTS OF INFORMATION ON CARBOXYLIC ACIDS.
COMPOUNDS USING THE SUFFIX –ANIOIC ACID. WWW.GCSESCIENCE.COM/ICARBOXYLIC.HTM
THIS CAN BE DONE USING CARDS AS ABOVE THIS IS AN INDEX PAGE WITH REACTIONS AND
FOR PREVIOUS HOMOLOGOUS SERIES. FORMULAE.
DISCUSS THE CHARACTERISTICS OF WWW.PRACTICALCHEMISTRY.ORG/EXPERIMENTS/
CARBOXYLIC ACIDS. E.G. SMELL AND TASTE. INTERMEDIATE/ALCOHOLS-ACIDS-AND-
THIS IS A GOOD OPPORTUNITY TO ALLOW ESTERS/TOPIC-INDEX.HTML THIS IS THE INDEX
STUDENTS TO CAREFULLY SMELL SAMPLES OF PAGE FROM THE RSC’S PRACTICAL CHEMISTRY
ANY CARBOXYLIC ACIDS THAT ARE STORED IN WEBSITE. IT HAS A RANGE OF EXPERIMENTS YOU
YOUR INSTITUTE. COULD TRY IN THE CLASSROOM FOR ALCOHOLS,
STUDENTS CAN CARRY OUT REACTIONS OF ACIDS AND ESTERS.
CARBOXYLIC ACIDS WITH METALS, SELECTION OF CARBOXYLIC ACIDS
CARBONATES AND ALKALIS. SELECTION OF METALS (E.G. MG, ZN AND CA)
WRITE WORD EQUATIONS AND BALANCED SELECTION OF CARBONATES AND ALKALIS
SYMBOL EQUATIONS FOR EACH REACTION
CARRIED OUT.
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Page 11 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
ESTER HOMOLOGOUS SERIES – ESTERS. STUDENTS WWW.LEFFINGWELL.COM/ESTERS.HTM THIS SPECIFICATION STATEMENTS
(2 TO 3 HOURS) TO MAKE NOTES OF THE FUNCTIONAL GROUP. WEBSITE HAS INFORMATION ABOUT MOLECULAR C7.2.31 TO C7.2.35
THEY SHOULD ALSO LEARN THE STRUCTURE FORMULAE AND SMELL OF ESTERS AS WELL AS A
OF THE NAME. 3D ROTATING STRUCTURE. ICT SUITE CAN BE USED TO ALLOW
STUDENTS CAN CREATE THEIR OWN CARDS TO WWW.CHYMIST.COM/ESTERS%20- STUDENTS TO RESEARCH ESTER.
NAME ESTERS AND AN EXAMPLE OF WHERE %20INTRODUCTION.PDF THIS SHEET GIVE
THE ESTER IS USED. INFORMATION ABOUT THE ESTERS THAT FORM
STUDENTS TO CARRY OUT ESTERIFICATION SPECIFIC SMELLS.
REACTIONS. TO PRODUCE A VARIETY OF WWW.BBC.CO.UK/DNA/H2G2/A840322 THIS
SMELLS. E.G. ETHANOL AND BUTANOIC ACID WEBSITE HAS A GOOD SECTION ON NAMING
CAN BE REACTED TO FORM A PINEAPPLE ESTERS.
SMELL. A CATALYST OF SULPHURIC ACID CAN WWW.ESTERCHEM.CO.UK/INDEX.HTM THIS IS THE
BE USED. (IT MAY BE NECESSARY TO ADD INDEX PAGE FOR AN EXCELLENT WEBSITE BASED
SODIUM CARBONATE SOLUTION TO ON ESTERS.
NEUTRALISE EXCESS ACID TO ALLOW SMELL WWW.PRACTICALCHEMISTRY.ORG/EXPERIMENTS/
TO BE OBSERVED). MAKING-ESTERS-FROM-ALCOHOLS-AND-
DISCUSS KEY POINTS OF THE REACTION E.G. ACIDS,235,EX.HTML THIS HAS GUIDANCE FOR
THE REACTION IS AN ALCOHOL PLUS A PRACTICAL EXPERIMENTS TO MAKE ESTERS.
CARBOXYLIC ACID IN THE PRESENCE OF A
CATALYST. STUDENTS SHOULD MAKE NOTES
WHICH INCLUDE BALANCED EQUATIONS.
TECHNIQUES DEMO A VARIETY OF TECHNIQUES; QUICK FIT APPARATUS; CARE SHOULD ALWAYS BE TAKEN
(1 TO 2 HOURS) REFLUX – HEATING OF A VOLATILE SUBSTANCE PEAR SHAPED FLASK WITH QUICKFIT AND VOLATILE
IN A PEAR SHAPED FLASK UNDER A VERTICLE CONDENSER SUBSTANCES.
CONDENSER. E.G. OXIDATION OF ALCOHOLS THERMOMETER HOLDER
DISTILLATION – SEPARATION OF TWO LIQUIDS THERMOMETER SPECIFICATION STATEMENT
DUE TO THEIR DIFFERENT BOILING POINTS, SEPARATING FUNNEL C7.2.36
E.G. INK AND WATER SUITABLE CHEMICALS DEPENDING ON
PURIFICATION (BY TREATMENT WITH PROCESSES BEING CARRIED OUT.
REAGENTS IN A TAP FUNNEL) E.G. REMOVAL OF WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR
ACID IMPURITIES BY ADDING SODIUM CES/PRACTICAL/INDEX3.HTM THIS IS A LINK TO
HYDROGEN CARBONATE THEN TAP OFF THE RSC WEBSITE FOR SUPPORT FOR
SEPARATE LAYERS TECHNIQUES USED IN SCHOOLS. IT CONTAINS
DRYING - USING DESSICATOR, OVEN AND VIDEOS ON HOW TO USE EQUIPMENT THAT
DRYING AGENTS SUCH AS ANHYDROUS MAYBE USEFUL.
SODIUM SULFATE.
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SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
THESE TECHNIQUES CAN BE APPLIED TO
ALKALINE HYDROLYSIS OF AN ESTER AND
OBTAINING THE SODIUM SALT OF THE
CARBOXYLIC ACID
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Page 13 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
FATS AND GLYCEROL STUDENTS SHOULD IDENTIFY GLYCEROL AS AN MOLYMODS SPECIFICATION STATEMENTS
(1 TO 2 HOURS) ALCOHOL FUNCTIONAL GROUP. AS THE WWW.TRIPLESCIENCE.ORG.UK/TRIPSCI/CHEMIST C7.2.37 TO C7.2.39
REACTION WITH FATTY ACIDS OCCURS THE RY/EFFECTIVETEACHING/T8_CARBOXYLIC.ASPX
FUNCTIONAL GROUP BECOMES AND ESTER. THIS HAS A SMALL AMOUNT OF INFORMATION
WORD EQUATIONS CAN BE CONSTRUCTED ABOUT FATS AND OILS.
FOR THESE REACTIONS. WWW.DOCBROWN.INFO/PAGE04/OILPRODUCTS14
STUDENTS CAN USE MOLYMODS TO BUILD .HTM THIS HAS SOME WELL PRESENTED AND
MODELS OF THE REACTION. THIS IS A GOOD CLEAR INFORMATION ABOUT OILS, FATS,
OPPORTUNITY TO DISCUSS THE ORIENTATION MARGARINE AND MAKING SOAP.
OF THE FATTY ACID CHAINS AND THE WWW.TEACHSOAP.COM/SOAPMAKINGMETHODS.H
IMPLICATIONS ON MELTING AND BOILING TML METHODS AND TRICKS FOR MAKING SOAP.
POINTS.
MAKE SOAP IN THE LAB (OPTIONAL) SEE LINK
OPPOSITE FOR A METHOD.
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Page 14 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
Topic: Energy changes in chemistry
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Page 15 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
USE OF DATA USING DATA TO WORK OUT IF OVERALL DATA SHEET OF BOND ENTHALPIES SPECIFICATION STATEMENTS
(1 HOUR) REACTION IS ENDOTHERMIC OR EXOTHERMIC. WWW.CHEMISTRY.MSU.EDU/FACULTY/REUSCH/VI C7.3.4 AND C7.3.5
SUPPLY STUDENTS WITH BOND ENERGY DATA RTTXTJML/REACT2.HTM THIS WEB PAGE HAS A
AND CALCULATE NUMBER OF BONDS BROKEN TABLE OF BOND ENTHALPIES TO USE FOR
AND MADE AND THEREFORE THE ENERGY OF QUESTIONS. SCROLL DOWN APPROXIMATELY
THESE PROCESSES. HALF WAY.
CALCULATE THE OVERALL ENERGY CHANGE WWW.AVOGADRO.CO.UK/H_AND_S/BONDENTHAL
AND DETERMINE IF THE REACTION IS PY/BONDENTHALPY.HTM THIS IS AN EXCELLENT
ENDOTHERMIC OR EXOTHERMIC. WEBSITE WITH CLEAR INFORMATION. ABOUT
RECALL THE TERM ACTIVATION ENERGY AND HALF WAY DOWN THIS PAGE THERE IS A
DEFINE IT AS THE MINIMUM ENERGY NEEDED CALCULATOR TO CHECK YOUR CALCULATIONS
TO BREAK THE BONDS TO START A REACTION. OF BOND ENERGIES.
THIS CAN ALSO BE ADDED TO THE ENERGY WWW.FILES.CHEM.VT.EDU/RVGS/ACT/NOTES/ACT
CHANGE DIAGRAMS DRAWN EARLIER. _ENERGY.HTML THIS IS A WEBSITE OF
HOMEWORK ACTIVITY TO DETERMINE IF A INFORMATION ON ACTIVATION ENERGY AND THE
REACTION IS ENDOTHERMIC OR EXOTHERMIC. COLLISION THEORY.
(STUDENTS TO BE GIVEN DATA E.G. OF SUCH WWW.800MAINSTREET.COM/7/0007-004-
SHEET ON FIRST LINK). REAC_RATE2.HTM THIS WEBSITE HAS CLEAR
INFORMATION ON ACTIVATION ENERGY,
INCLUDING MODELLING AND ANIMATIONS.
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Topic: Reversible reactions
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SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
DECREASE THE YIELD. HOW ARE THE OPTIMUM
CONDITIONS DECIDED? (HIGHER TIER ONLY)
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Page 18 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
NITROGEN CYCLE DISCUSS THE PROCESS OF THE NITROGEN WWW.PHYSICALGEOGRAPHY.NET/FUNDAMENTAL ICT SUITE CAN BE USED FOR
(1 HOUR) CYCLE. STUDENTS TO BE GIVEN A COPY OF S/9S.HTML THIS IS A REALLY CLEAR NITROGEN STUDENTS TO INVESTIGATE THE IDEA
THE REACTIONS (AND CYCLE) FOR THEIR CYCLE WITH GOOD, CONCISE INFORMATION. OF SUSTAINABILITY.
NOTES WITH GAPS TO FILL IN. THIS CAN BE WWW.SUSTAIN-
FROM A VARIETY OF SOURCES. ED.ORG/PAGES/PROCESS/PROCESSFRAMESET.H THIS IS OFTEN AN AREA OF
STUDENTS CAN WORK IN GROUPS TO TM THIS IS A REALLY GOOD WEBSITE ABOUT MISCONCEPTION.
IDENTIFY THE MAIN REACTIONS THAT TAKE SUSTAINABILITY. THERE IS A QUESTIONNAIRE TO
PLACE. THESE CAN BE CATEGORISED INTO DO AND MANY OTHER ITEMS ABOUT SPECIFICATION STATEMENTS
REACTIONS THAT FIX NITROGEN AND THOSE UNDERSTANDING SUSTAINABILITY. C7.4.7 TO C7.4.10
THAT RELEASE NITROGEN BACK INTO THE WWW.VISIONLEARNING.COM/LIBRARY/MODULE_V
ATMOSPHERE. THIS CAN BE PUT INTO A TABLE IEWER.PHP?MID=98 A GOOD WEBSITE FOR
TO HELP SUMMARISE THE REACTIONS. INFORMATION AND DIAGRAMS.
STUDENTS CAN USE ICT TO IDENTIFY A WWW.BIOLOGY.ED.AC.UK/RESEARCH/GROUPS/JD
DEFINITION FOR SUSTAINABILITY. THIS CAN BE EACON/MICROBES/NITROGEN.HTM A VERY CLEAR
A TRICKY CONCEPT FOR SOME SO WORKING IN WEB PAGE FOR INFORMATION ON NITROGEN
SMALL GROUPS WILL ALLOW PEER SUPPORT. FIXATION AND THE NITROGEN CYCLE. LEGUME
EVALUATE THE SUSTAINABILITY OF THE PICTURES ARE INCLUDED ON THIS PAGE.
NITROGEN FIXING PROCESS. STUDENTS WWW.GREENER-INDUSTRY.ORG.UK/INDEX.HTM
SHOULD CONSIDER ENERGY USE FOR THE THIS IS ALSO A GOOD WEBSITE FOR THE HABER
PROCESS AS PART OF THE SUSTAINABILITY. PROCESS.
HOMEWORK ACTIVITY TO RESEARCH THE
PRODUCTION OF FERTILISERS FROM
AMMONIA.
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Topic: Analysis
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SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
CHROMATOGRAPHY RECALL THE EXPLANATION OF DYNAMIC WWW.CHEMGUIDE.CO.UK/ANALYSIS/CHROMATOG SPECIFICATION STATEMENTS
(2 TO 3 HOURS) EQUILIBRIUM AND RELATE THIS TO THE RAPHY/PAPER.HTML INFORMATION ON PAPER C7.5.5 TO C7.5.15
PROCESS OF CHROMATOGRAPHY. CHROMATOGRAPHY.
IDENTIFY THE PAPER AS THE STATIONARY
PHASE AND THE SOLVENT AS THE MOBILE WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR
PHASE. THE DYE OR SPOTS CREATED ON A CES/PRACTICAL/INDEX3.HTM THIS IS A LINK TO A
CHROMATOGRAM FORMS A DYNAMIC VIDEO ON THIN LAYER CHROMATOGRAPHY.
EQUILIBRIUM BETWEEN THE STATIONARY AND
MOBILE PHASES. IF THE EQUILIBRIUM LIES WWW.4COLLEGE.CO.UK/A/CD/GLC.PHP THIS IS AN
FURTHER TOWARDS THE MOBILE PHASE THEN A LEVEL SITE BUT IT HAS CLEAR DIAGRAMS AND
THE SPOT WILL MOVE FURTHER UP THE EXPLANATION IN TERMS OF EQUILIBRIUM.
STATIONARY PHASE. THIS IS A DIFFICULT
CONCEPT SO CARE SHOULD BE TAKEN. THERE IS A DVD PROVIDED BY THE RSC CALLED
STUDENTS CARRY OUT PAPER ‘MODERN INSTRUMENTAL TECHNIQUES FOR
CHROMATOGRAPHY. THIS CAN BE DONE WITH SCHOOLS AND COLLEGES’ EACH INSTITUTION
COLOURED FELT TIP PENS, GRASS, SMARTIES SHOULD HAVE A COPY. THIS HAS AN EXCELLENT
ETC. ENSURE THE SOLVENT FROM IS MARKED SECTION ON GLC.
ON THE CHROMATOGRAM.
DISCUSS THE USE OF REFERENCE MATERIALS HTTP://TEACHING.SHU.AC.UK/HWB/CHEMISTRY/TU
ON CHROMATOGRAMS AND THE USE OF TORIALS/CHROM/GASCHRM.HTM INFORMATION
DIFFERENT SOLVENTS TO ALLOW DYES TO ON GAS-LIQUID CHROMATOGRAPHY.
MOVE ALONG THE CHROMATOGRAM. WWW.FILES.CHEM.VT.EDU/CHEM-
USE THE CHROMATOGRAMS TO CALCULATE RF ED/SEP/GC/GC.HTML MORE INFORMATION ON
VALUE FROM THE FORMULA; GLC
RF VALUE = DISTANCE TRAVELLED BY SOLUTE
DISTANCE TRAVELLED BY SOLVENT.
STUDENTS CAN CARRY OUT THIN LAYER CHROMATOGRAPHY PAPER
CHROMATOGRAPHY IF MATERIALS ARE CHROMATOGRAPHY SOLVENT (DETERMINED BY
AVAILABLE. THIS CAN ALSO INCORPORATE THE EXPERIMENT E.G. ETHANOL, WATER ETC)
USE OF A LOCATING AGENT SUCH AS LOCATING AGENT (DETERMINED BY TEST)
NINHYDRIN. (ALTERNATIVELY DISCUSS THE SAMPLES TO TEST DEPENDING ON DEMO
THEORY OF TLC AND USE THE VIDEO LINK CHOSEN E.G. ASPIRIN, SALICYLIC ACID, ETC
OPPOSITE TO EXPLAIN THE PROCESS.)
STUDENTS TO SUMMARISE KEY POINTS OF
PAPER CHROMATOGRAPHY AND THIN-LAYER
CHROMATOGRAPHY IN A TABLE.
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SUGGESTED TEACHING AND HOMEWORK
TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
GAS CHROMATOGRAPHY THEORY.
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Page 23 of 25 GCSE 21st Century Science Chemistry A J244 Module C7: Further chemistry
Sample Lesson Plan
GCSE 21st Century Science Chemistry A J244
Module C7: Further chemistry
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to
teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the
individual teacher.
Content
Time Content
5 -10 minutes Show samples of tablets, food colouring and foodstuffs, metals and bottles of chemicals
such as sulphuric acid to help students identify ‘bulk’ as meaning large quantities and
‘fine’ as smaller, more refined chemicals. Students should try to categorise the
chemicals on display as ‘bulk’ or ‘fine’. Define the terms – ‘bulk’ and ‘fine’.
15 - 20 minutes Use the link below
http://www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm
- to show a video on making medicines (5 minutes 20 seconds). This video shows the
processes leading to the manufacture of ‘fine’ materials. Students should watch the
video and make notes. The intention is to produce a flow chart of the processes
involved in synthesising new chemicals. The video can be paused at several points to
allow students to make their notes. Students can be given a list of prepared questions to
answer if foundation tier.
15 - 20 minutes Use the link below
http://www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm
- to show a video on making sulphuric acid (5 minutes 30 seconds) or iron and steel
making (5 minutes and 50 seconds) as an example of a bulk process. Students should
make comparisons with the fine processes as the video progresses. As above students
should make notes or can be given questions to answer.
5 -10 minutes Students produce a concept map to summarise their ideas about bulk and fine
chemicals
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Page 24 of 25 GCSE Gateway Science Chemistry A J244 Module C7: Further chemistry
Consolidation
Time Content
10 minutes Students to draw a table to compare the bulk and fine processes they have seen and
discussed. This can be in simple terms and reflect the quantities of production, batch
and continuous processing and types of chemicals manufactured using each method.
Homework activity
Students make a poster of one of the processes they have covered in the lesson. This task is differentiated
by outcome so can be given to all students.
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Page 25 of 25 GCSE Gateway Science Chemistry A J244 Module C7: Further chemistry