Chemistry 1 KS2 Link

Many materials can exist in the

Check before:

C1 1.1 The particle

Checkpoint

Ask students to name two

Catch-up

Give simple materials to hold and

solid, liquid, and gas states. model materials they know for each of classify, such as chocolate and water.
solids, liquids, and gases. This can be linked to the properties below.

Different materials have C1 1.2 Solids, liquids, Ask students to write a list of Card sort activity where students need
National curriculum links for this unit different properties. and gases different properties materials to match the correct definition to
can possess. property keywords, such as ‘hardness’.
Chapter National Curriculum topic
The different properties of C1 1.2 Solids, liquids, Ask students to suggest Provide a selection of materials, with
Chapter 1: Particles and their behaviour The particulate nature of matter
different materials make them and gases suitable materials for making a descriptions of their properties and uses,
Chapter 2: Elements, atoms, and compounds Atoms, elements, and compounds suitable for different uses. saucepan and a tent. Ask them for students to observe.
Pure and impure substances to explain their choices.
Chapter 3: Reactions Chemical reactions The state of a material depends C1 1.3 Melting and Ask students what will happen Allow students to observe an ice cube
Chapter 4: Acids and alkalis Chemical reactions on the temperature. freezing to a snowman when the placed in a warm location.
temperature increases.

Changes of state are reversible. C1 1.3 Melting and Ask students to suggest what Place an ice cube tray filled with water
Preparing for Key Stage 4 success
freezing will happen to water in an ice into a freezer – allow students to observe
Knowledge • The particulate nature of matter cube tray when it is placed in a before and after.
Underpinning • Atoms, elements, and compounds freezer.
knowledge is covered • Chemical reactions Melting, freezing, evaporating, C1 1.3 Melting and Ask students to label a diagram Demonstrate a kettle boiling, with
in this unit for • Energetics boiling, and condensing are freezing of water boiling in a kettle to discussion of what is happening.
KS4 study of: • Acids, alkalis, and neutralisation changes of state. show their understanding of the Include what happens when you place a
key terms. cold surface in the path of steam.
Maths • Understand number size and scale and the quantitative relationship between units (1.2, 1.4, 1.6, 2.2).
• Use of, calculations with, and conversion between fractions, percentages, and ratios (2.1, 2.4). Some changes result in the C1 2.3 Elements, Ask students to describe Use students to represent the individual
Skills developed
formation of new materials. atoms, and compounds what happens when a cake is ingredients. Model them reacting.
in this unit • Plot and draw graphs (line graphs, bar charts, pie charts, scatter graphs, histograms) selecting appropriate
scales for the axes (1.3). baked, in terms of the starting Discuss what has happened to the
(Topic number).
materials and the end product. ingredients and that the new product
• Extract and interpret information from charts, graphs, and tables (1.3, 2.3, 3.6, 4.2, 4.3).
has different properties to the original.
• Understand when and how to use estimation (1.2, 1.5).
• Understand and use direct proportion and simple ratios (1.1, 3.2). Changes that form new C1 2.3 Elements, Ask students to describe the Demonstrate cooking an egg in a tin lid
materials are not reversible. atoms, and compounds differences between bread and over a Bunsen burner. Allow students to
• Carry out calculations involving +, −, ×, ÷, either singly or in combination (3.1, 3.2, 3.5, 3.6, 4.1, 4.4).
toast, and raw and cooked eggs, make observations on the egg that will
• Understand and use the symbols =, <, >, ∼ (3.4).
and to decide if the original allow them to conclude that the original
Literacy • Predicting, making inferences, describing relationships (1.4, 3.3, 3.4, 3.5, 4.3). material can be obtained from material has been changed irreversibly.
Skills developed in • Accessing information to ascertain meaning, using word skills and comprehension strategies, particularly in the product.
this unit a scientific context (1.5, 1.7, 3.1, 4.3).
Changes that are not reversible C1 3.3 Burning fuels Ask students to draw a diagram Provide a cloze passage and diagram for
(Topic number). • Communicating ideas and information to a wide range of audiences and a variety of situations, adapting include burning, oxidation, and showing what happens when students to label with cards containing
writing style to suit audience and purpose (1.3, 1.7, 2.2, 2.4, 3.5).
reactions of acid. a candle burns and where the keywords and descriptions.
• Making connections within/across a range of texts/themes and from personal experience (1.5). wax goes.
• Use of scientific terms correctly (1.1, 4.1, 4.2, 4.4).
• Organisation of ideas and information (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.3, 3.4, 3.5, 4.3, 4.4).
• Collaboration and exploratory talk (1.2).
• Attention to the ‘rules’ of the particular form of writing (e.g., news article, scientific report) (3.2, 3.4, 3.6). C1 Unit pre-test
C1 End-of-unit test (foundation)
• Legibility, SPAG, and sentence structure (1.6, 2.1, 3.6).
C1 End-of-unit test (foundation) mark scheme
Assessment Skills • QWC questions (1.2, 1.5, 1.6, 2.1, 2.3, 3.1, 3.2, 3.4, 4.1, 4.4) (End-of-Chapter 1 Q6, End-of-Chapter 2 Q3, C1 End-of-unit test (higher)
End-of-Chapter 7 Q4, End-of-Chapter 4 Q4)
C1 End-of-unit test (higher) mark scheme
• Quantitative problem solving (1.3, 2.2, 2.4, 3.5, 3.6, 4.1, 4.2, 4.3) (End-of-Chapter 3 Q3)
• Application of Working Scientifically (1.1, 1.3, 1.4, 1.6, 3.2, 3.3, 3.4, 3.6, 4.1, 4.3, 4.4) (End-of-Chapter 3 Q2)

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 Chapter 1: The particle model

1.1 The particle model

Starter Support/Extension Resources

What do these key words mean? (5 min) Ask students to decide what each
Chemistry NC link of the key words displayed in the corresponding student-book spread mean.
● the properties of different states of matter (solid, liquid and, Asking students to explain keywords will gauge prior knowledge students have
gas) in terms of particle kinetics, including gas pressure from KS2 and provide indications of which terms need revisiting.
and diffusion Who can identify the most materials? (10 min) Ask students to make a list Extension: Students could be
of all the different materials they can see in the classroom – see who has the asked to see if there are any
Working Scientifically NC link longest list. Can students group the materials in their lists at all? similarities or differences in the
● present reasoned explanations, including explaining materials they identify.
data in relation to predictions and hypotheses
Main Support/Extension Resources

Building bricks as particles (5 min) Use toy building bricks to demonstrate Extension: Students will
Band Outcome Checkpoint individual particles within a larger amount of substance – start with a large be able to suggest their
group all connected and then break them down into the individual particles. It own models to describe
Question Activity
is important to stress that each building brick is the same if you have a pure particles within materials and
Developing State that materials are made up of particles (Level 4) A, 1 Main 1 substance. Use different coloured bricks to demonstrate different substances suggest weaknesses of any
Match particle models to the properties of a material (Level 4) C, 1 Plenary 1, Plenary 2 and discuss how these would have different properties. models suggested.
Introducing the particle model (20 min) Students complete the activity Activity:
State what toy building bricks are representing when used to model Main 2
sheet introducing them to the particle model. Students will need to complete a Introducing the
substances (Level 4)
written section about particles and discuss the particle model. particle model
Secure Describe how materials are made up of particles (Level 5) A–B, 1
Particle summary (10 min) Students should complete the questions provided
Use the particle model to explain why different materials have different C, 1 Plenary 1, Plenary 2 in the corresponding student-book spread to check their understanding of how
properties (Level 6) the properties of materials depend on the type of particle present, and the way
Use the particle model to explain how building brick models are Main 2 these particles are arranged.
representing common substances (Level 6) Plenary Support/Extension Resources
Extending Explain how a range of materials are made up of particles (Level 7) A–B, 1 Considering models (10 min) Students will see a picture that represents Extension: Ask students Interactive:
Evaluate particle models that explain why different materials have C, 1 Plenary 1, Plenary 2 particles within a material. Students need to think about how this model to describe how they could Considering models
different properties (Level 7) is representing particles. They must then decide if the reasons given in the improve the model given.
resource make the model a good or a bad one.
Design and explain a new representation of the particle model (Level 8) Main 2
Particle sentences (5 min) Ask students to use the key words from the Support: Display the key words
student book to write sentences that summarise what they have learnt about during the activity.
Maths Literacy APP Key words materials and particles.
In Summary question 2 The Vital Vocab activity in the Students can use particle materials, particles, mixtures, Homework
students use the idea of student book asks students models (abstract ideas) to substances, properties
direct proportion to make to use scientific terms, and explain the properties of Research a material of your choice and write a summary of its properties and uses.
predictions about the relative attempt to use them correctly substances (AF1).
mass of elements. in discussions and in writing.

Answers from the student book

In-text questions A tiny particles.
B A substance is a material that has the same properties all the way through.
C What its particles are like, how its particles are arranged, and how its particles move.

Activity Vital vocab

Students should offer explanations of the key words on this spread to a partner. Their definitions should be
scientifically correct.

Summary questions 1 millions, particles, same, same, different, behaviour (6 marks)

2 10 cm3 of mercury is heavier, because its particles are heavier. (2 marks)
3 Visual summary should include (6 marks): key words, meanings of key words, examples to illustrate key
words. Visual summary should be logically organised.

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 Chapter 1: States of matter

1.2 States of matter

2 A substance flows in the liquid state and in the gas state. You cannot compress a substance in the liquid
state, but you can compress it in the gas state. In the liquid state, a substance takes the shape of the
bottom of its container, but in the gas state a substance takes the shape of the whole container. (3 marks)
3 QWC question. Example answers (6 marks):
Chemistry NC link In the solid and liquid states the particles touch their neighbours so you cannot compress water in the solid
● the properties of the different states of matter (solid, liquid, and liquid states.
and gas) in terms of particle kinetics, including gas pressure In the gas state the particles do not touch their neighbours so you can compress water in the gas state.
In the solid state the particles are in fixed positions so the shape of a solid is fixed.
Working Scientifically NC link In the liquid and gas states particles move from place to place so the shape in the liquid and gas states is not fixed.
● interpret observations and data, including identifying In the liquid and gas states water can flow.
patterns and using observations, measurements, and data
to draw conclusions

Starter Support/Extension Resources

Band Outcome Checkpoint An alternative question-led lesson is also available. Lesson plan:
Question Activity Question-led lesson

Developing Identify a substance in its three states (Level 3) Starter 1 Main 3 Activity: Question-
led lesson
Match properties of the three states of matter to the name of the state (Level 4) Plenary 1
Solid, liquid, or gas? (5 min) Display interactive activity of various objects Interactive: Solid,
Make relevant observations in order to decide if something is a solid, Main 3 which students can drag into the correct columns for solids, liquids, or gases. liquid, or gas?
liquid, or gas (Level 4) Discussion should take place of how small particles are. For example, there are
Secure Describe the properties of a substance in its three states (Level 5) B, 1, 2 over 300 000 000 000 000 000 000 000 particles in a teaspoon of water. The
ability of students can be gauged through the ease with which they categorise
Use ideas about particles to explain the properties of a substance in its Main 3
objects and the reasoning behind their choices.
three states (Level 6)
What state is this? (10 min) Provide students with an array of simple objects Support: Students will often
Use observations to decide if substances are solids, liquids, or gases (Level 6) Main 3
and substances to classify as solids, liquids, or gases. prefer to touch/see objects to
Extending Discuss the properties of a range of substances in their three states (Level 7) B, C, 1–3 aid their decision making.
Use ideas about kinetic energy of particles to explain the properties of a 3 Main 3 Main Support/Extension Resources
substance in its three states (Level 7)
Defining states of matter (10 min) Display interactive particle model Support: A partly completed
Identify how the observations made would differ if the substances had Main 3 animations (found on the internet) for solids, liquids, and gases. Draw up a table table of properties, to
been at different temperatures (Level 8) of properties for each state (see the corresponding student-book spread for an accompany the practical sheet,
example table). Some students may not yet have met the term ‘kinetic energy’, is available to allow students
in which case this term will need explanation. to make observations on
Maths Literacy APP Key words the objects and substances
Students as particles (5 min) Use a group of students to model particles.
Express particle activity asks Students pay close attention to Use a particle model states of matter, solid, provided.
students to use number size what others say in discussions. (abstract ideas) when liquid, gas Arrange them as a solid, liquid, and gas. Discuss the level of kinetic energy in
each state, and their relative positions. Extension: Students can be
and scale to convert between Ask questions to develop ideas describing processes or
km/s and m/s, to apply these to and make contributions that phenomena (AF1). given substances that are more
Properties of solids, liquids, and gases (20 min) Students complete the Practical:
real-life situations. take account of others’ views, Students will use the difficult to define, for example,
by discussing and planning a practical allowing them to make observations on the properties of substances Properties of solids,
Ask students to estimate how observations they make sand, hair gel, or jelly.
flow chart of questions to help and materials, and conclude whether they are solids, liquids, or gases. liquids, and gases
many particles are in tiny during the practical activity
objects such as a pin head them decide if a substance is to decide on a substance’s Skill sheet:
and then find out the answer. solid, liquid, or gas. state (AF5). Recording results

Plenary Support/Extension Resources

Answers from the student book Quick-fire identification (5 min) Call out properties of solids, liquids, and Extension: Ask students to
In-text questions A solid, liquid, gas gases. Students should correctly identify solid, liquid, or gas, displaying their explain their choices.
B Solids cannot flow, liquids can flow. A Solids’ shape is fixed, a liquid takes the shape of its container. Solids answer on mini-whiteboards.
exist at colder temperatures than liquids. States of matter taboo (10 min) Students are chosen to describe a material
C You cannot compress a liquid because its particles touch their neighbours. in terms of its properties, without identifying its state. A student has to try and
identify what it is and its state of matter.
Activity Express particle?
The train travels at 0.135 km/s. This is (0.135 × 1000) = 135 m/s. So the oxygen particles travel faster. Homework
Summary questions 1 There are three states of matter. You cannot compress a substance in the solid state because the particles Design a detailed poster, with explanatory notes, on the three states of matter,
touch each other. In the liquid and gas states, a substance flows because the particles can move from place discussing the properties of each and giving examples for each, along with
to place. You can compress a gas because the particles are spread out. (4 marks) examples of materials that are harder to classify.
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 Chapter 1:
3: Melting and freezing

1.3 Melting and freezing

Summary questions 1 melting, faster, around, liquid, temperature (5 marks)
2 Ben is correct. If the melting point is −7 °C, then the substance must be in either the liquid or gas state at
20 °C. You cannot know which of these two states it is in unless you know its boiling point. (3 marks)
3 QWC question. Example answers (6 marks):
Chemistry NC link Melting is the change from the solid to the liquid state.
● changes of state in terms of the particle model On melting, the particles vibrate faster and move away from their places in the pattern. More and more
particles start moving around. When all the particles are moving around from place to place, the substance
Working Scientifically NC link has melted.
● interpret observations and data, including identifying Freezing is the change from the liquid to the solid state.
patterns and using observations, measurements, and On freezing, the particles start to move more slowly. They get into a pattern, and vibrate on the spot.
data to draw conclusions

Starter Support/Extension Resources

Band Outcome Checkpoint How does water become ice? (5 min) Ask students to name the processes Extension: To extend the
Question, Activity that occur when water is placed into an ice cube tray and placed into the starter activities, students
freezer, and then when an ice cube is left in a warm place. should be asked to consider
Developing Describe how substances change as the temperature changes (Level 3) Starter 1, Starter 2, Main 1
What happens as water freezes? (10 min) Students need to reorder the the energy involved in the Interactive: What
State the meaning of the term melting point (Level 3) 1 processes.
descriptions of freezing to check their understanding. happens as water
Describe the observations seen as stearic acid cools, in terms of the Main 1 freezes?
states of matter it is in (Level 4)
Main Support/Extension Resources
Secure Discuss the change in particle movement during melting and B, 1, 2 Starter 2
Observing the cooling of stearic acid (20 min) Students observe the Support: Students should be Practical:
freezing, using particle diagrams to help (Level 5)
temperature of stearic acid over time as it cools and then plot their data to provided with pre-drawn axes. Observing the
Interpret melting point data to decide the state of a substance at a 3 produce a cooling curve for stearic acid. Extension: Students will be cooling of stearic
given temperature (Level 5) able to choose their own scales acid
for each axis. Skill sheet:
Use cooling data to decide the melting point of stearic acid (Level 6) Main 1
Choosing scales
Extending Explain why there is a period of constant temperature during Main 1, Main 2 Presentation and discussion of results (20 min) Introduce students to the Extension: Students should Skill sheet:
melting and freezing (the latent phase) (Level 7) idea of cooling curves, and how these can be interpreted to find the melting explain why the graph ‘levels Recording results
Interpret melting point data to explain the particle movement of Main 1, Main 2 point, and to show whether a substance is pure or impure. Students may require off’ and has a period with no Skill sheet:
different substances at given temperatures (Level 7) extra guidance on the meanings of these keywords. temperature change. Drawing graphs

Locate the melting point of stearic acid on a graph of data plotted Main 1 In groups, students should plan a 2-minute presentation to the class to explain
from observations (Level 8) their results.
As a class discuss where the melting point would be found on the graph. Discuss
how melting points are not sharp for mixtures and how melting points can be
Maths Literacy APP Key words used to identify substances.
The maths task in the student Students can present and Students apply their melting, freezing, change of
book requires students to explain their results to the knowledge of the particle state, melting point Plenary Support/Extension Resources
interpret a graph showing the rest of the class. model to explain observations
What is happening to the particles in the stearic acid? (5 min) Ask Support: Developing students
melting of butter, and explain in their experiment (AF1).
whether butter is a pure students to sketch the cooling curve for stearic acid on a mini-whiteboard. could be placed in groups to
During the practical, students
substance or a mixture. must collect data, choosing Then ask students to draw particle diagrams for each stage in the curve and enable peer support and aid
Record temperatures of appropriate time periods to name the state for each significant section of the graph. recall of the particle behaviour
stearic acid as it cools and record observations for the Melting points (5 min) Ask students to refer to the table of melting points on at different stages.
use this to plot a cooling stearic acid (AF4).
the corresponding student-book spread. Name a temperature and ask students
curve, and use this to identify
the melting point. which state each substance would be in.

Homework
Answers from the student book Give students the melting point of iron (1538 °C), and ask students to suggest
why steel does not have one specific melting temperature.
In-text questions A liquid and solid
B The particles first start to move more slowly. The particles arrange themselves in a pattern, and vibrate
on the spot.
C oxygen, water, gallium, gold

Activity Butter wouldn’t melt…

Butter is a mixture of substances. The graph shows this because it does not show a sharp melting point.
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 Chapter 3:
1: Boiling

1.4 Boiling
Summary questions 1 liquid, gas, all the way through, a certain (4 marks)
2 Copper is in the liquid state at 2000 °C. (1 mark)
3 QWC question. Example answers (6 marks):
Any model that has identical particles that can move around relative to each other. Diagrams to be included.
Chemistry NC link Table or similar to compare how the model is like, and not like, reality.
● changes of state in terms of the particle model

Working Scientifically NC link

● interpret observations and data, including identifying Starter Support/Extension Resources
patterns and using observations, measurements, and
Describing boiling (5 min) Boil a beaker of water. Ask students to describe Support: Students could
data to draw conclusions
why they start to see bubbles forming. be asked to focus on
observations only.

Band Outcome Checkpoint What happens when water boils? (10 min) Students use the interactive Extension: Students could be Interactive: What
resource to reorder descriptions of boiling to check their understanding of the asked to suggest explanations happens when
Question Activity
sequence of events. for what is happening. water boils?
Developing Describe boiling as a change of state (Level 4) 1 Starter 1
Main Support/Extension Resources
Recognise that different substances boil at different 2
Heating water (25 min) Students use the supplied data to plot a heating curve Support: A support sheet is Activity: Heating
temperatures (Level 4)
for water. Students then need to consider what is happening to the particles at available with pre-drawn axes water
Draw straightforward conclusions from boiling point data presented Main 1 each stage of the process. for drawing the graph. Skill sheet:
in tables and graphs (Level 4) Extension: Students Choosing scales
Discuss where the boiling point is found on the curve, and why there are periods
Secure Use the particle model to explain boiling (Level 5) Starter 2 with constant temperatures (the latent phase). will be able to apply the Skill sheet:
particle models to aid their Drawing graphs
Explain why different substances boil at different temperatures 2 Main 1, Plenary 1, Plenary 2
descriptions.
(Level 6)
Consolidating states (15 min) Students should complete the questions
Select data and information about boiling points and use them to Main 1
provided on the corresponding student-book spread to check their
contribute to conclusions (Level 5)
understanding of boiling and to gain practice at predicting the state a substance
Extending Use the particle model and latent heat to explain boiling (Level 7) 3 Main 1 is found in at certain temperatures, given its boiling point.

Explain why different substances boil at different temperatures using 3 Main 1 Plenary Support/Extension Resources
particle diagrams and latent heat (Level 8)
Which boiling point is which? (5 min) Display a list of substances on the Support: Extra information
Assess the strength of evidence from boiling point data, deciding Main 1 board (e.g., oxygen, water, iron, mercury), with a jumbled up list of their boiling can be added about the chosen
whether it is suffi cient to support a conclusion (Level 7) points. Ask students to guess which boiling point belongs to which substance substances, such as the state it
using their everyday knowledge of them. (Substances selected will need to is in at room temperature.
have boiling points that are not close to one another and will need to have well
Maths Literacy APP Key words known properties.)
Order, add, and subtract From the activity, students Students can use abstract boiling, boiling point
negative numbers in the construct clear and coherent models to explain melting How can substances be identified using boiling points? (5 min) Students
context of boiling and melting sentences, and synthesise points (AF1). write a paragraph, explaining how you would go about setting up an
point data. alternative ways of presenting Students can interpret graphs experiment to identify a substance if you knew its boiling point.
ideas and information and tables from the student
(tables, lists) when explaining Homework Support/Extension
book questions and from the
boiling points. practical (AF5). Prepare a fact sheet on different ways the boiling point of water can be Support: This can be given in
changed. Explain why being able to change the boiling point of water may the form of hints. For example,
be useful. ask students to answer
Answers from the student book
questions such as ‘Why do we
In-text questions A steam/water in the gas state/water vapour add salt to icy roads?’
B The temperature at which a substance boils.
C Silver is in the liquid state at 1000 °C.

Activity Mystery liquid

The substance is likely to be propanol.

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 Chapter 1:
3: More changes of state

3.5 More changes of state

1.5
Activity Evaluating evaporation
Make the test fair by soaking the same type of material in water, and having equal-sized pieces of this material.
It is not possible to know whether the evidence supports the conclusion because the investigation is not fair.

Summary questionss 1 In boiling, substances change from the liquid to the gas state.
Chemistry NC link In boiling, particles leave from all parts of the liquid.
● changes of state in terms of the particle model In condensing, substances change from the gas state to the liquid state.
In evaporating, particles leave from the surface of the liquid.
Working Scientifically NC link
In evaporating, substances change from the liquid to the gas state. (5 marks)
● ask questions and develop a line of enquiry based on 2 On condensing, particles in the gas state move closer together until they touch each other. The particles
observations of the real world, alongside prior knowledge stop moving around throughout the whole container, and instead they move around each other in the
and experience bottom part of the container. (2 marks)
3 QWC question. Example answers (6 marks):
Condensation is the change of state from gas to liquid, but evaporation and boiling involve a substance
Band Outcome Checkpoint changing from its liquid to its gas state.
Question Activity In condensation, particles get closer together, but in boiling and evaporation the particles get further apart.
In condensation, particles move more slowly, but in boiling and evaporation they start to move faster.
Developing Recall changes of state involving gases (Level 3) D, 1
In evaporation particles leave the surface of the liquid, but in boiling, bubbles of the substance in its gas
Describe how particles change in their arrangements during A, 1, 2 state form throughout the liquid. They rise to the surface and escape.
evaporation, condensation, and sublimation (Level 4) Evaporation can happen at any temperature, but boiling only happens at the boiling point.
Condensation can happen at any temperature below the boiling point, but boiling can only happen at the
Carry out a practical on evaporation, carrying out experimental Main 1, Main 2
boiling point.
procedures carefully, and recording results accurately (Level 4)

Secure Describe changes of state involving gases (Level 5) A–D, 1–3 Main 1, Main 2

Use a particle model to explain evaporating, condensing, and 1–3

subliming (Level 6) Starter Support/Extension Resources

Explain how the practical procedure can be kept fair to ensure valid Main 1, Main 2 Iodine sublimation (10 min) Demonstrate the sublimation of iodine in a Support: Evaporation and
results (Level 6) fume cupboard. If available, solid carbon dioxide (‘dry ice’) could also be condensation will need to be
shown. Demonstrate how the solid that has sublimed can be recollected revisited.
Extending Explain what occurs during sublimation and condensation using 1–3
(see RSC Practical Chemistry) as a solid again without the liquid being seen. Extension: Students can be
particle models (Level 7)
told that the process of gases
Explain, using particle models, the differences between evaporation A, 1–3 being collected back as a solid
Observing condensation (5 min) Ask students to breathe on a cold surface
and boiling (Level 7) is called deposition.
such as a mirror. Discuss what is happening to the particles to turn them from
Justify and evaluate the practical procedure chosen based on Main 1, Main 2 a gas into a liquid.
students’ understanding of changes of state, and given the results
Main Support/Extension Resources
obtained (Level 7)
Who can make the biggest crystals? (40 min) Explain to students that copper Support: Students can be Practical: Who can
sulfate crystals will form from copper sulfate solution as the solution evaporates, issued with the access sheet, make the biggest
Maths Literacy APP Key words and that the slower the evaporation, the bigger the crystals will be. Students where students make the crystals?
Students will need to use Students can answer Students apply their evaporation, condensation, then need to predict how they can obtain the biggest crystals by considering the copper sulfate solution from
estimation to gauge the size extended questions understanding of evaporation sublimation
factors affecting evaporation. solid copper sulfate, and make
of crystals grown given the describing the differences in planning their experiment
unusual shapes that will be in the crystals they have to grow the biggest copper Students should read the corresponding student-book spread and answer the crystals using a given method.
produced. produced and why these sulfate crystals (AF4). summary questions to check their understanding of the processes met. Extension: Students should
have arisen, applying their try and explain why slower
knowledge to the answers. Crystals will need to be revisited in another lesson.
evaporation may result in
larger crystals.

Answers from the student book Plenary Support/Extension Resources

In-text questions A In evaporation, particles escape from the surface of the liquid, but in boiling, bubbles of the substance Identifying evaporation, condensation, and sublimation (5 min) An Extension: Students could be Interactive:
in the gas state form throughout the liquid, rise to the surface, and escape. Evaporation happens at any interactive resource where students will match state changes to pictures of asked to draw particle diagrams Identifying
temperature, but boiling happens only at the boiling point. evaporation, condensation, and sublimation. to illustrate the processes. evaporation,
B A hairdryer heats the substance in its liquid state, and supplies moving air to move just evaporated What’s the difference between evaporation and boiling? (5 min) Ask condensation, and
particles away. students to recall the differences between evaporation and boiling. sublimation
C On condensing, a substance in the liquid state is formed.
Homework
D subliming
Students use their knowledge of evaporation to prepare a leaflet for
68 householders on how they can dry their washing most efficiently. 69

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 Chapter 1:
3: Diffusion

1.6 Diffusion
Summary questions 1 particles, randomly, air, diffusion, energy, faster (6 marks)
2 You might be able to smell particles of a substance diffusing in the air; you might be able to see particles
of a coloured substance moving through the air; you might be able to see particles of a coloured substance
moving through a liquid. (3 marks)
Chemistry NC link 3 Nitrogen particles diffuse faster because their particles have a smaller mass. (2 marks)
● the properties of the different states of matter (solid, liquid, 4 QWC question. Example answers (6 marks):
and gas) in terms of the particle model, including gas pressure Diffusion happens quickly in gases because the particles are far apart… (1).
A particle can travel a relatively long way before colliding with another particle.
Working Scientifically NC link Diffusion happens slower in liquids because the particles are closer together… (1).
● identify independent, dependent, and control variables A particle is likely to travel only a short distance before it collides with another particle.
and their intrinsic nature and other factors to be taken into Diffusion does not happen in solids because the particles are packed tightly together… (1).
account when collecting evidence and data The gaps between the particles are small, so the particles cannot move form place to place (1).

Band Outcome Checkpoint

Question Activity
Starter Support/Extension Resources
Developing Describe examples of diffusion (Level 4) Starter 1, Starter 2
Perfume diffusion (5 min) Spray perfume or air freshener in one corner of the Support: Students can be
Describe the movement of particles in diffusion (Level 4) A–C, 1 Plenary 1 room. Ask students to put their hand up when they are able to smell it. Discuss asked to concentrate on why
Identify the dependent and independent variable when investigating WS Main 1 how the particles have moved around the room. students who are closer can
the rates of diffusion (Level 4) Be aware of students with respiratory problems. smell the perfume first.

Secure Use the particle model to explain diffusion (Level 6) 3 Main 1 Modelling diffusion (10 min) Have five students acting as diffusing particles.
Ask them to make their way across the room. Put more and more other students
Describe evidence for diffusion (Level 5) 2 Main 1
in their way to demonstrate diffusion through the different states, and hence
Identify variables that need to be kept constant when investigating WS Main 1 the relative speeds. Asking students to travel in pairs with arms interlinked will
the rates of diffusion of KMnO4 (Level 6) allow modelling of how greater particle mass affects diffusion speed.
Extending Use particle diagrams to explain how diffusion occurs and the factors 4 Main 1 Main Support/Extension Resources
that affect it (Level 7)
What affects the rate of diffusion? (30 min) Students will consider how Support: The support sheet Practical: What
Describe why diffusion is faster at higher temperatures, using the Main 1, Plenary 1 temperature affects the rate of diffusion of KMnO4 in water, and identify the contains a table of results for affects the rate
concept of energy (Level 8) variables within the investigation. students to fill in. Support of diffusion?
Identify key variables in complex contexts, explaining why some Main 1, Plenary 1 students in order to make their Skill sheet:
cannot be readily controlled, and planning appropriate approaches investigations as fair as possible, Choosing scales
to investigating the rates of diffusion of KMnO4 (Level 7) for example, by discussing the Skill sheet:
size of particles chosen or how Recording results
they are placed in the water to Skill sheet:
Maths Literacy APP Key words minimise early diffusion. Drawing graphs
In the practical activity, Students pay attention Students identify significant diffusion Extension: Students should
students use the quantitative to legibility, spelling, variables and recognise those discuss energy and how it
relationship between units to punctuation, grammar, and which are independent and plays a part in diffusion in
convert the times they record sentence structure when they those which are dependent
their explanations.
between the units of seconds write a leaflet on diffusion. when answering the
and minutes. student-book activity (AF4).
Checking understanding of diffusion (10 min) Students should complete
the questions provided in the corresponding student-book spread to check their
Answers from the student book understanding of diffusion.

In-text questions A Diffusion is the random moving and mixing of particles. Plenary Support/Extension Resources
B They have more energy and so can travel faster. Describing diffusion (5 min) Students complete a passage on diffusion from Interactive:
Activity Fair’s fair the interactive resource. Describing diffusion
Variable to change – temperature; variable to measure – time for purple colour to be evenly spread throughout Diffusion true or false statements (5 min) Assign one corner of the room to Extension: Ask students to
the water; variables to control – size and number of crystals, volume of water.
‘true’ and one to ‘false’. Call out statements about diffusion, for example, ‘it is explain their decisions.
faster when the temperature is colder’. Students decide if the statement is true
or false and move to the appropriate corner of the room.

Homework

Write a short paragraph explaining why hot water is best for making cups of tea.
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 Chapter 1:
3: Gas pressure

1.7 Gas pressure

Summary questions 1 Gas particles collide with the walls of their container.
Colliding gas particles exert pressure on the inside of their container.
The more particles in a container, the higher the pressure.
The higher the temperature, the higher the pressure. (4 marks)
Chemistry NC link 2 There are air particles in the closed can, above the baked beans.
● the properties of the different states of matter (solid, liquid, On heating, the gas particles move faster. They collide with the walls of the container more frequently, so
and gas) in terms of the particle model, including the pressure increases.
gas pressure Eventually the pressure is so high that the container isn’t strong enough to withstand this pressure, and the
container explodes. (3 marks)
Working Scientifically NC link 3 Example points (6 marks):
● interpret observations and data, including identifying In a warm room, the particles gain energy and move faster.
patterns and using observations, measurements, and The particles collide with the walls of the rubber more often.
data to draw conclusions The air pressure inside the balloon increases.
The rubber will stretch and the balloon expand.
In the freezer the air cools down and its particles lose energy.
Band Outcome Checkpoint The particles move more slowly and collide with the rubber less often.
The pressure inside the balloon decreases.
Question Activity The rubber stretches out less and the balloon shrinks.
Developing Describe simply what gas pressure is (Level 4) A Plenary 1, Plenary 2

State examples of gas pressure in everyday situations (Level 4) Literacy, Starter 1, Starter 2,
Plenary 1, Plenary 2
Starter Support/Extension Resources
Collect and interpret simple primary data to provide evidence for gas pressure Main 1
What happens when gas pressure builds up? (5 min) Support: Students can also be
(Level 4)
Demonstrate gas pressure by placing a small amount of water in an empty given a blown-up balloon in
Secure Use the particle model to explain gas pressure (Level 6) C, 2 Main 1, Plenary 1 camera film cartridge case along with an indigestion tablet, placing the lid order to feel the pressure inside.
on and turning it upside down (ensure there is plenty of space around the Alternatively, this can be done
Describe the factors that affect gas pressure (Level 6) Main 1
experiment, and that there is something to mop up the resulting puddle over the end of a plastic gas
Collect, analyse, and interpret primary data to provide evidence for Main 1 syringe and trying to compress
afterwards). Alternatively, drop a mint sweet into a bottle of diet cola, leaving
gas pressure (Level 6) it. This will help them to
the lid off and observe the resulting fountain caused by the gas being able to
Extending Use particle diagrams to explain how gas pressure is created (Level 7) 3 escape more quickly from the bottle due to the reaction with the mint. visualise what is happening to
the particles within a gas.
Explain, using particle diagrams, what happens to gas pressure as the 3 What are gases like? (10 min) Discuss the statements with students to ensure Interactive: What
temperature increases (Level 8) that they all have a good recall of the behaviour of gases from previous lessons are gases like?
Process data, including using multi-step calculations and compound Main 1 and from KS2. The interactive activity will allow you to find out how confident
measures, to identify complex relationships between variables (Level 8) students are with the behaviour of gases. Any weaknesses will need to be
revisited before the concept of gas pressure can be taught.

Main Support/Extension Resources

Literacy APP Key words
In the student book, students identify Using models to aid explanations of gas collide, gas pressure What affects gas pressure? (25 min) Students will consider the factors that Support: Provide key words Practical: What
main ideas, events, and supporting pressure (AF1). affect how much gas pressure is generated. and phrases on which to base affects gas
details when writing and performing a Using data as evidence from experiments drawings. pressure?
A recap at the end of the practical can make use of animations that are readily
script. with gas pressure (AF4). Extension: Students should
available on the Internet.
explain why solids, liquids, and
Drawing particle diagrams (15 min) Ask students to draw a storyboard of
gases exert pressure differently.
Answers from the student book particle diagrams to show what happens as you blow a balloon up, giving
in-depth explanations for each picture on their storyboard.
In-text questions A Gas pressure is the force per unit area caused by particles colliding with the walls of their container.
B There are more particles causing more frequent collisions with the walls inside the container. Plenary Support/Extension Resources
C Inside the freezer, the air inside the bottle cools and its particles lose energy. The particles move more Gas pressure explanations (5 min) Without referring to their books or class Extension: Students should
slowly. They collide with the plastic less often, so the pressure in the bottle decreases. notes, students should explain to a partner how gas pressure is created. use particle diagrams when
Activity Particle performance When do we need pressure? (5 min) Ask students to come up with three discussing how pressure
Script to indicate that particles move faster as the air gets hotter, leading to more frequent collisions with the situations where pressure is helpful or essential, and three situations where it builds up.
rubber tyres, and so increased pressure.
is unhelpful or even dangerous.

Homework

Explain, using your knowledge on gas pressure, why fizzy drinks sometimes
spray out when they are opened.
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 Chapter 1: Checkpoint

1 Chapter 1 Checkpoint
C1
12 Describe the movement of Describe evidence for diffusion. Students are guided to give examples, and link them with
particles in diffusion. their explanations in Task 5.

13 Describe simply what gas Use the particle model to Task 6 is in a similar format to Task 5. Students identify the
pressure is. explain gas pressure. key information and then form their explanations.
Checkpoint lesson routes 14 State examples of gas pressure Describe the factors that affect Recap on the conclusions from the practical in Topic 5.7.
The route through this lesson can be determined using the Checkpoint assessment. in everyday situations. gas pressure.
Percentage pass marks are supplied in the Checkpoint teacher notes.

Route A (support) Route B (extension) Answers to end-of-chapter questions

Resources: Chapter 1 Checkpoint support sheet. Resources: Chapter 1 Checkpoint extension sheet. 1 The particles in the diagram are identical (1 mark), separate from each other and randomly arranged (1 mark).
Students will work through a support sheet that allows them Students will be asked to draw a cartoon strip showing what 2 The particles are touching each other and randomly arranged (1 mark). They move around, in an out of each other (1
to gradually revisit and consolidate their understanding of the happens to particles of water when a bowl of water is left in a mark).
particle model and the three states of matter. room for a period of time and the temperature changes. They will 3a platinum (1 mark)
need to use particle diagrams to complete their cartoon strip.
  b neon, krypton, mercury, bromine, silver, platinum (5 marks)
  c neon or krypton (1 mark)
  d bromine and mercury (2 marks)
Progression to secure
  e mercury (1 mark)
No. Developing outcome Secure outcome Making progress 4a C (1 mark)
1 State that materials are made Describe how materials are In Task 1, students divide a lump of modelling clay into   b Credit a sensible explanation of why the statements A, B, orD do not explain why solids cannogt be poured (1 mark).
up of particles. made up of particles. smaller and smaller portions until they have a very small 5 Olivia is incorrect (1 mark). Gas pressure is the result of gas particles colliding with the inside of their container, not with
quantity. The tiny piece they have left still has many each other (1 mark).
thousands, if not millions of particles in it. 6 This is a QWC question. Students should be marked on the use of good English, organisation of information, spelling
2 Match particle models to the Use the particle model to In Task 2, students fill in boxes to create a particle model and grammar, and correct use of specialist scientific terms. The best answers will be organised in a way that allows
properties of a material. explain why different materials for the three states of matter. They can then complete easy comparison between boiling and evaporation, showing clear similarities and difference (maximum of 6 marks).
have different properties. descriptions for each state and its behaviour (cloze activity). Examples of correct scientific points:
● In both evaporating and boiling, a substance changes from the liquid to the gas state.
4 Match properties of the three Use ideas about particles to In Task 3, students select statements that best describe how
● In evaporating, particles leave from the surface of the liquid.
states of matter to the name of explain the properties of a the properties change as an ice cube melts to water and
● In boiling, bubbles of gas form throughout the liquid, move up to the surface, and leave the liquid.
the state. substance in its three states. then boils.
● Evaporation can happen at any temperature.
5 Describe how substances Use the particle model to In Task 3, students annotate a diagram to explain what is ● Boiling can happen only at the boiling point.
change as the temperature explain changes of state happening as water moves between its three states. ● In both evaporating and boiling, the particles start off by touching their neighbours, but then move apart from
changes. involving solids and liquids. each other.
6 State the meaning of the term Explain changes of state In Task 4, students will use data on water to discuss how
melting point. using particle kinetics and temperature influences the state of water. Answer guide for the Maths challenge
temperature. Developing Secure Extending
7 Describe boiling as a change of Use the particle model to Students will need to add further annotation to their 1-2 marks 3-4 marks 5-6 marks
state. explain boiling. diagrams in Task 3. Time should be spent with students ● The student has drawn one of the three ● The bar chart, scatter graph, and pie ● The bar chart, scatter graph, and pie
explaining the difference between evaporation and boiling. charts/graphs correctly, with suitable chart are all drawn, but their scales chart have suitable scales, and all axes
This is often an area of confusion. scales and correctly labelled axes and may not be suitable, and some of the and segments are labelled.
8 Recognise that different Interpret data about changes In Task 4, students need to interpret melting point and segments OR the student has drawn all axes or segments may be incorrectly or ● Points, bars, and angles are plotted
substances boil at different of state. boiling point data for an unfamiliar substance. You can three charts/graphs, but the scales are incompletely labelled. correctly.
temperatures. provide a temperature scale for students to visualise where unsuitable and/or the axes or segments ● Most points, bars, and angles are plotted ● The student has explained that the pie
temperatures are in relation to each other. are incorrectly or incompletely labelled. correctly, but there are some mistakes. chart is the best way to display the
● Some points, bars, and angles are plotted ● The student has stated that the bar data because it shows the different
9 Recall changes of state Describe changes of state Students need to name all the state changes to complete
correctly, but there are many mistakes. chart or the pie chart are suitable ways proportions of each gas that are in the air.
involving gases. involving gases. their annotated diagrams in Task 3.
● The student has not stated which type of of displaying the data, but has not given
chart or graph is most suitable. a convincing reason.
10 Describe how particles change Use the particle model Students need to use particle diagrams to show the changes
in their arrangements during to explain evaporating, in arrangements of particles during all state changes.
evaporation, condensation, condensing, and subliming.
and sublimation.
11 Describe examples of diffusion. Use the particle model to In Task 5, students can answer some simple questions that Chapter 1: Checkpoint assessment (automarked assessment)
explain diffusion. will allow them to gather all the information they need for Chapter 1: Checkpoint support sheet
an explanation. They can then work together to write the Chapter 1: Checkpoint extension sheet
best explanation. Chapter 1: Progress task (literacy)
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