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AQA GCSE Science: C1a 1.1 Atoms, elements, compounds – can I explain these?
AQA Specification Link
• All substances are made of atoms. A substance that is made of only one sort of atom is called an element. There are about 100 different elements.
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Elements are shown in the periodic table. The groups contain elements with similar properties.
• Atoms of each element are represented by a chemical symbol, e.g. O represents an atom of oxygen, Na represents an atom of sodium.
• Atoms have a small central nucleus around which there are electrons.
• When elements react, their atoms join with other atoms to form compounds. This involves giving, taking or sharing electrons and the atoms held
together by chemical bonds. (No further knowledge of ions, ionic or covalent bonding is required for this unit.)
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn: • Special needs. Students could
All Lesson structure use worksheets’ information
• Elements are made of only Starter about elements and compounds.
one type of atom. 5,4,3,2,1 – Ask students to list 5 solid elements, 4 metal elements, 3 non-metal They can cut these up and stick
• Elements are shown in the elements, 2 gaseous elements at room temperature, and 1 liquid element at room them in their books in the correct
periodic table. temperature. This task draws on the idea that most elements are solids at room sequence.
Most temperature and most are metals. (10 minutes) • Learning styles
• Symbols and formulae can Kinaesthetic: Handling different
be used to represent Main – Teacher Exposition elements, some need to be in
elements. • Some students may not have had the opportunity to handle elements, apart from sealed containers if they are
metals that they use in their everyday life. Separate the class into groups of about 5 liquids, gases or hazardous.
Some students. Give each group of students sealed samples of different elements. The Visual: Show the Interactive C1a
• Atoms may bond to form students should then be instructed to order them in different ways. Each group can 1.1 ‘The Periodic Table’ on a
compounds. feed-back to the class how they ordered the elements (possible orders include: state, large screen. Use it to highlight
colour, metal/non-metal, hazard). Draw out from the students, using questions and differenct sections such as metals
answers, that there is a finite number of elements – about 100. Challenge the students and non-metals.
to think about how we get the infinite variety of materials in the world. This should Auditory: Playing the elements
lead onto a discussion of compounds and bonding. – Show PT (e-science has a good song. Intrapersonal: Using
example) information from the lesson and
• Students often struggle with defining elements and compounds – explain in simple their personal experiences to
terms relating back to work covered in SATS decide on their favourite element.
The student should create a two-column (element, compound) table in their book. Interpersonal: Working in groups
Different images representing elements and compounds and the definitions of these to sort the elements.
two words, can then be given to the student to put into their table. • Homework. Students could find
out a fascinating fact about an
Get pupils to stick in Periodic Tables into their books element of their choice.
Teacher explains thata single atom is made up of an atom – relate a He atom from PT • ICT link-up. Play the elements
to a drawing of its structure (pupils don’t need to know about shells etc at this stage) song (this also has a flash
animation): www.
Pupil development privatehand.com/flash/elements.h
Pupils look at elements and try to group them tml
Pupils stick in PT and identify some of the elements
Pupils write definition of element and a compound and draw a diagram of a simple
atom
Plenaries
Code breaker – Ask the students to use the periodic table to decode this hidden
message: Carbon, radon, carbon, potassium, thorium, einsteinium, yttrium, M, boron,
oxygen, L, sulfur. (CRaCKThEsYMBOLS) (5 minutes) This could be extended by
getting the students to write their own secret message. (10 minutes)
Learning Outcomes Activities and extensions
Most students should be able to: • Each student can be assigned a different element. They are
• State a definition for elements. then given a piece of card to draw a diagram of that atom,
• Recognise names, symbols and diagrams of elements or compounds. labelling the sub-atomic particles and a fascinating fact about
• Label the sub-atomic structure of an atom, when the key words are given. that element. These cards can then be used to make a display in
• Find symbols for elements in the periodic table. the classroom.
• Describe briefly what a chemical bond is. • Mobiles of atoms can be created. A 5 cm diameter circle and
a ring should be drawn onto a piece of card. The rings need to
Some students should also be able to: be drawn so that the circle fits inside and a gap is left between
• Give examples and draw diagrams to explain the difference between elements and them e.g. inner diameter of 13 cm and outer diameter of 15 cm.
compounds. The student cuts out the template, and draws on sub-atomic
______________________________________________________________________ particles, using colours to highlight the charges. They could be
Equipment encouraged to find out an interesting fact and write it on
Variety of elements in sealed glass containers – label of element on outside another piece of card (10cm_5cm). String and tape is then used
Variety of compounds in sealed glass containers – label of compound on outside to join the fact to the ring (electron shell), the ring to the circle
(nucleus) and that to the top part of the ring. Excess string
Class set of Periodic Tables (KS4) and check teacher has glue sticks to stick into books should be available at the top to suspend the mobile. Note to be
chemically correct, the students can only complete a mobile of
H or He at this stage; to complete large atoms, additional rings
need to be added.
AQA GCSE Science: C1a 1.2 Limestone it really is very very useful!
AQA Specification Link
• The formula of a compound shows the number and type of atoms that are joined together to make the compound.
• Limestone, containing the compound calcium carbonate (CaCO3), is quarried and can be used as a building material.
• Calcium carbonate can be decomposed by heating (thermal decomposition) to make quicklime (calcium oxide) and carbon dioxide.
• Limestone and its products have many uses, including slaked lime, mortar, cement, concrete and glass.
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to consider and evaluate the environmental, social and economic effects of exploiting limestone and producing building materials from it.
Learning Teaching / Learning activities (including How Science Works) Teaching suggestions
Objectives • Special needs. Key-word bingo can
Students should learn: Lesson structure be used to reinforce the key words.
ALL Starter • Learning styles
• Limestone is used to • Characteristics – Ask the students to consider what the following substances have Kinaesthetic: Handling limestone,
make a variety of building in common: limestone, marble, chalk and calcium carbonate. [They are all made up calcium carbonate, sand, mortar,
materials. mainly of the same compound – calcium carbonate.] This task could be expanded to cement and glass to physically
Some think about other groupings of these substances, e.g. chalk and limestone are compare the properties.
• Limestone can undergo sedimentary rocks, whereas marble is metamorphic and calcium carbonate is a pure Visual: Creating an A-map, the
thermal decomposition compound, and not a mixture and therefore not a rock. (5 minutes) resulting diagram is a useful aid for
and this is important to visual learners.
making things from Main – Teacher exposition Auditory: Giving feedback to other
limestone Show the Powerpoint from e-science (page 140) – Limestone students about their work.
Intrapersonal: Assimilating
• Using the text book for information, students create an A-map to demonstrate how information to make their own A-
limestone can be used to create different building materials. They should select three map.
colours. In the centre of the page, in one colour only, they should write the word Interpersonal: Looking at other
‘limestone’ and draw a small image that might help them to remember this word. students’ work and giving feedback.
This colour is then not used again. The second colour then is used to create four long • Examiner’s tips. Recognise and
wavy lines. understand the formulae of the
compounds and the symbol equations.
Following the contour of the line, they should write ‘formation, glass, cement, • ICT link-up. Excel can be used to
thermal decomposition’ on separate lines, each including an image. The idea is then create pie charts to show the
added to, with a third colour, again with wavy lines. Each line should contain key composition of different types of
words or phrases to summarise that branch of thought, and include an image to help glass. See for example
them remember. Encourage the students to complete one branch before moving to www.britglass.org.uk
the next.
If this is to challenging use worksheet 10.4.18 important uses of limestone
There is a good video clip (20 mins) in Science Videos, follow this link –
Limestone??
Either run through the spread 140/141
or
• Often it is clear that students are confused about the scientific
language, what it means and how it can be used. Students could
write the key words (highlighted in the text) in their exercise book.
They then need to summarise the explanation of that word to just one
sentence. As an extension, they could be encouraged to use each of
the key words in a sentence – possible H/W
Pupil development
Pupils have a go at making own flow diagram or complete w/s 10.4.18
Pupils watch video
Pupils
Plenaries
AfL (Assessment for Learning) – Ask students to look at and comment on other
students’ A-maps. (10 minutes)
or
Play key-word bingo – The students should choose three of the following key
words: ‘limestone, calcium carbonate, cement, concrete, glass, quicklime, calcium
oxide, thermal decomposition, calcium oxide’. These can be written in the back of
their exercise books, or on a pre-made bingo card that has spaces for the students to
write in. Explain the word, and the student crosses it off (if they chose it). The first
student to cross off all of the words may get a reward! (10 minutes)
Learning Outcomes Activities and extensions
Most students should be able to: • Flash cards of the key words could be created. Hold up
• Recognise that limestone is a building material and state that it can also be used to make the key word, and a student tries to describe it to you,
glass, cement and concrete without saying the word.
• Write the formula of calcium carbonate. • As a data research piece, students could be encouraged to
find out how Pyrex glass is different to soda glass.
Some students should also be able to: • Students could be encouraged to find some old windows
• Explain a use of thermal decomposition of limestone. and look closely at them to notice any differences between
new and old glass. [Hopefully they will notice that the old
Equipment glass is thicker at the bottom than the top, due to the glass
having been pulled down by gravity over many years.]
Worksheets • Students could find out where limestone comes from
worksheet C1a 1.2 important uses of limestone x30 [quarrying]. The students could then detail positives and
negatives about where quarries are sited. This can be
extended to carry out a debate, with different students
given the role of different interest groups presenting their
character’s views on whether or not a quarry needs to be
expanded in an area of outstanding natural beauty.
• A PhotoPLUS resource, C1a 1.2 ‘Limestone’, is available
to use on the GCSE Science CD.
AQA GCSE Science: C1a 1..3 Thermal decomposing carbonates – which can be split? (if full invest will take 2 lessons)
AQA Specification Link
• No atoms are lost or made during a chemical reaction so the mass of the products equals the mass of the reactants and we can write balanced equations
showing the atoms involved.
• Carbonates of other metals decompose on heating in a similar way.
• Atoms and symbols are used to represent and explain what is happening to the substances in chemical reactions.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching
Students should learn: Lesson structure suggestions
All Starter Gifted and talented.
• Most metal carbonates will Recap – Ask students to recall: These students could be
undergo thermal • The lab test for carbon dioxide. [Lime water turns cloudy.] encouraged to make
decomposition. Demo eliciting ideas of what should happen (5 minutes) predictions about other
Most metal carbonates and
Explain what thermal Main – Teacher exposition how they would react.
decomposition is • Split the class into groups of two or three. Give each group two different types of carbonate Students could be
• Atoms are rearranged in a to study. Initially ask the students to look at them and describe their appearance. They can encouraged to use the
chemical reaction. then complete the thermal decomposition practical and record their results in an appropriate reactivity series to make
Some table. Students could then share their results with other groups to obtain a full set of results. a more in depth
• Conservation of mass occurs • Encourage students to attempt to write a general equation for the reaction. prediction.
in a chemical reaction. [metal carbonate→carbon dioxide + metal oxide] • Learning styles
• You can carry out the practical as an investigation to see which carbonates decompose most Kinaesthetic:
easily when heated. Either use Sc1 KS3 planning sheet or work sheet C1a 1.3 from e- Completing the
science practical on metal
carbonates reacting with
This will introduce students to the parts of ‘How Science Works’ dealing with different types acids.
of variable, taking measurements and evaluating experimental design. For example, you Visual: Observing the
could ask ‘How can you time exactly when the lime water goes milky? Is it possible to make reaction and noting
this consistent for each carbonate tested?’ Students could be encouraged to consider if the down their observations
practical was a fair test, and how it could be improved. in a table.
• Students should have been introduced to balancing equations in Year 9. However this skill Auditory: Listening to
remains problematic to many. Therefore, demonstrate balancing equations on the board and the teacher
give the students some examples to attempt themselves. They could also annotate what demonstrating how to
observations they would expect to note if they were doing the reaction. balance symbol
• For students struggling with atoms being rearranged in a chemical reaction, molecular equations.
model kits can be used. Using the molecular model kits, a model of a metal carbonate could Intrapersonal:
be made and put on the left of the table (reactant). Then carbon dioxide and the metal oxide Balancing symbol
can be made and put on the right of the table (products). Explain that atoms can’t be created equations.
or destroyed, only rearranged to make the actual products formed. Interpersonal:
Evaluating and giving
Use e-science Equations to further get over idea about equations feedback about
experiments.
Pupil Development • Homework. Give
Pupils complete the investigation students some more
Pupils write a general equation for the reactions observed symbol equations to
balance.
Plenaries • ICT link-up. Flexi-
Chemical equations – Ask students to complete the following equations: (answers in cam, or a web cam, can
brackets): be used to film the
calcium carbonate→ reactions and show
[magnesium carbonate] → them on an interactive
[CuCO3] → whiteboard. Use the
(5 minutes) Interactive, C1a 1.3
Summary – Ask the students to write down a summary of thermal decomposition of metal ‘Equations’ to find out
carbonates, this should include a definition and general equation. (10 minutes) [For example, about balancing
thermal decomposition is using heat to break down a substance. The general equation for the equations – available on
thermal decomposition of a metal carbonate is: metal carbonate→metal oxide+carbon the GCSE Science CD.
dioxide]
Learning Outcomes Practical support Activities and
Most students should be able to: Starter demo extensions
• List examples of metal carbonates that react similarly to limestone, when they Limewater, straw and a testube • Give each group of
are heated, and the general products that they make. Investigating carbonates students a molecular
• Write word equations to describe thermal decomposition in a metal carbonate. Equipment and materials required model kit. Ask them to
• Identify that mass is conserved during a chemical reaction. show you an oxygen
Worksheet: C1a 1.3 9 (x30) or KS3 Sc1 atom (one red sphere),
Some students should also be able to: planning sheet then a carbon atom (one
• Detail thermal decomposition of metal carbonates, in a balanced symbol black sphere), then the
equation. Boiling tube, bung with delivery tube, compound carbon
spatula, test tube dioxide (two red
_________________________________________________________________ spheres joined to one
samples of metal carbonates (e.g. calcium black sphere). This
DETAILS ABOUT PRACTICAL carbonate, sodium carbonate – irritant, activity can reinforce
Put about 1 spatula of a metal carbonate to be tested in a boiling tube. Clamp into potassium carbonate – harmful, scientific language, and
position, and fit the bung and delivery tube. Half fill the test tube with lime water magnesium carbonate, zinc carbonate and many other examples
and place into the rack. Angle the end of the delivery tube into the test tube. copper carbonate – harmful); lime water – could be made for this
Using the Bunsen burner heat the carbonate, and observe the lime water. If the irritant. subject spread.
lime water goes cloudy, then carbon dioxide has been produced and thermal • Students could find
decomposition has taken place. Repeat with other carbonates to compare results. An electric balance and measuring out one use for each of
Wear eye protection throughout the practical and be aware that the boiling tube cylinders will be needed if the practical is the metal carbonates
will still be hot when heating is ceased. Remove end of delivery tube from lime to be carried out as an investigation into studied in the lesson.
water when heating is stopped to prevent ‘suck back’. the ease of thermal decomposition.
Safety: CLEAPSS Hazcards 61, 108, 26.
Lime water – CLEAPSS Student Safety
Sheet 32.
When heated CaCO3 to make CaO – CaO
is corrosive!
AQA GCSE Science: C1a 1.4 Quicklime and slaked lime – what are these and why do I need to know about them?
AQA Specification Link
• Quicklime (calcium oxide) reacts with water to produce slaked lime (calcium hydroxide).
• Limestone and its products have many uses, including slaked lime, mortar, cement and glass.
• Atoms and symbols are used to represent and explain what is happening to the substances in chemical reactions.
Learning Teaching / Learning activities (including How Science Works) Teaching suggestions
Objectives Lesson structure • Special needs. Provide
Students should learn: Starter diagrams of each stage of
All Chemical formula – Ask students to look at the following formulae and find their chemical the limestone cycle, but in
Describe the thermal and common names: the wrong order. Before
decomposition of • CaCO3 [calcium carbonate, limestone/chalk/marble] students start the practical,
limestone • CaO [calcium oxide, quicklime] they cut and stick these to
most • Ca(OH)2 [calcium hydroxide, slaked lime/lime water when in solution] create a pictorial method.
• What slaked lime is and • CO2 [carbon dioxide] (10 minutes) • Learning styles
how it is produced. Kinaesthetic: Completing
• The processes involved Main – Teacher exposition the practical to show the
to make lime mortar. • Introduce the idea of a limestone cycle. Draw a brief outline of the cycle on the board or limestone cycle.
use the animation C1a 1.4 ‘Quicklime and Slaked lime’ from e-science. Explain to the Visual: Completing a flow
students that they are going to complete a number of experiments to follow the cycle. chart to summarise the
Show pupils the worksheet Limestone cycle C1a 1.4 – relate to worksheet 10.4.18 important limestone cycle, the
uses of limestone completed a few lessons before. resulting diagrams will help
• Split the class into groups of two or three and ask each group to complete the practical – visual learners remember
instruction on page 144 - Encourage students to note down any important observations and the complex steps.
try to label the type of reaction occurring in each part of the cycle. Auditory: Playing Taboo
with key words (where
• Once the practical has been completed, or using the textbook for information, a students try to verbally
comprehensive flow chart of labelled diagrams to show the limestone cycle completed as a explain a key word, without
practical in a lab could be made. Higher attaining students may wish to add on balanced saying the forbidden
symbol equations for each transition. vocabulary).
Interpersonal: Generating
Run through spread on page 144-5 symbol and word equations
from observed reactions.
Pupil Development Intrapersonal: Evaluating
Pupils complete practical and can explain the steps to make quick and slaked lime and giving feedback about
experiments.
Plenaries • Homework. Ask students
Can you spot Thermal decomposition? How can you tell – what rules can you apply? to draw a labelled diagram
Write on board these equations, which is thermal decomposition? And do they need of a limekiln and write full
balancing (higher) equations to demonstrate
what is happening.
Mg + O2 MgO • ICT link-up. Search the
CuCO3 CuO + CO2 web and show students
N2 + H2 NH3 images of limekilns.
CaCO3 CaO + CO2
CH4 + O2 CO2 + H2O
Learning Outcomes Practical support Activities and extensions
Most students should be able to: Reactions of limestone • Students could find out how
• Give an example of a use of slaked lime and Equipment and materials required parts of the limestone cycle are
mortar. carried out in industry, e.g.
• Describe the production of slaked lime in word Worksheet: C1a 1.4 x30 thermal decomposition of
equations. Class set; limestone occurs in a limekiln.
• Recall how mortar is made. two boiling tubes, fluted filter paper, filter funnel, glass rod, • Mortar is a mixture. Challenge
test tube rack, calcium carbonate, dropping pipette, straw the students to find out why a
Some students should also be able to: (clean) mixture is used [to improve the
• Write a balanced symbol equation for the mortar’s properties] and what
production of slaked lime. proportions of different materials
• Give a balanced symbol equation for the Details are added to the cement to make
production of mortar when reactants and products Place a piece of calcium carbonate onto the gauze, which mortar. Possible sources of
are named. should be mounted on a tripod. Turn the Bunsen burner to a information are DIY shops.
blue flame, and direct the tip of the blue cone onto a corner of • Gypsum is added to cement, ask
the calcium carbonate. As the Bunsen burner will need to be the students to find out what it is
directed at the calcium carbonate, it will need to be picked up [calcium sulfate, CaSO4] and
off the bench so extra care should to be taken. First calcium why it is added [increases the
carbonate will glow red/orange, then a whiter orange. Once setting time].
part of the material glows white for a few minutes, turn off the
Bunsen. After heating, the thermally decomposed calcium
carbonate holds its heat for a long period of time. Also the
calcium products are all basic and should not be touched with
hands. Using the tongs, transfer the product to a boiling tube,
add a few drops of water and observe. Then add about a third
of the boiling tube of water and shake gently. When water is
added to the calcium oxide, it will often spit calcium
hydroxide, so eye protection must be worn, and if the
compound touches the skin it must be washed off immediately.
Filter the mixture, and keep the filtrate (lime water – irritant).
Carefully take a straw and submerge into the lime water and
blow gently. The solution should turn cloudy, completing the
limestone cycle.
Safety: CLEAPSS Hazcard 19. Lime water CLEAPSS
Student Safety Sheet 32.
When heated CaCO3 to make CaO – CaO is corrosive!
• Water is produced as steam.
• Small particles of insoluble calcium carbonate are formed
and are suspended in the solution.
AQA GCSE Science: C1a 1.5 Cement, concrete and glass – without these we would be much colder (and Architecturally better off?)
AQA Specification Link
• Limestone and its products have many uses, including slaked lime, mortar, cement, concrete and glass.
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to evaluate the developments in using limestone, cement, concrete and glass as building materials, and their advantages and disadvantages over other
materials.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn: • Gifted and talented. These
• How cement is made. Lesson structure students could be encouraged to
• What is used to make Starter make predictions about the
concrete. List – Ask students to list the properties of cement [opaque, hard], concrete [opaque, effect of different compositions
• How glass is made. hard, can be load bearing i.e. strong] and glass [can be transparent or translucent, brittle, on the properties of cement and
hard, semi-solid]. (5 minutes) mortar.
SOME Anagrams – meetcn [cement], noteccre [concrete], Plantdor [Portland], sslag [glass], • Learning styles
Environmental impact of a toneemils [limestone]. (5 minutes) Kinaesthetic: Students acting
quarry on the environment out the storyboards that they
Main – teacher exposition have created. (Lower ability
• Using the textbook and everyday experiences, the students could create a table with students may need to have
three columns labelled cement, concrete and glass. Each column should include the raw storyboards provided by the
materials to make the product, a use and which properties make it suitable for that teacher, and they could
particular use. This encourages students to evaluate which properties make a material fit improvise.)
for each purpose. Visual: Trying to unscramble
the anagrams written on the
Run through the spread pages 146/7 and /or revisit Limestone video – uses board. Auditory: Listening to
Possible extra activity: other students giving
• For a more creative approach to this work, students could pretend to work for Portland presentations. Intrapersonal:
museum and that they have been asked to design a historical/scientific museum display. Evaluating properties to ensure
• Split the students into four groups: one is responsible for the historical development of that a limestone product is fit
cement, glass and concrete; the other groups detail the properties, uses and outline the for a purpose.
basic production for cement, concrete and mortar. They must design their part of the Interpersonal: Working in teams
display including visuals/scripts. to create a museum display.
• If they are to use speech/videos, then storyboards need to be produced. Also they need • Homework. Find out
to produce a list of artefacts that they would like on display. examples of different types of
• As an extension, the students could actually make their ideas and it could be used in the glass and their contents, e.g.
classroom as an exhibit. soda-lime [65% sand, 13%
sodium carbonate, 12%
The environmental effects of a limestone quarry and its impacts on local communities limestone and 10% cullet/re-
and I am exploring a possible extra lesson debate for this – have a look at this for cycled glass].
possibilities: • ICT link-up. Using the
www.virtualquarry.co.uk Internet, look at the range
history of cement making, e.g.
Pupil Development www.castlecement.co.uk
Pupils can describe the different/useful properties of the above materials
Can explain simply how they are made from limestone
Plenaries
True or false – Read out these statements and ask if they’re true or false:
• Lime mortar can set under water. [False]
• The Roman method for making underwater mortar was used in the seventeenth century.
[True]
• Portland cement is a mixture. [True]
• Recent developments in glass are allowing building innovations. [True]
• Concrete is poor at resisting forces. [False] (5 minutes)
Learning Outcomes Practical support Activities and extensions
Most students should be able to: POINTS • Encourage students to make
• List some uses of cement and the materials needed to make it. their own glass-like substance
• Describe how concrete is made and list the properties of this material. using borax. (See practical
• Describe how glass is made and identify the materials needed to make it. support.)
• Ask students to consider the
Some students should also be able to: impact of this type of industry
• Evaluate uses of cement, concrete and glass over other materials to do a in an area. Different students
particular job. could be given characters (e.g.
local resident, local councillor,
Impact on the environment of a quarry local unemployed person, MP,
cement company, local glass
artist, etc.). They then could
critically consider whether the
character would be for or
against the industry, and a
debate could be held.
AQA GCSE Science: C1a 1.6 Building materials- from old to new OPTINAL (EXTRA LESSON TO EXTEND PUPILS OR do summery
questions on page 150/151
AQA Specification Link
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to evaluate the developments in using limestone, cement, concrete and glass as building materials, and their advantages and disadvantages over other
materials.
Teaching suggestions
Comparing building materials – Students need to develop an appreciation of the use of building materials and their development. You could give them a
piece of A3 paper and ask them to fold it in half. On one side of the paper they could draw a diagram of an ancient house. This image could then be
annotated with the building materials used. The second half of the page could be a drawing of a modern building, again annotated with the building
materials. To extend the activity, the materials used in both diagrams could be underlined in blue, whereas ancient-only materials in yellow, and modern
materials in red. Also, samples of the different building materials could be given to the students to allow them to be handled. An electronic resource, C1a
1.6 ‘What did people build with first’, from the GCSE Science CD can be used here.
Spider diagram – Using the Student Book as a source of information, a spider diagram entitled ‘Building materials’ could be created. The students should
be encouraged to detail the strengths and drawbacks of each material, stating if it is modern or ancient and giving an example of a use.
Guess the material – Separate the class into groups of seven and give out a pack of cards. Each card should be like a name card for a party with one of the
following words written on: stone, concrete, wood, glass, mortar, cement, plastic. The students should not look at their card they have been given, but
secure it, so that it faces the rest of their group. They then must ask questions, to which the others can only answer, ‘yes/no’ in order to guess which
material they are.
Extension
Makeover advice – Small groups could work on producing advice for a couple on how to makeover their house. This could then be acted out, or a
magazine article prepared.
Homework
Timeline – Students could create a timeline, to show the advances in building materials. They could surf the Internet to print-off images to illustrate each
building material.
Learning styles
Kinaesthetic: Handling different building materials.
Visual: Drawing their own spider diagram that will aid visual learners to memorise this topic.
Auditory: Listening to responses in ‘Guess the material’.
Intrapersonal: Making the timeline.
Interpersonal: Small groups working on producing advice for a makeover.
Gifted and talented
Groups of students could be given the task to design the next new advancement in building materials. They should produce a specification card, including
its advantages, disadvantages, dimensions and an image. This activity is useful for all types of learners.
Special needs
A partially finished spider diagram could be provided.
ICT link-up
There are Internet sites that contain balanced views about limestone quarries, such as: www.bbc.co.uk/scotland/education/ int/geog/ limestone/people_bank.
This could be used to allow a debate about limestone quarry sites.
AQA GCSE Science: C1a 2.1 Extracting metals – for less reactive metals
AQA Specification Link
• Ores contain enough metal to make it economic to extract the metal and this changes over time.
• Unreactive metals, such as gold, are found in the Earth as the metal itself, but most metals are found as compounds that require chemical reactions to
extract the metal.
• Metals that are less reactive than carbon can be extracted from their oxides by reduction in carbon, for example iron oxide is reduced in the blast furnace
to make
iron. (Details of the blast furnace is not required.)
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to consider and evaluate the social, economic and environmental impacts of exploiting metal ores, of using metals and of recycling metals.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn: • Special needs. Ask these
All Lesson structure students only to reduce one
• Explain where metals are Starter metal ore, e.g. copper
obtained from. Prediction – Show students samples of ores and ask them to guess the metal that they carbonate as copper is
Most contain. This should help students see that ores are usually mixtures of compounds and do studied later on in the
• Examples of how metals are not share the properties of the metals extracted from them. (10 minutes) specification. Reducing lots
extracted from the Earth. of different ores will just
Main – Teacher exposition confuse them.
• Show students a selection of ores and explain that the metal is locked up in a compound, • Learning styles
often an oxide. Ask the students to suggest how the metal could be released [through a Kinaesthetic: Lining up in
chemical reaction, some might mention reduction]. – explain the basic process of quarry order of reactivity.
crushreaction with carbon Visual: Observing reduction
• Explain that carbon can be used to ‘displace’ the metal as long as carbon is more reactive of metal ores.
than the metal you wish to extract. Auditory: Listening to
• Ask the students to consult the reactivity series and suggest which metals could be answers in questions and
extracted using this technique [e.g. zinc, iron, copper, lead] – can be projected from e- answers. Intrapersonal:
science page 152/3 or in book page 153 Completing the sentences.
Practical Interpersonal: Looking at
• Students, in small groups, can extract a metal from its oxide. They should be encouraged different ores and
to share their results and compare evidence collected by others. (This could be useful in discussing their
helping to explain why different people observing the same event ‘see’ different things – composition.
‘How Science Works’.) • Homework. Find out the
Use spread 152/3 to highlight the reactivity series of metals names of copper ore
• Ask students to make a poster detailing the reactivity series in their books. [malachite], iron ore
For higher pupils: [haematite] and gold ore
On the poster, they could highlight which metals can be reduced using carbon and include [trick question, it is a native
word equations for the metal oxide being reduced. metal].
• The native metals should also be detailed. At a later date, this poster could be re-visited
and the metals that are electrolysed could also be added. • ICT link-up. There are
some interactive exercises
Pupil Development about metal extraction on:
Pupils write a definition of an ore www.chemit.co.uk
Do experiment
Draw out reactivity series highlighting which metals are extracted by carbon
Plenaries
Complete the sentences – Ask the students to complete the following sentences
[suggested answers in brackets]:
• Metal ores are rocks that . . . [contain enough metal to make it economic to extract].
• Gold, platinum and silver are . . . [native metals].
• Reduction reactions are used . . . [to remove oxygen from a metal oxide]. (5 minutes)
Learning Outcomes Practical support Activities and
Most students should be able to: extensions
• List examples of native metals and metals found in ores. Demo at start: • Ask students to find
• Relate the method of extraction to the reactivity of a metal. Variety of ores, labelled with their name examples of different ores
• Identify a reduction process from a description of a reaction. and which compound it is
Equipment and materials required mainly made of, and so
Some students should also be able to: test tube tube plus test tube holders state which metal is
• Write a balanced equation to show the reduction of a metal oxide. evaporating dish, spatula, carbon powder, produced from it.
crucible, 1mol/dm3 HCl – irritant), • Ask students to consider
selection of metal oxides (e.g. copper oxide the environmental impact of
– harmful, iron oxide, aluminium oxide) metal extraction (e.g.
mining produces pollution;
Safety: Wear eye protection, ventilate a greenhouse gas is
room well, but use a fume cupboard if it produced during the
is available. Acid is an irritant and hands reduction process). This
should be washed after the practical. could be extended to
CLEAPSS Hazcards 47, 26, 56. include a discussion about
the social impact (e.g. local
Details jobs, noise pollution) and
Mix the metal oxide thoroughly with economic impact (e.g.
carbon powder as a 1:1 ratio. Put the increase in local tax
mixture into a test tube (or crucible secured payment, a lot of mining is
in a pipe-clay triangle) and heat strongly in completed by international
a blue Bunsen flame. Allow cooling and companies and the money
observe to see metal pieces. The pieces can often goes outside the
be washed, and almost ‘pan’ for the pure mining country’s economy).
metal. Alternately, if the reduced metal This is useful for
would react with acid e.g. magnesium, add introducing the societal
acid and, if fizzing occurs, then the metal aspects of ‘How Science
was produced. Heating magnesium oxide Works’.
with carbon will prove negative – no
fizzing. Allow the mixture to cool before
adding dilute acid.
The carbon is more reactive than copper (or
lead) so it can reduce the metal oxide,
leaving the metal element:
rbon
dioxide
2CuO + C→2Cu + CO2
AQA GCSE Science: C1a 2.2 Extracting iron – the classic basic extraction method!
AQA Specification Link
• Metals that are less reactive than carbon can be extracted from oxides by reduction with carbon, for example iron oxide is reduced in the blast furnace to
make iron. (Details of the blast furnace are not required).
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to consider and evaluate the social, economic and environmental impacts of exploiting metal ores, of using metals and of recycling metals.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn: • Special needs. These students
• That metals less reactive Lesson structure would probably benefit from
than carbon can be extracted Starter making a model blast furnace.
by reducing their oxides. Chemical equation – Ask students to look at the following equation and decide which This could be made using
• That iron is extracted in a substance is being oxidised and which is reduced and say how they decided: cardboard boxes and paint.
blast furnace. iron oxide+carbon monoxide→ Velcro can be used to attach
[Iron oxide is being reduced, as it loses oxygen; whereas carbon monoxide is being labels to different parts of the
oxidised, as it gains oxygen.] (5 minutes) model.
Chemical formulae – Ask students to find the chemical names of: • Learning styles
• Fe2O3 [iron oxide/haematite] Kinaesthetic: Making a mind
• CaCO3 [calcium carbonate/limestone] map (using the cards will appeal
• C [carbon/coke] (5 minutes) to kinaesthetic learners). Also
they might find that, as the
Main – Teacher expostion mind map develops, they may
• Studying the blast furnace introduces a lot of new words and ideas. However, stress need to change the positions of
the reduction of iron oxide in the furnace and the role of carbon (as no details of the some key words as they become
blast furnace itself are required). fundamental in the diagram.
Give out worksheet of the ’Blast Furnace’- 10.9.9a to be labelled up using the Visual: Watching a video on
book for help metal extraction.
Auditory: Listening to
• Often the scale of industrial chemistry is difficult to bring into the classroom, but feedback. Intrapersonal:
video clip helps. Students could watch a video on iron production, use video from clips Completing the paragraph.
in Science Videos – extraction of metals???? Interpersonal: Giving feedback
• Then the students could interpret information from the textbook pages 154/5 to other students on their mind
and video to create a flow chart to summarise the chemical reactions involved in the map.
reduction of iron ore to create iron. • Homework. Create a poster
on the blast furnace.
Pupil Development • ICT link-up. See how iron
Pupils label diagram of the blast furnace was and is extracted in the blast
Pupils explain the extraction process furnace game at:
http://www.bbc.co.uk/history/ga
Plenaries mes/ blast/blast.shtml or ask
AfL (Assessment for Learning) – Ask students to view another group’s mind-map students to search
and comment on their map. (See Activity and Extension ideas.) (10 minutes) www.bbc.co.uk for the game.
Complete a prose – Ask students to complete the paragraph:
A [blast] furnace is used to reduce [iron ore (haematite)]. The solid raw materials are
iron ore, [limestone] and [coke]. Coke is first [oxidised] to carbon monoxide, and this
gas [reduces] the iron ore. Limestone is added to remove the [impurities] and makes
[slag], which is used as [road] making material and breezeblocks. (10 minutes)
Learning Outcomes Activities and extensions
Most students should be able to: • Students could research the historical development of the blast furnace.
• State that iron(III) oxide and coke are used in the blast furnace. • Students could compare and contrast the reduction of iron ore and tungsten
• Explain, in terms of word equations the reduction of iron ore in a blast ore/zinc ore (which are also reduced using carbon).
furnace. • Students could colour in a map of the world to represent the production of
iron. They could use a darker colour for a high tonnage of iron produced per
Some students should also be able to: annum.
• Explain, in terms of a balanced symbol equation, the reduction of • Students could make their own model blast furnace.
iron(III) oxide in a blast furnace by carbon. • Students often compartmentalise information, so mind maps help them to
make links. Make cards 7cm by 3cm with key words: blast furnace, limestone,
___________________________________________________________ coke, haematite, calcium carbonate, carbon, iron oxide, hot air, reduction,
_______ oxidation, slag, impurities, iron, carbon dioxide, carbon monoxide. Split the
class into groups, and give them felt pens, a pack of key words and some Blu-
Practical equipment Tack. The students should then work as a team to produce a mind map. They
should stick a key word onto the sheet, then select another key word. This
Worksheets C1a2.2a and C1a2.2b becomes the first and last word of a sentence, which the students should then
connect with an arrow and write onto the arrows to create the sentence. Each
word can be connected to as many words as relevant.
AQA GCSE Science: C1a 2.3 Properties of iron and steels – why are they so useful and STRONG
AQA Specification Link
• Iron from the blast furnace contains about 96% iron. The impurities make it brittle and so it has limited uses.
• Removing all impurities would produce pure iron. Pure iron has a regular arrangement of atoms, with layers that can slide over each other, and so is soft
and easily shaped, but too soft for many uses.
• Most iron is converted into steels. Steels are alloys, since they are mixtures of iron with carbon and other metals. The different sized atoms distort the
layers in the structure of the pure metal, making it more difficult for them to slide over each other, and so alloys are harder. Alloys can be designed to have
properties for specific uses. Low carbon steels are easily shaped, high carbon steels are hard, and stainless steels are resistant to corrosion.
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to explain how the properties of alloys (but not smart alloys) are related to models of their structures.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn: • Gifted and talented. Ask
all Lesson structure students to find out the
• The properties of a typical Starter compositions of different
metal and wht pig iron is and List – Ask students to list as many properties of iron as they can think of, and one use that steels and then to identify a
how this limits its usefulness. draws specifically on that property [e.g. conductor of heat – saucepans; malleable – pattern in composition and
Most sculptures]. (5minutes) properties.
• That iron can be alloyed to • Learning styles
make it more useful. Main – Teacher exposition Kinaesthetic: Making model
Some Explain that iron out of the blast furnace is very soft and brittle (pig iron metal structures from
Can explain different alloys in because it was shaped like ‘pigs’ from the blast furnace) polystyrene balls and Blu-
terms of their structure and Quick practical where pupils can investigate the properties of metals – Tack.
how this effects their Visual: Demonstrating the
Pupils can handle a block of metal to discuss its properties – can they
properties different compositions of
identify these with the ones discussed in the starter? steel in a recipe book
format.
Explain the basic bonding of a metal (as the diagram on page 156) and Auditory: Explaining metal
this can be a demo with a tray and marbles properties using the soap
Explain idea that Steel in a hammer is an alloy– metal and a mixture of bubble model.
other elements and how the carbon effects its strength. – use e-science Interpersonal: Working in a
animation properties of iron and steel from pages 156/7 group looking at a bubble
raft. Intrapersonal:
Work through worksheet C1a 2.3 ‘how does structure effect Reflecting on the variety of
uses for different steels.
hardness’ • Homework. Ask the
students to list the
Either work through spread page 154/5 and answer Q’s or make a table of properties that both iron and
the different types of steel, their metals and properties steel share and then to list
the desirable properties that
Extension make steel more useful than
• Students need to appreciate that different proportions of constituents are used to make iron.
steels with a great variety of properties Ask students to create a recipe card for making
steel, include variations at the bottom of the card, to make different types of steel. You
need to follow a recipe to get a repeatable result. Possible H/W
• Ask students to create a
(• You could develop the concept of alloys by testing the suitability of different metal wires ‘lonely hearts’ column for
in making springs. Students can coil the wires into springs then test with slotted masses. each type of steel. More
Their investigations can provide data to plot extension against load graphs and to artistic students could
determine when elastic limit is exceeded. This can address any of the investigative aspects create the articles and a
of How Science Works. – WOULD NEED TO BE ORDERED!) display could be made.
Pupil Development
Pupils discuss/write down the properties of a typical metal
Pupils can explain these properties in terms of the metallic bonding and • ICT link-up. A number of
resources are available from
how an alloy has different atoms to change the properties
the Corus Group:
Plenaries
www.coruseducation.com
True or false? – Give each student a red and a green card. If the students think a statement
and other iron and steel
is true, they hold up the green card; if they think it is false, they hold up the red card. Ask
industry web sites.
them these true/false statements:
• Steel is a mixture. [True]
• All steels contain cobalt. [False]
• Stainless steels are expensive. [True]
• Stainless steels rust because they contain iron. [False]
• The chemical formula for steel is St. [False] (5 minutes)
Learning Outcomes Practical support Activities and
Most students should be able to: extensions
• List the properties of iron produced from the • Ask students to find out
blast furnace. Class Practical about BOC steel production
• Explain why steels are produced. and draw a labelled diagram
Variety of metals that pupils can handle
Worksheet C1a 2.3 x30 of the vessel needed to
Some students should also be able to: make steel.
• Explain why alloying changes the properties
of a pure metal in terms of its structure. Demo of metalic bonding
• Give examples of different types of steels, Hammer – to demo strength of an alloy
their chemical content and how their Tray with rubber mat with marbles – each marble represents an atom show
properties differ. how they can move to change
(Some teachers may ask for wires and masses for practical Sc1 in SOW
above)
AQA GCSE Science: C1a 2.4 Alloys in everyday use – WHAT MAKES THEM SO USEFUL?
AQA Specification Link
• Many metals in everyday use are alloys. Pure copper, gold and aluminium are too soft for many uses and so are mixed with small amounts of similar
metals to make them harder for everyday use.
• Smart alloys can return to their original shape after being deformed. Students should use their skills, knowledge and understanding of ‘How Science
Works’:
• to evaluate the benefits, drawbacks and risks of using metals as structural materials and as smart materials.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn: • Special needs. The metals
all Lesson structure and alloys listed in the text
• Alloys are more useful than Starter could be provided on
pure metals. Listing – Ask the students to look into the Student Book and make two lists: one of all the separate cards. Students
Most metals listed and one of all the alloys. [Metals – copper, tin, zinc, gold, aluminium, iron could physically sort them
Explain why alloys are used and silver. Alloys – bronze, brass and shape memory alloys (SMAs).] (5–10 minutes) into two groups and then
AND THEIR PROPERTIES copy them into their book.
• Smart alloys are shape- Main – Teacher exposition • Learning styles
memory metals. Kinaesthetic: Passing
RUN THROUGH SPREAD AND ANSWER q’S OR around the paper and
• Many different alloys exist, but the students need to focus on specific types. Split the unfolding it in the game
class into three groups. Each group is going to become the ‘experts’ on a different part of ‘consequences’ (this will
this spread: appeal to kinaesthetic
– Copper and its alloys learners).
– Gold, aluminium and their alloys Visual: Observing the
– SMAs. comedy spoon.
• Each group should produce an A5 set of notes about their topic, and a puzzle to check Auditory: Listening to
that the class have understood their work. They could also create a small presentation on presentations from other
the topic, maybe using PowerPoint®. students.
• In the following lesson, each group could deliver their presentation and their handout can Intrapersonal: Listing
be given to the class. The ‘experts’ are then on-hand to help with the activities. metals/alloys from the
• Alternatively, using the textbook PAGE 158/9 for their information, ask the students to textbook.
create a poster about alloys. On their poster the students should include a definition for an Interpersonal: Working at
alloy, an example of an alloy, its properties and a few uses. Their poster should also speed with a group to pass
include information about SMAs and a use. on the paper during
‘consequences’.
C1a 2.4 worksheet can be used • Homework. Ask students
to explain why alloys are
Plenaries more useful than pure
Summarise – Ask the students to write one sentence to include the following key terms: metals.
alloy, metal, SMA. [For example, SMAs, which are mixtures of metals, are the latest • ICT link-up. The Science
development in alloys.] Get feedback from different students. (5–10 minutes) Enhancement Programme
produce information for
teachers on new materials:
www.sep.org.uk
Learning Outcomes Activities and extensions
Most students should be able to: • Ask students to come up with an
• List reasons why alloys are more suitable than pure metals for specified applications. innovative use for a SMA.
• Recognise smart alloys and recall their main property. • Give students other examples of alloys,
e.g. solder and cupronickel. Ask the
Some students should also be able to: students to find out their composition,
• Give an application and critically compare a pure metal and an alloy in order to decide which material is best properties and uses.
for the job.
• Give examples of uses of smart alloys, explaining why the smart alloy is used.
________________________________________________________________________________________
_equipment
C1a 2.4 worksheet x30
METALS AND THEIR ALLOYS:
PROPERTIES AND USES OF STEEL C1a 2.4
A steel is an alloy that contains mainly iron, with some other elements added to it. Adding carbon
produces carbon steels. In this activity, you will look at the properties and uses of carbon steels
with different carbon contents.
1. Look at the graphs on Resource Sheet R2 ‘Properties of carbon
steels’. What are the effects of increasing the carbon content on the
following properties?
▪ strength
▪ increase in length before fracture
▪ hardness.
2. Use this information, to choose a suitable alloy for the following uses.
Application Alloy
A chisel – This needs to have a sharp edge that does not Mild steel
become blunt with use. It needs to be made from a very hard (0.15 – 0.30%
material. carbon)
Medium
Nuts and bolts – When these are screwed together and
carbon steel
tightened, they need to have some ‘give’ to make a tight fit.
(0.30 – 0.70%
They need to be made from a fairly ‘stretchy’ material.
carbon)
High carbon
An engine block for a car – This needs a material that is quite
steel
hard. However, because it is a large object, it needs to be
(0.70 – 1.40%
cheap, and it does not need to be very strong.
carbon)
Springs – These need to be made from a material that is both Cast iron
quite strong and quite stretchy - properties intermediate (about 3%
between those needed for a chisel and for nuts and bolts. carbon)
METALS AND SMART ALLOYS:
PROPERTIES OF CARBON STEELS C1a 2.4
These graphs show the results of tests on Increase in length before fracture
four different carbon steels and on cast iron. As the samples are pulled, they may stretch before they
Increasing the carbon content up to about fracture. This graph shows how much the samples
1.5% produces a regular change in the stretched before they broke. Alloys that have a greater
increase in length before fracture are more ‘stretchy’, and
properties of the steels. Cast iron has a high tend to be more able to be bent and shaped (more
carbon content (about 3%), and does not ‘ductile’).
follow this pattern; it is quite brittle, though it
is hard and cheap to make.
N.B The samples used for the first two
graphs were 27 mm long and 4.9 mm in
diameter.
Strength Hardness
This graph shows the maximum force that can be exerted This graph shows the results from a different test. An
on each sample before it fractures. (It is called the tensile object is dropped onto the surface of the material being
strength – the term ‘tensile’ means ‘under tension’, i.e. tested. The size of the dent is then measured – the
being pulled). smaller the dent, the greater the hardness.
Source: Data supplied by Dr Martin Carr, Department of Materials, University of Oxford.
AQA GCSE Science: C1a 2.4B – SMART ALLOYS – HSW investigation
AQA Specification Link
• Many metals in everyday use are alloys. Pure copper, gold and aluminium are too soft for many uses and so are mixed with small amounts of similar
metals to make them harder for everyday use.
• Smart alloys can return to their original shape after being deformed. Students should use their skills, knowledge and understanding of ‘How Science
Works’:
• to evaluate the benefits, drawbacks and risks of using metals as structural materials and as smart materials.
Learnin Teaching / Learning activities (including How Science Works)
g
Objecti Lesson structure
ves Starter -
Students
should Main – Teacher exposition
learn:
all
• Alloys
are more
useful
than pure
metals.
Most SMART ALLOYS: HOW AN ELECTRICAL
• Smart
alloys are /heat ACTUATOR WORKS
shape-
memory
metals.
One way of heating a smart alloy is to use an
electrical current. A smart spring can therefore be The spring gets hot. Don’t touch the
used as an electrical actuator – a device that can
move something when a current passes through it. In spring when a current is flowing or
this activity, you will use a one-way smart spring. It is
before it has cooled down.
similar to smart wire - it gets shorter when it is
heated, and can be pulled back to its original length
when it cools down.
Task A Lifting a load
1. When the power pack is off, the load is resting on the
clamp stand base.
2. Switch on the power pack (3 V d.c.). What happens to
the spring and the load?
3. Switch off the power pack and wait. What happens?
4. This is a one-way spring. What do you think would
happen if there was no load on it?
A smart spring has two advantages over smart wire. It
exerts a large force when it contracts, and it moves over
a large distance. This makes it useful in electrical
switching devices.
INVESTIGATE
What is the maximum mass that can be lifted by the
spring at 1v, 2V and 3v? – Construct an investigation
Task B Electrical actuators
6. How could you use a smart spring in the following?
● the central locking system in a car
● a artificial hand for a robot.
7. Can you think of other uses for a smart spring as an
electrical actuator?
Plenaries
Summarise – Ask the students to write one sentence to include the following key terms: alloy, metal, SMA. [For example, SMAs, which
are mixtures of metals, are the latest development in alloys.] Get feedback from different students. (5–10 minutes)
Learning Outcomes Equipment
Most students should be able to:
• List reasons why alloys are more suitable than pure metals for specified applications. Class set
• Recognise smart alloys and recall their main property. Smart alloy springs, slotted masses –
100g, powerpacks, leads and crock clips,
Some students should also be able to: 30cm rulers
•
• Give examples of uses of smart alloys, explaining why the smart alloy is used.
METALS AND SMART ALLOYS: HOW DOES
TEACHER INFO for
A SMART ALLOY WORK? inquisitive pupils!
Types of smart alloy
A smart alloy is able to ‘remember’ a shape, and return to it after it has
been deformed. Smart alloys are also known as shape memory alloys
(SMA). Different types of alloy change shape in different ways. In the
diagrams, ‘A’ is the remembered shape of the alloy, and ‘B’ is a different
shape that it can adopt.
Two-way alloys
Some smart alloys change their shape when they are heated and
when they cool down. These are called two-way alloys.
One-way alloys
Some smart alloys change shape when they are heated (going from
B to A), but stay the same when they cool down. These are called
one-way alloys. They need a force to make them change back to B.
Superelastic alloys
The shapes of these alloys are not affected by the temperature.
They need a force to change them from A to B, but will change back
to A when the force is released.
How does a smart alloy work? (continued)
A simple explanation
A smart alloy changes shape because of the way that the metal atoms
rearrange. What happens is quite complex, but a simplified explanation is
given below.
A familiar change – melting and freezing
To understand what smart alloys do, it is useful to think
first about something more familiar - the melting and
freezing of water.
Ice and liquid water are two states of the same substance
- water. If ice is warmed above the melting point, it melts to
a liquid. If this is then cooled below the melting point, it
freezes again.
One way of thinking of this is that ice is the low-
temperature form and water is the high-temperature form.
Smart alloys – changing from one form to another
A smart alloy has a low-temperature form and a high-
temperature form. For example, at room temperature, a
smart wire exists in form B. If it is heated above a certain
temperature, it changes to form A. When smart wire
changes from B to A, the atoms rearrange to a different
crystal structure. This makes the wire become shorter.
The point at which the alloy changes from one form to
another is called the transition temperature.
When a smart wire cools down, it still ‘remembers’ its
high-temperature form (A). If its shape is changed, for
example by stretching it, it will return again to its high-
temperature form when it is heated.
AQA GCSE Science: C1a 2.5 Transition metals.
AQA Specification Link
• The elements in the central block of the periodic table are known as transition metals. Like other metals they are good conductors of heat and electricity
and can be bent or hammered into shape. They are useful as structural materials and for making things that must allow heat or electricity to pass through
them easily.
• Copper has properties that make it useful for electrical wiring and plumbing. Copper is usually extracted by electrolysis. (No details are required of the
extraction process.) The supply of copper-rich ores is limited. New ways of extracting copper from low-grade ores are being researched to limit the
environmental impact of traditional mining.
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to consider and evaluate the social, economic and environmental impacts of exploiting metal ores, of using metals and of recycling metals.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn: • Learning styles
All Lesson structure Kinaesthetic: Removing key
• Where transition metals are Starter words from fun bags.
in the PT and their properties. Start by showing e-science Transition metal (p160/161) discuss Visual: Observing the
Most what and where the transition metals are – mark on their own PT experiments. Auditory: Listening
• That copper is used where they are to the other half of the class
extensively in modern life and explaining their method of
explain why it’s used Main – Teacher exposition extraction.
• Examples of how we extract Intrapersonal: Completing
Briefly explain the transition metals have the properties of a ‘Typical
copper. sections of the word search.
Some
metal’ explain these Interpersonal: Working in small
The environmental impact of Think about extraction of Cu from it ore groups marking fictitious student
large mines/quarries • Students should recognise, from earlier work in this unit, that the reactivity of responses to examination
metals affects the type of extraction method used. Explain that they will be extracting questions.
copper in a different way than before (reduction as in C1a 2.2) they will complete a • Homework. Ask students to list
different method of extraction. five items around the home, four
• Compare the two methods and their results, using questions and answers, to the items around school, three items
whole class. in the street, two items in a school
• Concepts from ‘How Science Works’ can be used to evaluate which method is bag and one item used every day,
better. Discuss energy requirements and impact on the environment, as well as all made of some copper. All
efficiency. items should be different!
• Copper is a very important metal. However, the high quality ores are running out. • ICT link-up. A copper mine
Therefore scientists are developing new ways to extract copper from low-grade ores. case study can be found at:
• Run through spread page 160/1 www.mining-technology.
com/projects/zaldivar/. The
Interactive, C1a 2.5 ‘Transition
Pupil development metals’, is available on the GCSE
Can complete practical and compare effectiveness as an extraction process Science CD to consider the
Write down properties of transition metals and their position on the position of these elements in the
PT stuck into books at the start of the topic periodic table.
Plenaries
PT Bingo – paying particular attention to the Transition metals and their symbols
Learning Outcomes Practical support Activities and extensions
Most students should be • Students could use the Internet
able to: plenary and science periodicals to
• Recognise transition x2 PT bingo sheets research the bacteria, fungi and
metals and list their plants now being used in copper
Bag of 10 sealed sweets
properties. extraction.
• Give uses for copper and • Complete a case study on a
explain its importance to Equipment and materials required specific copper extraction plant,
Copper oxide powder (harmful), spatula, 1mol dm-3 sulfuric acid (irritant), fluted filter
modern life. e.g. Zaldivar copper mine in Chile
paper, filter funnel, 2 conical flasks, magnesium ribbon (highly flammable), eye
• State two methods for and how it has affected the
protection.
extracting copper. environment.
Details • Show students some transition
Add one spatula of copper oxide and add about 25 ml of acid to a conical flask and
Some students should also metal compounds and their
swirl. Sulfuric acid is an irritant, copper sulfate is hazardous, therefore eye protection
be able to: solutions. Encourage them to find
must be worn. Filter the mixture into a separate conical flask and collect the blue
• Explain briefly the some uses [for example, pottery
filtrate. Add magnesium metal to perform a displacement reaction to liberate copper.
processes involved in glazes].
(NB In industry a cheaper, less reactive metal e.g. iron would be used, but this reaction
copper extraction.
would be slow and not as visual, so magnesium is a better choice.)
• Compare, in terms of
environmental impact, Safety: CLEAPSS Hazcards, 26, 59, 98.
different methods for
extracting copper.
AQA GCSE Science: C1a 2.6 Aluminium and titanium.
AQA Specification Link
• Low density and resistance to corrosion make aluminium and titanium useful metals. These metals cannot be extracted from their oxides by reduction with
carbon. Current methods of extraction are expensive because:
– there are many stages in the processes
– much energy is needed.
• We should recycle metals because extracting these uses limited resources and is expensive in terms of energy and effects on the environment.
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to consider and evaluate the social, economic and environmental impacts of exploiting metal ores of using metals and of recycling metals.
• to evaluate the benefits, drawbacks and risks of using metals as structural materials and as smart materials.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn: • Special needs. For these
All Lesson structure students create a cut and
• That aluminium and Starter stick activity, where the
titanium are useful metals. Sparkler! – A demonstration: Set up a Bunsen burner and blow aluminium powder into images showing the use,
Most the flame. The powder will combust in a twinkling effect to form aluminium oxide. Ask types of metal and property
• That extracting aluminium the students to generate a word equation (extension – a balanced symbol equation) for the that makes it fit for that
and titanium is costly. purpose are on separate
• Some reasons for recycling minutes) rectangles. Students cut
aluminium. them out and sort the
Main – Teacher exposition information.
Run through spread C1a 2.6 • Learning styles
• Explain that we should recycle metals because extracting them uses limited resources and Kinaesthetic: Handling
is expensive in terms of energy and effects on the environment. Stress the multi-stage different samples of
process involved in extracting metals such as titanium. Students could look this up to materials.
consider cost implications of each step (but no details are required in the specification). Visual: Observing the
• Students often find it difficult to link specific properties of a material with their use. sparkler experiment.
Search the web to find pictures of various items made of aluminium and titanium, e. .use Auditory: Listening to
hyperlink for each of these; a bike, a hip replacement joint, aircraft, a saucepan, overhead explanations of different
cables with a pylon, a ring. Ask the students to choose which material it would be made samples of materials.
from and give reasons for their choice. Intrapersonal: Answering
their own personal question
Extension in ‘questions and answers’.
• Environmental issues, such as the recycling of metals, are a growing concern. Split the Interpersonal:
class into three groups. Each set of students could produce individual leaflets encouraging Remembering other
people to recycle, but each leaflet could have a different bias; one group could focus on the ‘purchases’ in ‘I went to the
environment, another on social issues and finally one on economic issues. shops to buy . . .’ and then
adding on their own, which
was not already in the list.
Pupil development
Plenaries
Questions and answers – Ask all students to stand up. Complete a question and answer
session: if a student gets their question correct, then they sit down and they have ‘earned
the right to leave’; if they are incorrect, they remain standing and a question goes on to • Homework.
another student. A student who answers incorrectly should be given as many questions as Crossword – titanium and
needed to get one correct, therefore more questions than students need to be prepared. (15 aluminium C1a 2.6
minutes)
or
‘I went to the shops to buy . . .’ – This children’s game can be played but the students can
only give examples of items made from aluminium or titanium. The teacher could start by
saying: ‘I went to the shops to buy a titanium aircraft’. The first student then could say: ‘I
went to the shop to buy a titanium aircraft and some aluminium foil’, and so on around the
class. (10 minutes)
Learning Outcomes Practical support Activities and
Most students should be able to: Worksheet – homework extensions
• List the useful properties of aluminium and Crossword, Titanium /Aluminium C1a2.6 • Students could be given
titanium. x30 samples of different metals,
• Recall the methods of extraction used for including aluminium and
aluminium and titanium. titanium. They could then
Investigating aluminium - DEMO
• List reasons for the importance of aluminium design a practical to test the
Equipment and materials required
recycling. chemical and physical
Bunsen burner, safety equipment, eye protection, spatula and
• Give examples of uses of aluminium and/or properties of the different
aluminium powder (flammable)., safety screen
titanium and explain which properties makes them metals. This would create
Safety: Wear eye protection and tie back hair and loose clothing.
fit for purpose. an opportunity to teach
Keep students well away from Bunsen burner.
• Describe why the extraction of aluminium and aspects of ‘How Science
Details
titanium is costly. Works’, e.g. designing a
Set the Bunsen burner up with the blue flame. Hold the Bunsen at an
angle. Half-fill the spatula with aluminium powder, and sprinkle into fair test.
Some students should also be able to: the flame. This is a very vigorous reaction. KEY POINTS • Flow charts to shown the
• Explain the benefits, in terms of social, economic main processes in
and environmental benefits of aluminium recycling. aluminium extraction,
titanium extraction and
aluminium recycling could
be constructed.
• Students could create a bar
chart to compare the cost of
producing 1 kg of titanium
and aluminium from their
ore with 1 kg of each
respective metal from
recycled material.
AQA GCSE Science: C1a 2.7 Using metals
AQA Specification Link
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to consider and evaluate the social, economic and environmental impacts of exploiting metal ores, of using metals and recycling metal.
• to evaluate the benefits, drawbacks and risks of using metals as structural materials and as smart materials.
Teaching suggestions
Activities
Timeline card sort – Give the students six cards with information from the timeline, but without the dates. Ask the students to put them in order of most
recent developments to the oldest development in metal extraction.
A home for an industrial plant – Students can make decisions about where to site industrial plants, looking at economic and social issues involved. Show
the students a map of a fictitious island, which includes a small town, a rubbish dump, low-grade mineral ores, high/medium/low tides, high/medium winds,
mountains and an electricity station. Ask the students to site a copper extraction plant and a metal recycling plant. They should include the advantages and
disadvantages of their chosen sites.
Pros and cons of metals – Ask students to construct a balance sheet of advantages and drawbacks/risks of using metals in the construction and
manufacturing industries (including smart alloys).
Homework
Definitions – Ask the students to list all the methods of metal extraction studied in this topic area [smelting, electrolysis, reduction, displacement,
phytomining] and to define each word.
Extensions
Web page or poster – Metal extraction techniques are constantly developing, as industry is extracting increasingly from low-grade ores. Ask the students
to design and make a web page about advances in metal extraction. Depending on the ability of the students, just a page of text could be made or more
advanced students could design the background and images.
Timeline development – Get students to research metal extraction techniques and add additional information to the timeline.
Line graph – Ask students to plot on a line graph the tonnage of different metals produced in the UK over the last 200 years. They could then explain the
trends shown.
Learning styles
Kinaesthetic: Completing the timeline card sort.
Visual: Making a web page. (These could be shown cased onto the school web site.)
Auditory: Listening to other points of view in the siting of a metal extraction or recycling plant.
Intrapersonal: Defining different methods of metal extraction.
Interpersonal: Working as a group to site a metal extraction or recycling plant.
Gifted and talented
Encourage these students to have an appreciation of the rise and fall of metal extraction and production in the UK, and to understand some of the reasons
for this and the effects on local communities.
AQA GCSE Science: C1a 3.1 Fuels from crude oil
AQA Specification Link
• Crude oil is a mixture of a very large number of compounds.
• A mixture consists of two or more elements or compounds not chemically joined together. The chemical properties of each substance in the mixture are
unchanged. This makes it possible to separate the substances in a mixture by physical methods including distillation.
• Most of the compounds in crude oil consist of molecules made up of hydrogen and carbon atoms only (hydrocarbons). Most of these are saturated
hydrocarbons called alkanes, which have the general formula CnH2n+2.
• Alkane molecules can be represented in the following forms:
H H
[ [
H-C-C-H and C2H6
[ [
H H
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching
Students should learn: Lesson structure suggestions
ALL Starter • Special needs. Create a
What crude oil is. Observations – Draw the structural formula of butane on the board. Ask the students to write half-finished table
Most down as much information as they can about this molecule. (10 minutes) detailing alkane names,
• What an alkane is. molecular and structural
• How to represent alkanes. Main – Teacher exposition formulae. For each row,
Some there should only be one
• Students often struggle with the idea that molecules are three dimensional, but we often missing piece of
represent them in a two-dimensional format. Give each pair of students a molecular model kit. information. For very
Then show students which atoms represent H and C, noting the size difference and number of weak students, this task
holes in each type of atom. Set the students the task of making the first four hydrocarbons, could be created into a cut
given their structural formula, and writing their molecular formula. Ask them to list the and stick activity.
similarities and differences between these molecules. Work out the general formula CnH2n+2. • Learning styles
• Explain that crude oil is a mixture of hydrocarbons and ask them to suggest how mixtures can Kinaesthetic: Making
be separated into their components and predict the method used to separate crude oil. model hydrocarbons from
• Students should appreciate that the alkanes are a ‘chemical family’, but that no two alkanes molecular model kits.
are identical. Show students three different alkane liquids (e.g. pentane, octane, paraffin). Visual: Observing
Allow the students to note colour, viscosity, ease of lighting and colour of flame. Link here to fractional distillation.
‘How Science Works’ – relationships between variables. Auditory: Explaining how
MMScience school – Chemistry – OIL how to set up the apparatus etc and the fractions distillation happens.
formed Intrapersonal: Defining
key words.
• Show the students the distillation equipment that has been set up and ask them to predict Interpersonal: Working in
what will happen to the crude oil and why. Develop their ideas of a simple distillation into small groups to act out
fractional distillation, using questions and answers. Demonstrate distillation; the fractions from hydrocarbons.
this could then be tested as detailed under ‘Practical support.’ – NEXT LESSON THEY WILL
BE DOING THIS THEMSELVES
• Homework. Students
Plenaries could find out the names
Complete sentences – Ask students to complete the following sentences: and work out the formulae
• Hydrocarbons are . . . [compounds made of carbon and hydrogen only] for the first ten alkanes.
• Alkanes are hydrocarbons whose molecules are . . . [saturated]
• Crude oil is a mixture of . . . [hydrocarbons] (5 minutes)
Learning Outcomes Practical support Activities and
Most students should be able to: extensions
• Recognise that crude oil is a mixture Class set of molecule kits – all equipment must be checked in, • Show, by pouring them,
and state that it can be separated by don’t use if you can’t TRUST the group! that crude oils have
distillation. different viscosities. Ask
• Define and recognise simple Fractional distillation - DEMO the students to suggest
alkanes. Equipment and materials required why this is so. [Different
• Write the correct chemical formula A boiling tube with side arm, bung with thermometer through, four test tubes (as crude oils have different
of an alkane represented by a collecting tubes – ignition tubes can also be used to display small volumes of proportions of each type
structural formula. fractions), two beakers, ice/water mixture, boiling water, mineral wool, ‘synthetic’ of hydrocarbons.]
crude oil (for the recipe see CLEAPSS Recipe Card 20 – Crude oil – or CLEAPSS • Other homologous series
Some students should also be able 45 – hydrocarbons – aliphatic, or it can be purchased already made), Bunsen burner could be considered and
to: and safety equipment, eye protection, six watch glasses. compared to alkanes, e.g.
• Given named examples, draw Details alkenes.
diagrams and write the formulae of To catch the first fraction (boiling point 60oc it is suggested you put the micro
simple alkanes. tube in water to condense the fraction and a bung put straight on the top – see
• Recall and use the formula GB if unsure
CnH2n+2 to give the formula of an Soak the mineral wool in the synthetic crude oil and place in the boiling tube. Fix
alkane, when n is given. bung and ensure that the bulb of the thermometer is adjacent to the side arm. Put a
collecting tube into an ice bath, and the end of the side arm into the top of it. Gently
heat the boiling tube with a Bunsen flame, and notice when the temperature reading
has stabilised (around 80°C). When the temperature rises again, quickly change the
current collecting tube for a new one. Repeat four times, collecting five fractions and
leaving a residue in the boiling tube. During this practical, wear eye protection and
complete in a well ventilated room. Each fraction can be collected about every 50 °C
up to about 250oc
Safety: Tie back hair and loose clothing. CLEAPSS Hazcard 45 – Hydrocarbons.
Mercury thermometer – be careful, if broken, need to cleaned up using sulphur and
put in mercury waste – ALLERT A TECHNICIAN
KEY POINTS
AQA GCSE Science: C1a 3.1B PRACTICAL _ FRACTIONAL DISTILLATION OF CRUDE OIL
AQA Specification Link
• Crude oil is a mixture of a very large number of compounds.
• A mixture consists of two or more elements or compounds not chemically joined together. The chemical properties of each
substance in the mixture are unchanged. This makes it possible to separate the substances in a mixture by physical methods
including distillation.
• Most of the compounds in crude oil consist of molecules made up of hydrogen and carbon atoms only (hydrocarbons). Most
of these are saturated hydrocarbons called alkanes, which have the general formula CnH2n+2.
• Alkane molecules can be represented in the following forms:
H H
[ [
H-C-C-H and C2H6
[ [
H H
Learning Objectives Teaching / Learning activities (including How Science Works)
Students should learn: Lesson structure
ALL Starter
What crude oil is. definitions– Ask students to complete a definition for each::
Most • Hydrocarbon
• What an alkane is. • Alkanes
• How to represent alkanes. • Crude oil
Some
How alkanes are separated Teacher Exposition
based on boiling MMScience school – Chemistry – OIL has some good animations about formation of oil and what’s in crude oil
point/molecule size
Draw an example of a few typical alkanes
Explain that to use these hydrocarbons they must be separated. Using the plastic bag pick
out a handful of hydrocarbons and show that there is a mixture and this is not useful –
continuing with the analogy explain we can’t pick them out individually we need to separate
them using their boiling point (based on size) – this is called Fractional Distillation (see GB
if this analogy makes no sense)
MMScience school – Chemistry – OIL how to set up the apparatus etc and the fractions formed
Class practical: fractional distillation, there is a worksheet that pupils can follow - the aim is
pupils get a couple of fractions, the higher temp. will yield thicker, smellier and less
flammable hydrocarbons
Pupil Development:
Pupils draw a few typical alkanes
Do and write up practical
Plenary
Pupils summarise the properties of longer chained alkanes
Learning Outcomes Practical support
Most students should be able to:
• Recognise that crude oil is a mixture Worksheet
and state that it can be separated by Worksheet C1a 3.1b x30
distillation.
• Define and recognise simple Fractional distillation
alkanes. Equipment and materials required
• Write the correct chemical formula A boiling tube with side arm, bung with thermometer through, four test tubes (as collecting tubes – ignition tubes
of an alkane represented by a can also be used to display small volumes of fractions), two beakers, ice/water mixture, boiling water, mineral
structural formula. wool, ‘synthetic’ crude oil (for the recipe see CLEAPSS Recipe Card 20 – Crude oil – or CLEAPSS 45 –
hydrocarbons – aliphatic, or it can be purchased already made), Bunsen burner and safety equipment, eye
Some students should also be able protection, six watch glasses.
to: Details
• Given named examples, draw Details
diagrams and write the formulae of To catch the first fraction (boiling point 60oc it is suggested you put the micro tube in water to condense the
simple alkanes. fraction and a bung put straight on the top – see GB if unsure
• Recall and use the formula Soak the mineral wool in the synthetic crude oil and place in the boiling tube. Fix bung and ensure that the bulb of
CnH2n+2 to give the formula of an the thermometer is adjacent to the side arm. Put a collecting tube into an ice bath, and the end of the side arm into
alkane, when n is given. the top of it. Gently heat the boiling tube with a Bunsen flame, and notice when the temperature reading has
stabilised (around 80°C). When the temperature rises again, quickly change the current collecting tube for a new
one. Repeat four times, collecting five fractions and leaving a residue in the boiling tube. During this practical,
wear eye protection and complete in a well ventilated room. Each fraction can be collected about every 50 °C up
to about 250oc
Safety: Tie back hair and loose clothing. CLEAPSS Hazcard 45 – Hydrocarbons.
Mercury thermometer – be careful, if broken, need to cleaned up using sulphur and put in mercury waste –
ALLERT A TECHNICIAN
AQA GCSE Science: C1A 3.2 Fractionl Distillation – THEORY!
AQA Specification Link
• The many hydrocarbons in crude oil may be separated into fractions, each of which contains molecules with a similar number of carbon atoms, by
evaporating the oil and allowing it to condense at a number of different temperatures. This process is fractional distillation.
• Some properties of hydrocarbons depend on the size of their molecules. These properties influence how hydrocarbons are used as fuels.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn: • Learning styles
All Lesson structure Kinaesthetic: Handling
• That crude oil is separated Starter different samples of
using fractional distillation. Fuel list – Ask students to consider what they have used today that relies on a fuel. Ask fractions from crude oil.
MOST various students to feedback their thoughts to the class. [For example, transport (petrol, Visual: Watching a video
• The properties of each fraction diesel and more recently gas), heating (gas, oil), cooking (gas, charcoal for barbecues, about industrial separation
and how they relate to chain lighting (gas, oil).] Even if students state that they use electricity, this is a secondary of crude oil. Auditory:
length. source, as it must be generated more often than not from the burning of fossil fuels. (10 Listening to explanations of
• Which fractions make useful minutes) key words.
fuels and why. Interpersonal: Finding their
Main – Teacher exposition partner in the question and
• In order to contrast fractional distillation in a school lab with what happens in industry, answer session.
students could look at e-science animation demo Fractional Distillation (p170/171) • Homework. Ask students
to find out all the different
MMScience school – Chemistry – OIL has an excellent demo of fractional names used for each
distillation tower under industrial processes fraction, e.g. residue may
also be called bitumen.
• Then the students could be given a drawing of a fractionating column, which they have • Teaching assistant. Split
to add their own notes to. For lower ability students, this activity could be adapted into a the class in two. The teacher
cut and stick (where the key points are given as words and diagrams, on a piece of paper could demonstrate the
and the students assemble a poster). – worksheet Worksheet 10.4.5 can be used properties of the different
fractions, while the teaching
assistant shows the ampoule
• Often students do not know what a fraction of crude oil looks like. Ampoules of the samples of the fractions.
different crude oil fractions could be shown to the students (available from BP: Then rotate the groups.
www.bpes.com). • ICT link-up. Show the
Demo to the pupils the difference in properties between Hexane (C6H14) and Diesel students a model of
(C20H22) fractional distillation.
Students can use the
DEMO: The different contrasting properties between hexane (6 Interactive, C1a 3.2
carbons - small) and diesel (20 carbons – long chain) – in terms ‘Fractional Distillation’, to
see how crude oil is
of boiling point, flammability, viscosity and volatility
separated and appreciate the
1 Volatility – teacher puts a small amount of each on their finger and properties of the fractions.
describes the difference (safe alternative needed that is volatile
and pupils can put on finger to feel coolness as it evaporates)
2 Viscosity – put some diesel and hexane on separate tin lids and
demonstrate how quickly they run
3 Flammability – get pupils to strand well back and put some hexane
on a tin lid you can then light with a spark from the clicker lighter –
the diesel can only be lit with a Bunsen
4 Boiling point – refer back to fractional distillation
• Then ask the students to compare the properties with the chain length. This task could
be written up in the form of a results’ table.
Run through spread pages 170-171
• Link here to ‘How Science Works’ – relationships between variables.
Pupil Development
Pupils draw/label a fractional distillation column and their fractions
PUPILS CAN EXPLAIN THE DIFFERENCE IN FRACTIONS AND why
there are seperated
Plenaries
Pupils write down 5 fractions of crude oil , properties and their uses
Learning Outcomes Practical support Activities and
Most students should be able to: extensions
• State that crude oil is separated into Worksheets • Ask students to find out
fractions by fractional distillation. C1b 3.2 Fractional distillation x30 the difference between red
• List how the properties change from diesel and ‘normal’ diesel.
small chain fractions to long chain Comparing fractions - DEMO [Brown diesel is used in
fractions. Equipment and materials needed cars, but red diesel is used
• State which fractions are useful fuels. Hexane, diesel labelled in bottles, clicky lighter, tin lids in working vehicles, e.g.
Safety: Wear eye protection and tie back hair and loose clothing. KEY POINTS lawnmowers. The fuel is the
Some students should also be able to: same, but a dye is added, as
• Explain the key steps involved in red diesel is tax-free.]
fractional distillation. • Students could research
• Relate the trend in properties to alternatives to fossil fuels,
molecular size. e.g. nuclear power;
hydrogen fuel cells;
renewable resources.
AQA GCSE Science: C1a 3.3 Burning fuels
AQA Specification Link
• Most fuels contain carbon and/or hydrogen and may also contain some sulfur. The gases released into the atmosphere when a fuel burns may include
carbon dioxide, water (vapour), and sulfur dioxide. Particles may also be released. Students should use their skills, knowledge and understanding of ‘How
Science Works’:
• to consider and evaluate the social, economic and environmental impacts of the use of fuels.
Learning Objectives Teaching / Learning activities (including How Science Works) Teaching suggestions
Students should learn • Special needs. For these
All Lesson structure students, balancing symbol
• The combustion products Starter equations is not appropriate.
formed from fuels. True or false? – Give each student one of the following statements: Instead create an activity
Most • Hydrocarbons contain only hydrogen and carbon. [True] • Fuels can only be hydrocarbons. whereby they need to
• That in a combustion [False] complete word equations. In
reaction, the amount of • A fuel is burned to release energy. [True] • Fuel is stored light energy. [False] the first section, they must
oxygen available to react • Combustion is a reduction reaction. [False] • When hydrocarbons burn in plenty of oxygen, always write in oxygen, in
affects the products carbon dioxide and water are made. [True] the second section, they
produced. • Carbon dioxide can be tested with a glowing splint. [False] • Oxygen can be tested with must always write in water
• The pollutants produced lime water. [False] • Water can be tested with blue cobalt chloride paper. [True] • Sulfur and carbon dioxide. The
when we burn fuels. dioxide can be made by burning fossil fuels. [True] repetition should help them
Some Each student then should ask three other students if they think their statement is true or false. grasp the concept.
How the pollutants effect The student then makes a final decision about their statement. Finally, the students go around • Learning styles
the environment the room to find out which statements are true. To extend the exercise, students could be Kinaesthetic: Moving to
asked to correct the false statements. (10 minutes) find other people’s opinions
during the true and false
Or game. Visual: Watching the
demonstration of
Triangle – Ask students to recall and draw the combustion triangle, as studied in Key Stage combustion. Auditory:
3. (5 minutes) Listening to the group’s
sentence. Intrapersonal:
Main – Teacher exposition Recalling the combustion
• Have the demonstration of the combustion products of hydrocarbons (methane) practical triangle. Interpersonal:
already set up. Some students may have already seen this demonstration in Key Stage 3. Ask Asking other student’s
the students to predict the products, and which section of the apparatus to test for each opinions in the true or false
product. game.
Ask Pupils complete worksheet C1a 3.3 products from Combustion • Homework. Ask students
• Students have frequently used Bunsen burners throughout Key Stage 3, but probably have to find three examples of
not considered the combustion process that takes place within the equipment in any detail. using combustion in their
Encourage the students to experiment with the Bunsen flame to observe the differences everyday life. They could
between complete and incomplete combustion. With the yellow Bunsen flame, the oxygen then find out the fuel that is
flow is restricted, and incomplete combustion occurs. Therefore, a lower temperature is used, and decide if it is a
achieved and soot is produced. With the air-hole open we get the blue flame; oxygen is in fraction of crude oil.
excess and complete combustion occurs. Therefore, the combustion is most efficient under
these conditions, producing high temperatures and only carbon dioxide and water.
Work through spread 172/3 highlighting the pollution from burning the hydrocarbons, on
particular CO2 and SO2
Pupil Development
Pupils complete the worksheet
Pupils complete questions from the spread
Plenaries
Equations – Ask students to complete the following equations:
• Wax+oxygen→[carbon dioxide]+water
• Petrol+[oxygen]→carbon dioxide+[water]+carbon+[carbon monoxide]
• CH4+2O2→[CO2]+[2H2O]
• [6]CH4+[8]O2→CO2+[12]H2O+[2]CO+[3]C
An animation, C1a ‘Burning propane’, can be used here from the e-science, page 172. (10
minutes)
Learning Outcomes Practical support Activities and
Most students should be able to: Worksheets extensions
• Write word equations for the complete C1a 3.3 products from Combustion x30 • Ask students to find out
combustion of hydrocarbons. what fuel and car
• Describe differences between incomplete and Investigating combustion of methane / wax – DEMO ONLY manufacturing companies
complete combustion. Equipment and materials required are doing to reduce
• List pollutants formed when we burn fuels. A candle, a small Bunsen burner a glass funnel, a boiling tube, a U-tube, emissions of sulfur dioxide,
Some students should also be able to: lime water, cobalt chloride paper, selection of delivery tubes, a vacuum nitrogen oxides and
• Complete balanced symbol equations for the pump, two bungs with holes in (for the delivery tubes), one bung with particulates.
complete and incomplete combustion of simple two holes in, rubber tubing, matches, three stands, bosses and clamps. • Cut open a catalytic
alkanes. SET UP FOR SCIENCE TEACHER TO START LESSON converter to expose the
• Explain how nitrogen oxides, sulfur dioxide honeycomb structure.
and particulates are produced during the Details Challenge students to
combustion process. Place the Bunsen burner or candle onto the heat-proof mat, invert the suggest what it is. Share
glass funnel and clamp into position about 2 cm above the top of the with the students how it
candle. Using a small piece of rubber tubing, connect an ‘n’ shaped works.
delivery tube to the filter funnel, put the other end through a bung. Mount • Ask the students to find
a U-tube and put in a few pieces of cobalt chloride paper, seal one end out why carbon monoxide
with the bung connected to the funnel. Put a bung in the other end of the detectors are important and
U-tube, and connect it to a boiling tube of lime water (irritant), using how they work.
further bungs and delivery tubes. The test tube bung should have two
delivery tubes through it, the final tube should be connected to the
vacuum pump. Turn on the pump, and light the Bunsen burner. The
cobalt chloride paper should change colour from blue to pink indicating
the presence of water and the lime water should turn cloudy, indicating
carbon dioxide is produced.
Safety: Eye protection should be worn. Wash hands after handling cobalt
chloride paper (CLEAPSS Hazcard 25). KEY POINTS
AQA GCSE Science: C1a 3.4 Cleaner fuels
AQA Specification Link
• Sulfur dioxide causes acid rain, carbon dioxide causes global warming, and particles cause global dimming.
• Sulfur can be removed from fuels before they are burned, for example in vehicles. Sulfur dioxide can be removed from the waste gases after
combustion, for example in power stations. Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to evaluate the impact on the environment of burning hydrocarbon fuels.
• to consider and evaluate the social, economic and environmental impacts of the use of fuels.
Learning Objectives Teaching / Learning activities (including How Science Teaching suggestions
Students should learn: Works) • Special needs. To make the
ALL crossword a little easier, add the first
• That burning fuels has a Lesson structure letter of each word into the grid.
negative environmental Starter • Learning styles
impact. Photographs – Show the students an images(all hyperlinked just click on) Kinaesthetic: Making the square-based
Most of a drought area, polar ice caps and flooding.. [Scientists believe these are pyramid with information about
• How we can reduce the all effects of global warming.] Then show the students a forest damaged by environmental issues.
pollution from burning fuels. acid rain, a weathered statute and a weathered building. Again ask the Visual: Looking at the photographs and
students to link the images. [They are the effects of acid rain.] (5 minutes) making a link.
Auditory: Listening to feedback.
Main Intrapersonal: Individually completing
• During Year 9 a number of environmental issues have been considered, but the crossword. Interpersonal: Working
global dimming and its interdependence with global warming has not been as groups to become experts and then
studied. Discuss . . . . disseminating their knowledge to
answer questions.
Read through spread on page 174/5 discussing the issues as you go • Homework.
C1a 3.4 Pollution from burning
If time – pupils produce an information pamphlet on the harmful gases from
burning fossil fuels and ways to reduce these gases.
Plenaries
HANGMAN – Give the students hangman to complete on the board. These
can be tailor made in www.freezeray.co.uk
Learning Outcomes Practical support Activities and extensions
Most students should be able to: • Each student could be asked to write a
• State what causes global warming, global dimming and x30 C1a 3.4 pollution from burning sheets. KEY letter to their local MP outlining their
acid rain. POINTS concerns about environmental issues.
• List some ways of reducing pollutants released when we They could also include ways in which
burn fuels. they believe our government could
reduce these problems. Students could
Some students should also be able to: search for ‘Climate Change’ at
• Explain how acid rain is produced, and how it can be www.wmnet.org.uk for information.
reduced. • A debate could be held, with the
• Discuss the relationship between global dimming and motion posed: ‘There are no
global warming. environmental problems, just normal
• Explain methods of reducing pollutants from fuels. changes in the Earth’s environment’.
Split the class into two groups. One
group could be ‘green’ protestors, who
believe the worst-case scenario
regarding these environmental issues.
The second group could be politicians
and an elect group of scientists who
believe that these issues are within the
natural range for the Earth or are under
control, and pose no threat.
AQA GCSE Science: C1a 3.5 Alternative fuels
AQA Specification Link
Students should use their skills, knowledge and understanding of ‘How Science Works’:
• to consider and evaluate the social, economic and environmental impacts of the use of fuels
• to evaluate developments in the production and uses of better fuels, for example ethanol and hydrogen.
Teaching suggestions
e-science very useful page 176/5– clip bank is good as is the animation
Activities
Guide to Fuels – Students can often list fuel names and uses, but do not consider which would be the optimum fuel for a situation. Ask students to create a
‘Guide to Fuels’. This should be in alphabetical order, with the name of the fuel, what/how it is made and advantages and disadvantages. The students could
then rate each fuel with a 0–5 star to represent how good a fuel they think it is.
Spider diagram – Ask students to complete a spider diagram in the back of their book about fuels. Then, in turn, ask each student to write one point onto
the class diagram on the board or projector (each point should be different). Then ask the students to consider all the points written and see if they agree or
disagree and why. If students highlight any misconceptions, change any incorrect statements.
Adverts – Despite the energy crisis, people are often resistant to change. Ask the students to create persuasive adverts to
encourage people to change from using petrol/diesel to using newer fuels in their cars. Persuasive argument should have been
studied at KS3 English. Students could script a radio advert and record it onto a computer, a TV commercial, which could be
recorded on a web cam, a magazine advert, a billboard poster, or other promotional material, e.g. car stickers. All of these
materials would create excellent displays or could be used on the school web site.
Homework
Properties of Fuels – Ask the students to list the properties that make a good fuel.
Encourage students to discuss their lists with other students. Obtain feedback from the class
to produce a class list of properties and explore the reasons for their choice. [Affordable,
easy to transport, easy to store, ignites easily, produces little waste, easy to make.]
Extension
Role plays – Students are often good at explaining their point of view, but struggle with
empathy of others. Ask students to prepare role plays of these (either writing a script or
improvising after some research into the issues):
• Somebody resistant to changing the fuel type in their car/a scientist pro fuel change.
• Rubbish disposal company/local resident.
• Commuter/environmentalist.
• Person whose garden backs onto a rubbish dump/local council.
A room swap to a drama studio or the hall could be negotiated, so that the students could
act out their work.
Homework
Ask the students to write key points for this spread.
Learning styles
Kinaesthetic: Acting out promotional material.
Visual: Observing the fuel guide, an excellent visual resource.
Auditory: Listening to feedback from other students about the spider diagram.
Interpersonal: Making individual promotional material.
Intrapersonal: Working as a group on role plays.
Special needs
Role plays could already be written, so that these students just act them out.
Gifted and talented
Ask the students to make ‘Top Trump’ cards about the different types of fuel. They need to decide on the categories and rating systems. Then the game
could be played as a plenary.
Activities and extensions
• Hold a fictitious public enquiry meeting about the site of an incinerator.
• Students could research other types of fuel currently being used in other countries (e.g. ethanol in Brazilian cars) and those that are under development
(hydrogen fuel cells).
• Write an article for a top car magazine about how car fuel has developed and continues to develop. The article could include details of lead additives,
unleaded petrol, diesel, gas, ethanol and fuel cells. ICT literate students could write up the article using a desk-top publishing package and could source
images from the Internet.
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• Students could find information on the percentage use of different fuels in the UK and draw a pie chart to show the data.
