Module c4 The Periodic Table Scheme of Work and Lesson Plan

GATEWAY SCIENCE SUITE
SCHEMES OF WORK
AND LESSON PLANS
C4: The Periodic Table
VERSION 1.1 JULY 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 19 GCSE Gateway Science Chemistry B J264 Module C4 The Periodic Table
Sample Scheme of Work
GCSE Gateway Science Chemistry B J264
Module C4: The Periodic Table
Topic: C4a Atomic structure
Suggested Teaching Time: 2.5 Hours
SUGGESTED TEACHING AND HOMEWORK

TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
RESEARCH THE THE SYLLABUS SUGGESTS THAT CANDIDATES WWW.BBC.CO.UK/LEARNINGZONE/CLIPS/ATOMS/A FOR THE STUDENTS TO FULLY
DEVELOPMENT OF RESEARCH THE CONTRIBUTIONS OF DALTON, LL/ALL/ALL/PAGE-1.HTML? APPRECIATE THE SCALE OF THE
SCIENTISTS J. J. THOMPSON, RUTHERFORD AND BOHR IN PAGESIZE=12&FORMAT=LIST HAS LOTS OF VERY ATOMS THEY ARE RESEARCHING IT
UNDERSTANDING OF THE THE DEVELOPMENT OF OUR UNDERSTANDING USEFUL CLIPS FOR THE STUDENTS TO USE IN WILL BE NECESSARY TO EXPLAIN THE
STRUCTURE OF THE ATOM OF ATOMIC STRUCTURE. SOME OF THE THEIR PRESENTATIONS AND MAY PROMPT MANY SCALE OF THE ATOM AND POSSIBLY
AS WE KNOW IT NOW. RESEARCH COULD HAVE BEEN SET AS A MORE QUESTIONS. INTRODUCE THE AVOGADRO
PREVIOUS HOMEWORK OR AS A TOPIC OVER A WWW.BBC.CO.UK/SCHOOLS/GCSEBITESIZE/SCIEN NUMBER. A GOOD WAY OF GIVING
SERIES OF HOME WORKS. THERE ARE TWO CE/ADD_GATEWAY/PERIODICTABLE/ATOMSREV1.S THE STUDENTS AN IDEA OF THE SIZE
POSSIBLE WAYS OF SETTING THIS UP EITHER HTML GIVES GOOD BACKGROUND INFORMATION. OF THE NUMBER IS TO GIVE THE
ALL THE STUDENTS RESEARCH ALL THE HTTP://DL.CLACKAMAS.EDU/CH104- ANALOGY OF THE ENTIRE WORLD
DIFFERENT DEVELOPMENTS, OR THAT THE 04/DALTON'S.HTM IS A GOOD INTRODUCTION TO COVERED IN COCA COLA CANS TWO
STUDENTS ARE PUT INTO GROUPS AND ASKED DALTON. HUNDRED MILES DEEP AND
TO RESEARCH ONE SCIENTIST AND HOW THEY WWW.VISIONLEARNING.COM/LIBRARY/MODULE_V COUNTING EVERY SINGLE CAN.
DEVELOPED THE IDEA OF ATOMIC STRUCTURE. IEWER.PHP?MID=50 IS A GOOD INTRODUCTION TO
YOU MAY WISH TO SPLIT CERTAIN SCIENTISTS J. J. THOMPSON. MAKE THE LINK TO THE
UP SO THAT DIFFERENT GROUPS ONLY WWW.RSC.ORG/CHEMSOC/TIMELINE/PAGES/1911. FUNDAMENTAL SCIENTIFIC
RESEARCH PARTS OF THEIR IDEAS. HTML IS A GOOD INTRODUCTION TO PROCESSES IN THIS ACTIVITY
RUTHERFORD. ILLUSTRATING HOW SCIENTIFIC
HTTP://CSEP10.PHYS.UTK.EDU/ASTR162/LECT/LIG IDEAS DEVELOPED AND CHANGED
HT/BOHR.HTML IS A GOOD INTRODUCTION TO OVER TIME WITH EACH NEW PIECE
BOHR. OF EVIDENCE.
ALL OF THESE SITES HOWEVER ARE
INTERCHANGEABLE AS THEY EACH HAVE
INFORMATION ON ALL THE SCIENTISTS AND HOW
THE THEORIES ARE INTERLINKED.
CANDIDATES SHOULD BE GIVE THE STUDENTS PLASTIC COUNTERS OF STUDENTS SOON GET USED TO THE PROCESS OF FOR HIGHER LEVEL STUDENTS
ABLE TO DEDUCE THE THREE DIFFERENT COLOURS, ONE TO THIS AND BEGIN TO UNDERSTAND HOW TO WORK HIGHLIGHT THE DISCREPANCY WITH
NUMBERS OF PROTONS, REPRESENT ELECTRONS, ONE PROTONS AND OUT THE NUMBERS OF THE DIFFERENT THE ATOMIC MASS FOR CHLORINE
ELECTRONS AND NEUTRONS ONE NEUTRONS. STUDENTS THEN COUNT OUT PARTICLES. AS SOON AS THEY ARE CONFIDENT IN BEING 35.5.
FROM ATOMIC NUMBERS THE NUMBER OF DIFFERENT COUNTERS FOR CALCULATING THE DIFFERENT NUMBERS OF
AND MASS NUMBERS. EACH OF THESE PARTICLES FROM THE PARTICLES INTRODUCE THE CONCEPT OF
INFORMATION FROM THE PERIODIC TABLE ISOTOPES CONCENTRATING ON CARBON 14.
HOMEWORK CAN BE LOOKING AT DIFFERENT
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ACTIVITIES
TYPES OF PERIODIC TABLES AND LOOKING
SPECIFICALLY AT THE ATOMIC MASS, MANY
SHOW MASSES THAT ARE NOT WHOLE
NUMBERS, WHY?
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ACTIVITIES
CANDIDATES SHOULD BE EXPLAIN TO STUDENTS THAT WE REPRESENT FOR VERY HIGH LEVEL
ABLE TO IDENTIFY METALS AS SINGLE ATOMS WHEN SHOWING CANDIDATES HAVE AN ANSWER AS
ELEMENTS AND NUMBERS THE ELEMENT FORMULAE WHEREAS MOST TO WHY THE FIRST ELECTRON
OF ATOMS OF EACH NON-METALS ARE DIATOMIC. SHELL IS FULL WITH TWO
ELEMENT FROM FORMULAE. AGAIN USING THE COUNTERS, BUT THIS TIME ELECTRONS THE SECOND IS FULL
CANDIDATES SHOULD BE ONLY USING ELECTRONS GET THE STUDENTS USE CLIPS FROM WITH EIGHT AND THE THIRD IS
ABLE TO DRAW ELECTRONIC TO DEVELOP THE ELECTRON STRUCTURES ON WWW.BBC.CO.UK/LEARNINGZONE/CLIPS/ATOMS/A AGAIN FULL WITH EIGHT. THE
STRUCTURES GIVEN ATOMIC PRE-DRAWN ELECTRON SHELLS. A GOOD WAY LL/ALL/ALL/PAGE-1.HTML? ANSWER CAN ALLOW THE
NUMBERS. OF DOING THIS IS TO HAVE AN EMPTY PERIODIC PAGESIZE=12&FORMAT=LIST STUDENTS TO SEE MORE OF THE
TABLE FOR THE FIRST TWENTY ELEMENTS AND tO HELP STUDENTS VISUALISE THE MOVEMENT DEVELOPMENT OF THE
THE STUDENTS FILL IN THE ELECTRON OF ELECTRONS. STRUCTURE OF THE ATOM AND
STRUCTURES AS 2,1 OR 2,8,3. THIS SOON OUR UNDERSTANDING OF IT.
ALLOWS THEM TO SEE THAT ALL THE GROUP 1
ELEMENTS HAVE ONE ELECTRON IN THEIR
OUTER SHELL AND THAT ALL ELEMENTS IN
PERIOD THREE HAVE THREE SHELLS ETC.
HOMEWORK CAN BE PRACTICING THE SKILLS
THEY HAVE LEARNT IN THIS LESSON.
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Topic: C4b Ionic bonding

ACTIVITIES
CANDIDATES SHOULD BE INTRODUCE THE IDEA THAT A STABLE OCTET HAVE TWO PRE-DRAWN ELECTRON SHELL HIGHER STUDENTS CAN BE SHOWN
ABLE TO DRAW DOT AND OF ELECTRONS IS THE REASON FOR ATOMS SHEETS PER STUDENT. THESE ARE SIMPLY A4 THE CROSS OVER RULE FOR
CROSS DIAGRAMS FOR REACTING. POSSIBLY GO BACK TO LOOK AT SHEETS WITH FOUR CIRCLES DRAWN ON THEM WORKING OUT THE FORMULAE OF
IONIC COMPOUNDS. THE FORMULAE IN OF ELEMENTS IN THE TO REPRESENT THE FIRST FOUR ELECTRON MORE COMPLEX IONIC COMPOUNDS.
PERIODIC TABLE AND ASK WHY OF THE NON- SHELLS.
METALS THE ELEMENTS IN GROUP 0 ARE EACH STUDENT SHOULD HAVE PLASTIC
SINGLE ATOMS. COUNTERS, POSSIBLY DIFFERENT COLOURED
ASK STUDENTS TO PREDICT HOW GROUP 7 FOR METAL AND NON-METAL ELECTRONS SO
ELEMENTS COULD ACHIEVE A STABLE OCTET, THAT THE TRANSFER OF ELECTRONS DURING
USE THE PRE-DRAWN ELECTON SHELLS SHEET BONDING CAN BE SHOWN MORE EASILY.
TO GET THE STUDENTS TO SHOW THIS USING
THE COLOURED COUNTERS, FINALLY ASK
THEM HOW ALL NON-METALS GET A FULL
OUTER SHELL I.E. gAIN ELECTRONS.
THE NEXT CAN BE A LITTLE TRICKY, HOWEVER
ASK THE STUDENTS NOW TO LOOK AT GROUP
1 ELEMENTS, HOW COULD THEY GET A FULL
OUTER SHELL, THE DIFFICULTY IS WITH THE
STUDENTS UNDERSTANDING THAT
ELECTRONS AND SO SHELLS CAN BE LOST.
INTRODUCE THE IDEA OF THE CHARGES ON
THE IONS AND HOW THIS CAN BE PREDICTED
FROM THE GROUP THE ELEMENT IS IN.
FINALLY GIVE THE STUDENTS TWO PRE-
DRAWN ELECTRON SHELLS SHEETS AND ASK
THEM TO FORM SODIUM CHLORIDE, WHAT
HAPPENS TO THE ELECTRON THAT SODIUM
LOSES?
CANDIDATES INVESTIGATE CANDIDATES CAN CARRY OUT AN STUDENTS CAN LOOK UP MELTING AND BOILING ASK THE HIGHER LEVEL STUDENTS
THE DIFFERENT INVESTIGATION INTO THE ELECTRICAL POINTS OF THE VARIOUS IONIC COMPOUNDS AND TO EXPLAIN WHY MAGNESIUM OXIDE
PROPERTIES OF IONIC CONDUCTIVITY AND SOLUBILITY OF SODIUM TRY TO EXPLAIN WHY THEY ARE SO HIGH. ALLOW WILL HAVE A HIGHER MELTING AND
COMPOUNDS AND THE CHLORIDE AND MAGNESIUM OXIDE. THE STUDENTS TO INVESTIGATE THE BOILING POINT THAN SODIUM
SIMILARITIES AND INTRODUCE THE CONCEPT OF GIANT IONIC ELECTRICAL CONDUCTIVITY OF IONIC CHLORIDE. IF THEY ARE STRUGGLING
DIFFERENCES IN SODIUM LATTICES AND THE PROPERTIES THAT COMPOUNDS AND SOLUTIONS, ONLY ALLOW THE INTRODUCE THE IDEA OF NUMBER OF
CHLORIDE AND MAGNESIUM COMPOUNDS WITH THESE STRUCTURES WILL USE OF BATTERIES AND LOW WATTAGE BULBS IN CHARGES ON EACH ION AND BOND
OXIDE. HAVE. THE INVESTIGATION. STRENGTH. THEN ASK WHY
MAGNESIUM OXIDE IS INSOLUBLE
WHEREAS SODIUM CHLORIDE IS
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ACTIVITIES
SOLUBLE.
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Topic: C4c The Periodic Table and covalent bonding

ACTIVITIES
STUDENTS SHOULD BE ABLE USING THE PRE-DRAWN ELECTRON SHELL USE THE PRE-DRAWN ELECTRON SHELL SHEETS
TO DRAW THE ELECTRON SHEETS AGAIN EXPLAIN HOW HYDROGEN AND COLOURED COUNTERS AGAIN TO SHOW
STRUCTURES OF COVALENT MOLECULES ARE FORMED, STRESSING THAT THAT THE ELECTRONS ARE SHARED.
COMPOUNDS AND EXPLAIN THIS IS A DIFFERENT TYPE OF BONDING FOR LOWER ABILITY CANDIDATES USE THE
SIMPLE PROPERTIES OF BECAUSE THE ELECTRONS ARE BEING ELECTRICAL CONDUCTIVITY EXPERIMENT USED
THESE COMPOUNDS. SHARED. MOVE ON FROM THIS TO CHLORINE PREVIOUSLY, HOWEVER THIS TIME USE DE-
MOLECULES THEN INTRODUCE WATER AND IONISED WATER. CANDIDATES COULD ADD SALT
THAT IN THIS CASE TWO HYDROGENS REACT TO SHOW THAT IONIC COMPOUNDS CONDUCT
WITH ONE OXYGEN. AND SUGAR TO A SECOND EXPERIMENT TO
INTRODUCE THE IDEA OF AN OXYGEN HIGHLIGHT THAT COVALENT SUBSTANCES DO
MOLECULE AND THE IDEA OF DOUBLE NOT.
BONDING AND FINALLY CARBON DIOXIDE, SUPPORTING MATERIALS ARE AVAILABLE TO HELP
FOUNDATION CANDIDATES WILL FIND THIS STUDENTS VISUALISE COVALENT BONDING FROM
PART DIFFICULT. RESOURCES SUCH AS “BOARDWORKS” AND
TRANSFER THE WORK THEY HAVE BEEN DOING “MULTIMEDIA SCIENCE SCHOOL“.
ON THE PRE-DRAWN SHEETS INTO DOT AND
CROSS DIAGRAMS AND EXPLAIN TO THE
STANDARD AND HIGHER TIER STUDENTS THAT
THIS TIME THERE IS NO LATTICE STRUCTURE
AND SO THE MELTING AND BOILING POINTS
WILL BE LOWER AS THERE ARE ONLY WEAK
INTERMOLECULAR BONDS TO BREAK.
ALSO INTRODUCE THE IDEA OF NO CHARGES
PARTICLES BEING PRODUCED SO COMPOUNDS
FORMED ARE NOT CONDUCTIVE.
CANDIDATES SHOULD BE USE THE SAME APPROACH USED IN THE EMPTY PERIODIC TABLE TEMPLATES FOR THE
ABLE TO IDENTIFY SECOND LESSON FROM C4A, THE EMPTY STUDENTS TO COMPLETE IF NOT ALREADY
DIFFERENT ELEMENTS, PERIODIC TABLE FILLED WITH 2,1 2,8,3 ETC COMPLETED IN PART C4A.
SYMBOLS, GROUPS, ALLOW THE CANDIDATES TO SEE THE
PERIODS ETC. PATTERNS IN THE OUTER ELECTRONS WITHIN
GROUPS AND THE NUMBER OF ELECTRON
SHELLS IN PERIODS.
INTRODUCE AT THIS STAGE WHY ELEMENTS IN
THE SAME GROUP WILL HAVE SIMILAR
CHEMICAL PROPERTIES WHEREAS THOSE IN
THE SAME PERIOD WILL NOT.
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ACTIVITIES
CANDIDATES SHOULD CANDIDATES SHOULD RESEARCH THE WORK WWW.LENNTECH.COM/PERIODIC/HISTORY/HISTO IF YOU ARE SHORT OF TIME, OR WISH
PRODUCE A TIMELINE OF OF DOBEREINER, NEWLANDS AND/OR RY-PERIODIC-TABLE.HTM DEPENDENT UPON THE TO LOOK IN MORE DETAIL DURING
EVENTS FOR THE MENDELEEV TO SEE HOW THE IDEA OF THE ABILITY OF YOUR GROUP THIS WEBSITE GIVES A LESSONS AT OTHER AREAS THIS
DEVELOPMENT OF THE PERIODIC TABLE DEVELOPED AND THE TIMELINE OF THE DEVELOPMENT OF THE TOPIC COULD BE SET AS RESEARCH
PERIODIC TABLE AND ITS MISTAKES THAT WERE MADE DURING ITS PERIODIC TABLE BUT MISSES OUT DOBEREINER. HOMEWORK FOR THE STUDENTS.
LATER CONFIRMATION. DEVELOPMENT. WWW.WOU.EDU/LAS/PHYSCI/CH412/PERHIST.HTM MAKE THE LINK TO THE
CANDIDATES SHOULD ALSO RESEARCH HOW IS A MORE DETAILED EXAMINATION OF THE FUNDAMENTAL SCIENTIFIC
LATER DISCOVERIES OF ELEMENTS WITH THE DEVELOPMENT OF THE PERIODIC TABLE. PROCESSES IN THIS ACTIVITY
PREDICTED PROPERTIES AND THE DISCOVERY WWW.RSC.ORG/EDUCATION/TEACHERS/RESOUR ILLUSTRATING HOW SCIENTIFIC
OF ATOMIC MASS AND NUMBER CONFIRMED CES/PERIODICTABLE/ IS HOWEVER AN IDEAS DEVELOPED AND CHANGED
THE IDEAS PUT FORWARD BY THE PERIODIC EXCELLENT RESOURCE THAT STUDENTS CAN OVER TIME WITH EACH NEW PIECE
TABLE. WORK THROUGH TO GAIN A VERY CLEAR OF EVIDENCE AND HOW THESE IDEAS
UNDERSTANDING OF THE HISTORY AND ONLY BECOME ACCEPTED AFTER
DEVELOPMENT OF THE PERIODIC TABLE. TESTING BY THE LARGER SCIENTIFIC
COMMUNITY.
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Topic: C4d The Group 1 Elements

ACTIVITIES
CANDIDATES NEED TO KNOW INTRODUCE THE CONCEPT THAT THE GROUP 1 HTTP://WWW.PRACTICALCHEMISTRY.ORG/EXPERI
THE REACTIONS OF LITHIUM, ELEMENTS ARE KNOWN AS THE ALKALI MENTS/ALKALI-METALS,155,EX.HTML EXPLAINS
SODIUM AND POTASSIUM METALS. HOW TO CARRY OUT THE DEMONSTRATIONS OF
WITH WATER AND BE ABLE FROM THE LINK DEMONSTRATE THE THE METALS REACTIONS.
TO PREDICT THE PHYSICAL REACTIONS OF THE GROUP 1 METALS LITHIUM, HTTP://VIDEO.GOOGLE.COM/VIDEOPLAY?DOCID=-
AND CHEMICAL PROPERTIES SODIUM AND POTASSIUM WITH WATER. 2134266654801392897# IS AN EXCELLENT WAY TO
OF RUBIDIUM AND CAESIUM FOR STANDARD AND HIGHER TIER STUDENTS SHOW THE INCREASING REACTIVITY DOWN THE
FROM THESE. SHOW HOW THEY CAN BALANCE THE SYMBOL GROUP.
EQUATION FOR THE REACTION OF LITHIUM
WITH WATER, THEN SODIUM, WHAT DO THEY
NOTICE? CAN THEY PREDICT FROM THIS THE
OTHER BALANCED SYMBOL EQUATIONS FOR
THE OTHER GROUP 1 METALS?
CANDIDATES NEED TO INTRODUCE THE IDEA OF SHIELDING TO THE HIGHER CANDIDATES ARE THE
UNDERSTAND WHY THE STUDENTS AND THE EFFECT THIS HAS ON STUDENTS WHO NEED TO BE ABLE
GROUP 1 METALS HAVE HOW THE ELECTRON THAT IS LOST. TO BALANCE THE SYMBOL EQUATION
SIMILAR CHEMICAL REVIEW THE BALANCED SYMBOL EQUATION TO AND TO UNDERSTAND IN DETAIL THE
PROPERTIES AND WHY THEY FORM THE IONS OF THE GROUP 1 METALS AND SHIELDING EFFECT.
BECOME MORE REACTIVE AS EXPLAIN WHY THIS IS AN EXAMPLE OF
THEY GO DOWN THE GROUP. OXIDATION.
CANDIDATES SHOULD BE CANDIDATES CARRY OUT FLAME TESTING ON HTTP://WWW.PRACTICALCHEMISTRY.ORG/EXPERI

ABLE TO USE A FLAME TEST SAMPLES CONTAINING LITHIUM, SODIUM AND MENTS/27-JULY-07-PROPERTIES-OF-ALKALI-
TO DETERMINE THE POTASSIUM TO OBSERVE THE THREE FLAME METAL-COMPOUNDS,118,EX.HTML CANDIDATES
PRESENCE OF LITHIUM, COLOURS. DO NOT NEED TO CARRY OUT ALL OF THE
SODIUM OR POTASSIUM IN A PRACTICAL’S SUGGESTED, HOWEVER PART F
COMPOUND. COVERS THE REQUIREMENTS HERE.
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Topic: C4e The Group 7 Elements

ACTIVITIES
CANDIDATES NEED TO KNOW THE CANDIDATES CAN RESEARCH THE HTTP://WWW.WEBELEMENTS.COM IS A GOOD DURING THIS FIRST PART THE
THE PHYSICAL PROPERTIES DIFFERENT PROPERTIES OF THE ELEMENTS IN ONLINE RESOURCE FOR LOOKING AT ELEMENTS HIGHER TIER CANDIDATES ARE
AND USES OF THE GROUP 7 OR ALTERNATIVELY THIS COULD BE PROPERTIES. EXPECTED TO KNOW THE
HALOGENS. SET AS HOMEWORK. SEALED SAMPLES OF THE CHLORINE, BROMINE DISPLACEMENT REACTIONS OF THE
CANDIDATES NEED TO KNOW CANDIDATES CAN THEN LOOK AT THE AND IODINE CAN BE EXAMINED (DEPENDING ON GROUP 7 ELEMENTS, HOWEVER THIS
THE REACTIONS OF THE REACTIONS BETWEEN GROUP 7 AND GROUP 1 CLEAPS GUIDELINES AND NATURE OF THE AREA IS COVERED IN THE NEXT
HALOGENS WITH ALKALI ELEMENTS, THEY WILL KNOW THAT THE CLASS). LESSON.
METALS. GROUP 1 ELEMENTS GET MORE REACTIVE AS HTTP://WWW.RSC.ORG/EDUCATION/TEACHERS/RE
THEY GO DOWN THE GROUP, SO THEY WILL SOURCES/PRACTICAL-CHEMISTRY/VIDEO-
PROBABLY PREDICT THAT THE REACTION CLIPS/SODIUM-CHLORINE.ASP HAS A GOOD
BETWEEN CAESIUM AND ASTATINE WILL BE VIDEO OF THE REACTION BETWEEN SODIUM AND
MOST REACTIVE. THE IDEA OF SHIELDING CHLORINE.
EFFECT AND GROUP 7 IS COVERED IN THE
NEXT LESSON, BUT IT MIGHT BE A GOOD FROM THIS THE TEACHER CAN INTRODUCE TO
CHALLENGING HOMEWORK FOR THE MORE STANDARD AND HIGHER TIER CANDIDATES THE
ABLE TO ASK THEM WHY THE MOST VIOLENT BALANCED SYMBOL EQUATIONS FOR THE
REACTION IS BETWEEN CAESIUM AND REACTIONS OF GROUP 1 METALS WITH GROUP 7
FLUORINE. METALS.
CANDIDATES SHOULD FOLLOW THE PRACTICAL PROCEDURE FROM HTTP://WWW.PRACTICALCHEMISTRY.ORG/EXPERI
INVESTIGATE THE PRACTICAL CHEMISTRY SITE TO SHOW THE MENTS/REACTIONS-OF-AQUEOUS-SOLUTIONS-
DISPLACEMENT REACTIONS DISPLACEMENT REACTIONS. CANDIDATES OF-THE-HALOGENS,136,EX.HTML GIVES A GOOD
OF HALOGEN SOLUTIONS NEED TO BE ABLE TO WRITE WORD (FOR GUIDE AS TO HOW TO CARRY OUT THE
WITH METAL HALIDES. FOUNDATION CANDIDATES) AND BALANCED DISPLACEMENT REACTIONS.
CANDIDATES NEED TO BE SYMBOL EQUATIONS FOR THESE REACTIONS.
ABLE TO EXPLAIN WHY HIGHER CANDIDATES SHOULD BE ABLE TO
GROUP 7 ELEMENTS HAVE SHOW THE FORMATION OF A HALIDE ION FROM
SIMILAR PROPERTIES. A HALOGEN AND EXPLAIN WHY THIS IS AN
EXAMPLE OF REDUCTION. THEY ALSO NEED TO
BE ABLE TO EXPLAIN THE CHANGE IN
REACTIVITY AS WE GO DOWN THE GROUP DUE
TO THE SHIELDING EFFECT.
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Topic: C4f The transition elements

ACTIVITIES
CANDIDATES NEED TO KNOW PROVIDE THE STUDENTS WITH EXAMPLES OF EXAMPLES OF TRANSITION METALS E.G. IRON HIGHER LEVEL CANDIDATES MIGHT
WHERE THE TRANSITION TRANSITION METALS, DEPENDING UPON THE AND COPPER. DURING THIS PART OF THE UNIT ASK
ELEMENTS ARE IN THE ABILITY OF THE STUDENTS THEY CAN SEE EXAMPLES OF TRANSITION METAL COMPOUNDS WHY THE TRANSITION METAL IONS
PERIODIC TABLE AND TO THAT THEY ALL CONDUCT ELECTRICITY, AND NON-TRANSITION METAL COMPOUNDS. HAVE DIFFERENT CHARGES/WHY THE
KNOW THE COMMON DENSITY, HARDNESS STRENGTH ETC. CHARGE DOES NOT SIMPLY
PROPERTIES OF THE ALSO PROVIDE THE STUDENTS WITH HTTP://WWW.PRACTICALCHEMISTRY.ORG/EXPERI INCREASE BY 1+ AS WE MOVE
TRANSITION METALS. EXAMPLES OF COMPOUNDS OF BOTH MENTS/THERMAL-DECOMPOSITION-OF-METAL- ACROSS THE PERIOD. DEPENDENT
TRANSITION AND NON-TRANSITION METAL CARBONATES,281,EX.HTML GIVES A GUIDE ON UPON THE ABILITY OF THE GROUP
COMPOUNDS, WHAT DO THEY NOTICE THE THERMAL DECOMPOSITION OF COPPER ALLOW THE DISCUSSION TO
(TRANSITION METAL COMPOUNDS ARE CARBONATE. CONTINUE TO SHOW HOW THE
COLOURED), HIGHLIGHT THE COLOURS OF MODEL OF THE ATOM THAT THEY ARE
COPPER (II), IRON (II) AND IRON (III). DECOMPOSITION OF OTHER CARBONATES SUCH STUDYING AT THE MOMENT DOES
THE CANDIDATES SHOULD HAVE ALREADY AS ZINC, MANGANESE AND IRON (II) CAN ALSO BE NOT ANSWER ALL OF THE
THERMALLY DECOMPOSED METAL CARRIED OUT (AS IN THE PREVIOUS QUESTIONS AND THAT THERE ARE
CARBONATES, BUT IF THEY HAVE NOT SPECIFICATION). OTHER FACTORS THAT THEY WILL
ALREADY THERMALLY DECOMPOSED COPPER NEED TO APPRECIATE IF THEY
CARBONATE THEN IT MIGHT BE WORTHWHILE CONTINUE THEIR STUDIES IN
DOING THIS AS IT SHOWS A COLOUR CHANGE CHEMISTRY.
FROM GREEN TO BLACK.
STANDARD TIER CANDIDATES NEED TO BE
ABLE TO CONSTRUCT WORD EQUATIONS FOR
THE THERMAL DECOMPOSITIONS OF
TRANSITION METAL CARBONATES.
HIGHER TIER CANDIDATES NEED TO BE ABLE
TO CONSTRUCT WORD AND BALANCED
SYMBOL EQUATIONS FOR THE THERMAL
DECOMPOSITIONS OF TRANSITION METAL
CARBONATES.
CANDIDATES NEED TO CANDIDATES CAN EITHER WATCH A
INVESTIGATE AND DEMONSTRATION OR CARRY OUT THE
UNDERSTAND THE PRECIPITATION REACTIONS OF SODIUM
PRECIPITATION REACTIONS HYDROXIDE WITH COPPER(II), IRON (II) AND
OF TRANSITION METAL IONS IRON (III) IONS IN SOLUTION (CHECK
WITH SODIUM HYDROXIDE. HAZCARDS FOR GUIDANCE).
HIGHER TIER CANDIDATES NEED TO BE ABLE
TO CONSTRUCT THE BALANCED SYMBOL
EQUATIONS FOR THE REACTIONS BETWEEN
COPPER (II), IRON (II) AND IRON (III) IONS WITH
HYDROXIDE IONS.
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Topic: C4g Metal structures and properties

ACTIVITIES
STUDENTS SHOULD KNOW STUDENTS CAN RESEARCH THE USES OF HTTP://WWW.RSC.ORG/CHEMSOC/VISUALELEMEN
HOW THE USE OF CERTAIN METALS USING EXAMPLES SUCH AS THE RSC TS/PAGES/PERTABLE_J.HTM IS A USEFUL SITE
METALS RELATES TO THEIR SITE GIVEN. FOR USES OF METALLIC ELEMENTS.
PROPERTIES. THE SECOND SITE GIVES MORE INFORMATION HTTP://WWW.WEBELEMENTS.COM/COPPER/
ON THE PROPERTIES OF EACH OF THE METALS
SO THE STUDENTS CAN LOOK AT WHY EACH
ELEMENT IS USED THE WAY IT IS.
CANDIDATES NEED TO HTTP://WWW.BBC.CO.UK/SCHOOLS/GCSEBITESI HTTP://WWW.RSC.ORG/CHEMISTRYWORLD/NEWS/
UNDERSTAND HOW ZE/SCIENCE/ADD_GATEWAY/PERIODICTABLE/M 2008/MAY/30050802.ASP IS A GOOD SOURCE OF
METALLIC BONDING GIVES ETALSREV2.SHTML IS A GOOD INTRODUCTION INFORMATION TO THE STUDENTS ON THE
METALS SOME OF THEIR TO METALLIC BONDING. DEVELOPMENT OF NEW SUPERCONDUCTORS.
PROPERTIES. HTTP://WWW.DRKSTREET.COM/RESOURCES/ME
CANDIDATES NEED TO TALLIC-BONDING-ANIMATION.SWF IS AN
UNDERSTAND WHAT EXCELLENT ANIMATION AROUND THE THEORY
SUPERCONDUCTORS ARE AND PROPERTIES OF METALLIC BONDS.
AND THE POTENTIAL WWW.SUPERCONDUCTORS.ORG IS AN
BENEFITS AND DRAWBACKS EXCELLENT SITE FOR THE STUDENTS TO
OF SUPERCONDUCTORS. RESEARCH USES, HISTORY AND TYPES OF
SUPER CONDUCTORS, THIS WOULD MAKE AN
IDEAL HOMEWORK.
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Topic: C4h Purifying and testing water

ACTIVITIES
CANDIDATES NEED TO KNOW THIS CAN BE SET AS RESEARCH HOMEWORK, HTTP://WWW.WATER.ORG.UK/HOME/RESOURCES-
THE DIFFERENT WATER OR AS A CLASS RESEARCH TOPIC. THE AND-LINKS/WATERFACTS/RESOURCES IS A GOOD
RESOURCES OF THE UNITED STUDENTS CAN USE THE INTERNET TO FIND SOURCE OF INFORMATION AND HAS CLEAR LINKS
KINGDOM AND WHY IT IS WHERE WE GET THE WATER FROM IN THE UK TO THE AREAS REQUIRED FOR THE RESEARCH.
IMPORTANT TO CONSERVE AND WHY WE NEED TO CONSERVE WATER.
WATER.
CANDIDATES NEED TO KNOW THIS MAY NEED A TEACHER TO LEAD THE HTTP://WWW.BBC.CO.UK/SCHOOLS/GCSEBITESIZ
THE POSSIBLE POLLUTANTS RESEARCH AND EXPLAIN SOME OF THE IDEAS E/SCIENCE/ADD_GATEWAY/CHEMICAL/WATERREV
PRESENT IN WATER BEFORE INVOLVED. THE SPECIFICATION SPLITS THIS 1.SHTML LEADS THE STUDENTS THROUGH THE
IT IS PURIFIED, KNOW HOW INTO THREE PARTS. FIRSTLY THE POLLUTANTS SYLLABUS REQUIREMENTS VERY WELL, ONLY
WATER IS PURIFIED AND THAT ARE IN WATER BEFORE IT IS TREATED, COVER THE FIRST THREE PAGES AS THE FOURTH
SOME OF THE POLLUTANTS SECONDLY HOW THE WATER IS POTENTIALLY PAGE IS COVERED IN THE NEXT SECTION.
STILL PRESENT IN THE PURIFIED AND THIRDLY WHAT POLLUTANTS
WATER WE DRINK. ARE STILL IN THE WATER AFTER PURIFICATION.
CANDIDATES NEED TO EITHER AS A CLASS PRACTICAL OR AS A DEMO HTTP://WWW.PRACTICALCHEMISTRY.ORG/EXPERI

UNDERSTAND SOME OF THE THE STUDENTS CAN OBSERVE THE WHITE MENTS/27-JULY-07-SILVER-AND-LEAD-
TESTS TO DETERMINE THE PRECIPITATE OF BARIUM SULPHATE FORMED HALIDES,117,EX.HTML THE OPTIONAL PART OF
DISSOLVED IONS PRESENT WHEN BARIUM CHLORIDE IS ADDED TO A THIS EXPERIMENT COVERS THE TESTING FOR
IN WATER AND THE WORD SOLUTION OF SULPHATE IONS (CHECK CHLORIDE, BROMIDE AND IODIDE IONS.
AND BALANCED SYMBOL HAZCARDS FOR SAFETY).
EQUATIONS FOR THESE FOUNDATION AND STANDARD TIER STUDENTS
REACTIONS. NEED TO BE ABLE TO WRITE WORD EQUATIONS
FOR THESE REACTIONS WHEREAS HIGHER
TIER STUDENTS NEED TO BE ABLE TO WRITE
BALANCED SYMBOL EQUATIONS.
© OCR V1.1
Sample Lesson Plan
GCSE Gateway Science Chemistry B J264
Module C4: The Periodic Table
Item C4a: Atomic structures
OCR recognises that the teaching of this qualification above will vary greatly from school to school and
from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be
subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson

Objective 1 Research the development of scientists understanding of the structure of the atom as we
know it now F/H
Recap of Previous Experience and Prior Knowledge
Some students may have covered aspects of atomic theory before, but there is usually a wow factor when
the size and areas of emptiness within an atom are first given to the students. An explanation of the amount
of atoms implied by the Avogadro number also is usually met by disbelief.
© OCR V1.1
Page 16 of 19 GCSE Gateway Science Chemistry B J264 Module C4: The Periodic Table
Time Learning activities
in Resources Assessment
mins Teacher Pupil
Introduction/Starter
5 Ask the students individually or in pairs to draw Individually or in pairs students draw their picture of the atom, Whiteboards What have the
what they think an atom looks like up close, ask some will have little or no idea, some may have a more realistic students
them what shape the various parts are and ask idea remembered
them to label these parts from KS3 and
what is their prior
knowledge
Main
Whiteboards How far can the
5 Introduce the words electron, proton and neutron. Students label their diagrams and predict the charges on these
students explain
Ask the students if they have not already done so particles, dependent upon their ability they could also predict the atomic structure.
to label the parts of their diagrams with these masses, why have they made these predictions?
terms.
Dependent upon the ability of the group it might be
possible to introduce some of the properties of
these particles.
5 Explain that the structure of the atom as we know Students split into groups of four and agree their roles, then http://www.bbc.co.uk/learningzone/clips/at
it has developed over many years with each begin to research their specific discovery oms/all/all/all/page-1.html?
pagesize=12&format=list is a good
discovery the model changed. Explain to the
introduction to the research
students they are going to research single
discoveries and present back to the class their
finding in a three minute presentation.
Split the students up into groups of four, two
researchers, one person to set up the presentation
and one person to deliver it. Stress they are all
working together on this as they all need to
understand each part.
© OCR V1.1
mins Teacher Pupil
20 Question the students as they research the work Research and prepare their presentations for the rest of the http://www.bbc.co.uk/schools/gcsebitesize Can the students
ensuring they are all involved class /science/add_gateway/periodictable/atom work as a group
srev1.shtml gives good background
with defined roles
information.
to prepare a
http://dl.clackamas.edu/ch104-
presentation
04/dalton's.htm is a good introduction to
Dalton
http://www.visionlearning.com/library/mod
ule_viewer.php?mid=50 is a good
introduction to J. J. Thompson
http://www.rsc.org/chemsoc/timeline/page
s/1911.html is a good introduction to
Rutherford
http://csep10.phys.utk.edu/astr162/lect/lig
ht/bohr.html is a good introduction to Bohr.
All of these sites however are
interchangeable as they each have
information on all the scientists and how
the theories are interlinked, so the
students will gain insight into the other
discoveries as they do their own research
15 Be prepared to probe the students with questions Present their three minute presentations to rest of class. When Whiteboard Assess how well
if they do not get questions from the rest of the not presenting they should be making notes or questioning students have
class to check their understanding others who are presenting A summary from each group can be researched and
posted on a timeline on the board/wall their
understanding of
the
developments.
© OCR V1.1
mins Teacher Pupil
5 Review the development of atomic structure Reference to students presentations, you

highlighting the findings of the students so may wish to ask some of the groups to
allowing the students to have a coherent review their findings at this stage.
understanding of the work.
Make the link to the fundamental scientific
processes in this activity illustrating how scientific
ideas developed and changed over time with each
new piece of evidence.
Consolidation
Check
5 Set the homework which is a timeline of the Internet
understanding
development of atomic structure from the research
the class has presented and the research they will
carry out at home
Homework:
Timeline
URLs for clips:

Clip 1 http://www.bbc.co.uk/learningzone/clips/atoms/all/all/all/page-1.html?pagesize=12&format=list
Clip 2 http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway/periodictable/atomsrev1.shtml
Clip 3 http://dl.clackamas.edu/ch104-04/dalton's.htm
Clip 4 http://www.visionlearning.com/library/module_viewer.php?mid=50
Clip 5 http://www.rsc.org/chemsoc/timeline/pages/1911.html
Clip 6 http://csep10.phys.utk.edu/astr162/lect/light/bohr.html
Key words:
Periodic, Dalton, J. J. Thompson, Rutherford and Bohr
© OCR V1.1

Module c4 The Periodic Table Scheme of Work and Lesson Plan

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Suggested Teaching Time: 2.5 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 2.5 Hours

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Suggested Teaching Time: 2.5 Hours

SUGGESTED TEACHING AND HOMEWORK

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SUGGESTED TEACHING AND HOMEWORK

CANDIDATES SHOULD BE CANDIDATES CARRY OUT FLAME TESTING ON HTTP://WWW.PRACTICALCHEMISTRY.ORG/EXPERI

Suggested Teaching Time: 2.5 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 2.5 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 2.5 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 2.5 Hours

SUGGESTED TEACHING AND HOMEWORK

CANDIDATES NEED TO EITHER AS A CLASS PRACTICAL OR AS A DEMO HTTP://WWW.PRACTICALCHEMISTRY.ORG/EXPERI

Item C4a: Atomic structures

Lesson length is assumed to be one hour.

Learning Objectives for the Lesson

Recap of Previous Experience and Prior Knowledge

5 Review the development of atomic structure Reference to students presentations, you

URLs for clips:

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