Module c1 Carbon Chemistry Scheme of Work and Lesson Plan

GATEWAY SCIENCE SUITE
SCHEMES OF WORK
AND LESSON PLANS
C1: Carbon Chemistry
VERSION 1.1 JULY 2011
Introduction
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tailored to our new specifications. These support materials are designed to inspire teachers and facilitate
different ideas and teaching practices. Each Scheme of Work and set of sample Lesson Plans is provided
in Word format – so that you can use it as a foundation to build upon and amend the content to suit your
teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching
hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and skills
need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be
read in conjunction with the Specification. If clarification on a particular point is sought then that clarification
should be found in the Specification itself. References to the content statements for each lesson are given
in the ‘Points to note’ column.
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Page 2 of 18 GCSE Gateway Science Chemistry B J264 Module C1 Carbon Chemistry
Sample Scheme of Work
GCSE Gateway Science Chemistry B J264
Module C1: Carbon Chemistry
Topic: C1a Making crude oil useful
Suggested Teaching Time: 3 Hours
SUGGESTED TEACHING AND HOMEWORK

TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
WHAT ARE FOSSIL FUELS ASK STUDENTS TO IDENTIFY SOME OF THE WWW.ENERGYQUEST.CA.GOV/STORY/CHAPTER08 STUDENTS HAVE ALREADY WORKED
AND HOW ARE THEY USED? MATERIALS AROUND THEM THAT ARE MADE .HTML ON FOSSIL FUELS AT KEY STAGE 3,
HOW ARE FOSSIL FUELS FROM OIL. BUT THEY MAY BE SURPRISED AT
EXTRACTED AND WHAT SPLIT STUDENTS INTO GROUPS AND ASK THEM WWW.ENERGY.GOV/ENERGYSOURCES/COAL.HTM HOW MANY MATERIALS COME FROM
PROBLEMS DO WE FACE AS TO PREPARE A PRESENTATION ON HOW THE OIL.
WE USE THEM? DIFFERENT FOSSIL FUELS ARE EXTRACTED, WWW.PLANET-SCICAST.COM/VIEW_CLIP.CFM? STRESS TO THE STUDENTS THE
HOW THEY ARE USED AND FUTURE PROBLEMS CIT_ID=2869 ECONOMIC, POLITICAL AND
THAT MAY OCCUR IF WE CONTINUE TO USE ENVIRONMENTAL PROBLEMS
THEM. INVOLVED IN USING CRUDE OIL. THIS
WOULD BE A GOOD CHANCE TO
DEVELOP A SCIENCE IN SOCIETY LINK
HIGHLIGHTING HOW DIFFERENT
GROUPS MAY HAVE DIFFERENT
IDEAS OF THE ADVANTAGES AND
DISADVANTAGES OF OIL AND HOW
THESE GROUPS COULD BE
AFFECTED DIFFERENTLY BY THE USE
OF OIL AND BY THE EXPLORATION
FOR IT.
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ACTIVITIES
WHAT CAN BE MADE FROM DEMONSTRATE THE FRACTIONAL DISTILLATION DEMONSTRATE USING SYNTHETIC CRUDE OIL HIGHER LEVEL CANDIDATES WILL
CRUDE OIL AND HOW CAN OF CRUDE OIL, SHOW STUDENTS THE AND CONDENSER. NEED TO BE INTRODUCED TO THE
THE DIFFERENT CHEMICALS DIFFERENT VISCOSITIES, COLOUR AND YOU CAN ALSO SHOW A VIDEO ON FRACTIONAL IDEA OF INTERMOLECULAR FORCES
BE SEPARATED OUT FROM FLAMMABILITY OF THE DIFFERENT FRACTIONS. DISTILLATION HERE, EITHER FROM THE AND HOW THIS LEADS TO THE
CRUDE OIL. INTRODUCE THE IDEA OF DIFFERENT LENGTH EDUCATION SECTION OF AN OIL COMPANY EG DIFFERENCE IN BOILING POINTS.
HYDROCARBONS, ASK STUDENTS TO TRY TO BP/SSHELL OR FROM THE INTERNET. HIGHER LEVEL CANDIDATES COULD
EXPLAIN WHY THE LENGTH MAY LEAD TO OIL COMPANIES SUCH AS BP AND SHELL OFFER BE ASKED TO RESEARCH WHICH
DIFFERENT BOILING POINTS. PRE-PACKAGED SAMPLES OF OIL FRACTIONS FRACTIONS ARE MOST USEFUL/MOST
STUDENTS CAN RESEARCH TWO USES OF THAT STUDENTS CAN OBSERVE, THESE ARE IN DEMAND AS A LEAD IN TO THE
EACH FRACTION FROM FRACTIONAL AVAILABLE THROUGH THEIR EDUCATION NEXT LESSON ON CRACKING.
DISTILLATION FOR HOMEWORK. DEPARTMENTS.
ALTERNATIVELY STUDENTS COULD RESEARCH STUDENTS SHOULD DRAW OR LABEL A
AN OIL TANKER ACCIDENT OR THE OIL SPILL IN FRACTIONATING COLUMN WHERE EACH
THE GULF OF MEXICO. FRACTION EXITS, CLEARLY SHOWING THE
TEMPERATURE GRADIENT.
USE MOLYMODS TO SHOW THE DIFFERENT
LENGTHS OF HYDROCARBON CHAINS THIS WILL
ALSO HELP TO DEMONSTRATE THE POSSIBILITIES
OF INTERMOLECULAR FORCES.
HTTP://WWW.BP.COM/EXTENDEDSECTIONGENERI
CARTICLE.DO?
CATEGORYID=40&CONTENTID=7061813
BRING THE INDUSTRIAL CHEMISTRY INTO THE
CLASSROOM WITH A SHORT VIDEO CLIP OF THE
FRACTIONATION PROCESS.
(MOST SCHOOLS HAVE FREE VIDEOS FROM OIL
COMPANIES OR THE RSC INDUSTRIAL CHEMISTRY
VIDEO – SENT FREE TO EVERY SCHOOL OR
RECORDINGS FROM BBC OR ITV).
THE RSC CLIPS ARE DOWNLOADABLE FROM
HTTP://WWW.RSC.ORG/EDUCATION/TEACHERS/RE
SOURCES/ALCHEMY/INDEX2.HTM
HOW OIL COMPANIES STUDENTS CAN CRACK LIQUID PETROLEUM CLEAPPS GUIDANCE ON PRACTICAL. STRESS THE USE OF THE DIFFERENT
CHANGE THE AMOUNT OF (CHECK CLEAPPS FOR RISK ASSESSMENT AND ALLOW STUDENTS TO TEST THE ETHENE GIVEN PRODUCTS PARTICULARLY ETHENE.
PRODUCT IN EACH PRACTICAL GUIDANCE). OFF USING BROMINE WATER THIS ALLOWS A LINK FOR HIGHER ABILITY EXPLAIN WHY
FRACTION TO MEET THE STUDENTS RESEARCH: THIS IS AN TO BE MADE TO C1D. EACH FRACTION IS NOT
DEMANDS OF SOCIETY. OPPORTUNITY TO COMPARE AND PRESENT THE RSC CLIP ON CRACKING IS DOWNLOADABLE NECESSARILY AS USEFUL AND WHY
DATA ON CRUDE OIL COMPOSITION AND FROM PETROL IS SO USEFUL.
DEMAND OF PRODUCTS. (LINK TO HTTP://WWW.RSC.ORG/EDUCATION/TEACHERS/RE THE CONFLICT BETWEEN USE AS A
FUNDAMENTAL SCIENTIFIC PROCESSES – SOURCES/ALCHEMY/INDEX2.HTM FUEL AND USE MAKING
METHODS OF SCIENCE). PETROCHEMICALS SHOULD ALSO BE
EMPHASISED. (FUNDAMENTAL
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SCIENTIFIC PROCESSES)
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Topic: C1b Using carbon fuel

ACTIVITIES
STUDENTS NEED TO ASK THE STUDENTS WHAT FUELS THEY USE IN STUDENTS MAY NEED TEACHER INPUT ON FUELS TEACHER NEEDS AT THE END TO
UNDERSTAND WHICH THEIR HOMES. AND THE LIMITATIONS TO THEIR USES. HAVE COVERED THE VARIOUS
PROPERTIES OF A FUEL ASK THE STUDENTS TO WRITE DOWN THREE REASONS FOR CHOICE OF A FUEL
MAKE IT SUITABLE FOR ITS EXAMPLES OF HOW A FUEL COULD BE USED FROM THE SYLLABUS.
USE. EG IN A LIGHT HOUSE IN SCOTLAND.
ASK THE STUDENTS THEN TO SWAP THESE SUMMARISE THE PROS AND CONS
WITH ANOTHER STUDENT WHO MUST THEN FOR EACH FUEL.
SUGGEST A FUEL TO USE AND WHY.
PASS THIS ON TO ANOTHER STUDENT WHO
AGREES OR DISAGREES WITH THE CHOICES
OF FUEL AND EXPLAINS WHY THEY AGREE OR
DISAGREE.
FINALLY THE THREE STUDENTS CONFER AND
DISCUSS THEIR IDEAS.
EACH GROUP OF THREE THEN HAS TO
PRESENT ONE OF THE FUELS AND ITS USE TO
THE CLASS, WHO CAN THEN HAVE AN INPUT.
HOMEWORK: STUDENTS CAN RESEARCH WHY
THE AMOUNT OF FUEL BEING USED IS
INCREASING AND WHAT CAN BE DONE TO
REDUCE THIS INCREASE.
STUDENTS NEED TO LOWER ABILITY STUDENTS CAN SEE THE FOUNDATION AND STANDARD DEMAND HIGHER TIER CANDIDATES CAN BE
UNDERSTAND THE CONDENSATION FORM ON THE OUTSIDE OF A CANDIDATES CAN WORK OUT THE WORD GIVEN THE UNBALANCED SYMBOL
COMPLETE AND WATER FILLED BEAKER TO SHOW THAT WATER EQUATIONS FOR BOTH TYPES OF COMBUSTION. EQUATION AND ASKED TO BALANCE
INCOMPLETE COMBUSTION IS PRODUCED DURING COMBUSTION. IT USING 2, 1.5 AND 1 IN FRONT OF
OF A FOSSIL FUEL. THE PROS TEACHERS CAN DEMONSTRATE THE USE MOLYMODS TO SHOW THE REACTANTS AND THE OXYGEN TO SHOW HOW
AND CONS OF EACH. PRODUCTION OF WATER AND CARBON DIOXIDE PRODUCTS THIS GIVES A GOOD VISUALISATION REDUCING THE OXYGEN CAN
BY DRAWING THE GASES GIVEN OFF FROM OF THE COMBUSTION PROCESS. CHANGE THE PRODUCTS.
COMBUSTION THROUGH DRESCHLER BOTTLES
CONTAINING COBALT CHLORIDE PAPER AND HTTP://PRACTICALCHEMISTRY.ORG/EXPERIMENT
LIMEWATER. S/ENHANCEMENT/SPECTACULAR-
ALTERNATIVELY YELLOW AND BLUE FLAME OF DEMONSTRATIONS/CONTROLLED-EXPLOSION-OF-
A BUNSEN BURNER CAN BE COMPARED TO A-METHANE-AIR-MIXTURE,295,EX.HTML
LEAD DISCUSSION ABOUT INCOMPLETE
COMBUSTION AND THIS IS A PERFECT
OPPORTUNITY TO USE THE EXPLODING GAS
FILLED LARGE COFFEE TIN DEMONSTRATION.
THIS COULD BE USED AS A STARTER OR AS A
PLENARY AS THE STUDENT EXPLAINS THE
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VARIOUS STAGES OF THE COMBUSTION OF
THE GAS.
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Topic: C1c Clean air

ACTIVITIES
CANDIDATES NEED TO KNOW TEACHER EXPLAINS WHAT RESPIRATION IS, CANDIDATES WILL NEED DIFFERING HIGHER CANDIDATES CAN OFTEN
THE PRESENT DAY ASK STUDENTS TO COMPARE THIS WITH THE FRAMEWORKS TO PRODUCE THEIR OWN PUT A LOT OF THIS INFORMATION
COMPOSITION OF THE PHOTOSYNTHESIS EQUATION, ASK THEM WHAT CARBON CYCLE DEPENDING UPON THEIR ABILITY. TOGETHER THEMSELVES SO THIS
ATMOSPHERE AND HOW THIS THEY NOTICE.(MAKE LINKS WITH BIOLOGY). GIVES THE CHANCE FOR A LOT OF
COMPOSITION CAME ABOUT WHEN CANDIDATES HAVE REALISED THAT ALTERNATIVELY STUDENTS CAN CONSTRUCT A STUDENT LEAD LEARNING AND
FROM THE VOLCANIC GASES THEY ARE OPPOSITES INTRODUCE THE IDEA TIME LINE TO SHOW THE DEVELOPMENT OF THE ALLOWS THEM TO DEVELOP THEIR
RELEASED INTO THE THAT RESPIRATION AND PHOTOSYNTHESIS ATMOSPHERE. (LINK TO FUNDAMENTAL OWN SCIENTIFIC EXPLANATIONS.
ORIGINAL ATMOSPHERE. KEEP THE AMOUNT OF CARBON DIOXIDE AND SCIENTIFIC PROCESSES- METHODS OF SCIENCE). CANDIDATES CAN ALSO EXAMINE THE
OXYGEN ROUGHLY THE SAME. GIVE EACH GROUP IN THE CLASS A TASK, ONE TO THEORIES OF HOW THE
REMIND THE STUDENTS OF THE COMBUSTION MAKE THE TIME LINE (LARGE ACROSS A WALL), ATMOSPHERE FORMED HAS
EQUATION AND ASK THEM WHY THE AMOUNT ONE GROUP RESEARCHES COMPOSITION OF DEVELOPED OVER THE YEARS.
OF CARBON DIOXIDE IN THE ATMOSPHERE MAY ATMOSPHERE 4 BILLION YEARS AGO, ONE GROUP (FUNDAMENTAL SCIENTIFIC
BE INCREASING. LOOKS FOR WHEN PLANTS APPEARED ETC. PROCESSES).
DEPENDANT ON ABILITY STUDENTS CAN
PRODUCE THEIR OWN CARBON CYCLE GIVEN A STUDENTS CAN DRAW A PIE CHART OF CURRENT
FRAMEWORK. COMPOSITION OF AIR (LINK TO FUNDAMENTAL
STUDENTS NEED TO BE ABLE TO RECALL SCIENTIFIC PROCESSES- METHODS OF SCIENCE)
PRESENT DAY COMPOSITION OF THE
ATMOSPHERE.
HIGHER CANDIDATES NEED TO BE ABLE TO
EXPLAIN HOW THE PRESENT DAY
ATMOSPHERE CAME ABOUT, THIS COULD BE A
RESEARCH HOMEWORK IF THEY ARE GIVEN
THE ORIGINAL GASES PRESENT.
TO UNDERSTAND WHERE GIVEN CARBON MONOXIDE, OXIDES OF WWW.CLEANAIRTRUST.ORG/CARBONMONOXIDE. HIGHER CANDIDATES WILL NEED TO
ATMOSPHERIC POLLUTANTS NITROGEN AND SULFUR DIOXIDE CANDIDATES HTML KNOW THE BALANCED SYMBOL
ORIGINATE FROM AND WHY CAN RESEARCH WHERE THE POLLUTANTS ARE EQUATION FOR A CATALYTIC
THEY ARE DANGEROUS. PRODUCED AND WHAT DANGERS THEY POSE. WWW.AIRQUALITY.CO.UK/WHAT_CAUSES.PHP? CONVERTER.
HERE IS ANOTHER OPPORTUNITY FOR TEAM N_ACTION=POLLUTANTS&ITEM=8
RESEARCH AND PRESENTATION, EACH TEAM
RESEARCHES EITHER CO, SO2 OR OXIDES OF HTTP://HEALTHANDENERGY.COM/AIR_POLLUTION
NITROGEN AND OUTLINES HOW THE _CAUSES.HTM
POLLUTANTS ARE FORMED AND HOW THEY
CAN BE AVOIDED.
HOMEWORK: CANDIDATES CAN RESEARCH
HOW THESE POLLUTANTS CAN BE REDUCED
SPECIFICALLY CATALYTIC CONVERTERS, THIS
WILL NEED TO BE FOLLOWED UP IN THE NEXT
LESSON.
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ACTIVITIES
HIGHER CANDIDATES NEED TO KNOW THE
BALANCED SYMBOL EQUATION FOR CATALYTIC
CONVERTERS.
THE ACTION OF A CATALYST IN A GASEOUS
REACTION CAN BE DEMONSTRATED BY USING
PLATINISED CERAMIC WOOL IN HYDROGEN.
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Topic: C1d Making polymers

ACTIVITIES
CANDIDATES NEED TO KNOW CANDIDATES USUALLY REALLY ENJOY FOR LOWER ABILITY CANDIDATES HAVE H AND C FOR HIGHER CANDIDATES IT MAY BE
WHAT A HYDROCARBON IS, DRAWING OUT THE STRUCTURES OF ALKANES ON SQUARE PIECES OF PAPER AND PLAIN PAPER WORTHWHILE USING THE MOLYMODS
KNOW THE STRUCTURES OF OR USING MOLYMODS TO CONSTRUCT THEM, FOR THEM TO TRY TO BUILD THE ALKANES. TO SHOW THAT THE STRUCTURE OF
ALKANES AND THAT ONCE THEY HAVE BEEN TAUGHT THE BASICS, THE HYDROCARBONS IS NOT IN TWO
ALKANES ARE SATURATED ALLOW THEM TO CARRY ON PAST BUTANE, DIMENSIONS BUT IS ACTUALLY IN
HYDROCARBONS. INTRODUCED TO THE MATHEMATICAL THREE DIMENSIONS.
TERMINOLOGY FOR NAMING THEY WILL EASILY (MODELING – LINK TO FUNDAMENTAL
PASS C10H22 . SCIENTIFIC PROCESSES).
INTRODUCE THE CONCEPT OF GENERAL
FORMULA.
HOMEWORK: FOR THE MORE ABLE STUDENTS
INTRODUCE THE IDEA OF ISOMERISM, ALLOW
THEM TO ATTEMPT ISOMERS OF C7H16 FOR
HOMEWORK.
AS A PLENARY DISPLAY THE STRUCTURAL
FORMULAE OF A VARIETY OF ORGANIC
MOLECULES, STUDENTS CLASSIFY THEM AS
HYDROCARBONS OR NOT, WORK OUT THE
MOLECULAR FORMULA AND TOTAL NUMBER OF
ATOMS IN EACH.
CANDIDATES NEED TO KNOW THIS IS SIMILAR TO THE FIRST LESSON, AS ABOVE. IF ISOMERISM WAS INTRODUCED AS
THE STRUCTURES OF HOWEVER IT HAS THE ADDED DIFFICULTY OF AN EXTENSION IN THE EARLIER
ALKENES AND THAT THEY INTRODUCING THE DOUBLE BOND TO THE LESSON ASK CANDIDATES IF THE
ARE UNSATURATED STUDENTS. EXPLAIN THAT ONLY ONE DOUBLE POSITION OF THE DOUBLE BOND
HYDROCARBONS. BOND NEEDS TO BE DRAWN AND EXPLAIN WILL EFFECT THE MOLECULE MADE.
CANDIDATES ALSO NEED TO THAT WHERE THIS IS THERE NEEDS TO BE
KNOW THAT THE DOUBLE LESS HYDROGEN ATOMS. REFER BACK TO THE
BOND IS SHOWN BY THE TEST FOR A DOUBLE BOND USING BROMINE
REACTION WITH BROMINE WATER.
WATER. EXPLAIN TO STANDARD AND HIGHER TIER
DEMAND CANDIDATES THAT THE DOUBLE
BOND IS MADE UP OF TWO SHARED PAIRS OF
ELECTRONS.
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ACTIVITIES
CANDIDATES NEED TO KNOW MAKE NYLON FOR THE CANDIDATES, THEN MOLYMODS ARE AN ALTERNATIVE WAY OF THE RESEARCH HOMEWORK IS A
HOW ADDITION POLYMERS SHOW HOW THE MONOMERS JOIN TOGETHER CANDIDATES REALISING THAT ONLY ONE OF THE GOOD WAY OF CANDIDATES
ARE MADE FROM BY THE BREAKING OF ONE OF THE DOUBLE BONDS IN THE DOUBLE BOND BREAKS. REALISING THE EFFECT SCIENCE
MONOMERS, UNDERSTAND BONDS. HAS ON SOCIETY.
THE STRUCTURE OF ALTERNATIVES OR ADDITIONS TO THE
POLYMERS AND HOW TO POLYMERISATION DEMONSTRATION ARE AT
NAME THEM. WWW.PRACTICALCHEMISTRY.ORG
ROLE PLAY – STUDENTS DOUBLE BOND BY
HOLDING HANDS, ALL CROWD TOGETHER
(HIGH PRESSURE) A CATALYST (TEACHER OR
SINGLE STUDENT) BREAKS ONE DOUBLE
BOND, THE FREE HAND BREAKS THE NEXT
AND SO ON, THE CHAIN GROWS UNTIL THE HIGHER CANDIDATES WILL NEED
WHOLE CLASS IS HOLDING HANDS IN A LARGE PRACTICE CHANGING MONOMER
CHAIN. STRUCTURE INTO POLYMER AND
INTRODUCE THE CONCEPT OF NAMING THE POLYMER STRUCTURE INTO
POLYMER FROM THE MONOMER THEN ALLOW MONOMER.
CANDIDATES TO DRAW POLYETHENE,
POLYVINYL CHLORIDE AND POLYSTYRENE.
GIVE EACH STUDENT A PAPER CLIP MONOMER
WHICH GETS PASSED AROUND ADDING ONTO
THE CHAIN UNTIL THERE IS A PAPER CLIP
POLYMER.
EXPLAIN TO THE STUDENTS THAT THE
MONOMERS ARE UNSATURATED, WHEREAS
THE POLYMERS ARE SATURATED.
HOMEWORK: ASK CANDIDATES TO RESEARCH
THE BENEFITS AND PROBLEMS OF THE USE OF
PLASTICS IN SOCIETY OR ALTERNATIVELY ASK
THE STUDENTS TO RESEARCH THE
ACCIDENTAL DISCOVERY OF POLYETHENE.
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Topic: C1e Designer polymers

ACTIVITIES
CANDIDATES NEED TO GIVE THE STUDENTS VARIOUS SUBSTANCES CANDIDATES WILL NEED LISTS OF MATERIALS STRESS THAT PRODUCED FIBRES
UNDERSTAND THE EG SHOPPING BAG, FROM A LIST OF AND PROPERTIES FOR THE FIRST ACTIVITY. A CAN NOW BE MADE TO VERY
PROPERTIES OF POLYMERS PROPERTIES THEY MUST CHOOSE THE GOOD WAY OF DELIVERING A WORD LIST OF CLOSELY MATCH THE DESIRED
THAT ALLOW THEM TO BE DESIRED PROPERTY FOR THAT MATERIAL PROPERTIES AND MATERIALS IS VIA A WORD PROPERTIES. HIGHER CANDIDATES
USED FOR SPECIFIC BASED ON ITS USE EG FLEXIBLE. ONCE THEY SEARCH AS A STARTER. MIGHT CONTINUE THEIR RESEARCH
PURPOSES. HAVE A LIST ASK THEM TO JUSTIFY THEIR CANDIDATES CAN RESEARCH THE PROPERTIES TO LOOK AT MATERIALS USED IN
CHOICES AND EXPLAIN THEM IN GROUPS. OF GORETEX AND NYLON USING THE WEBSITES. MEDICINE AND DENTISTRY.
INTRODUCE THE USE OF NYLON AND GORETEX WWW.GORE-TEX.COM/REMOTE/SATELLITE/HOME HIGHER CANDIDATES SHOULD ALSO
AS WATERPROOF CLOTHING, WHAT IS WWW.BBC.CO.UK/SCHOOLS/GCSEBITESIZE/SCIEN MAKE THE LINK BETWEEN THE
DESIRABLE/ESSENTIAL. CE/OCR_GATEWAY/CARBON_CHEM/6_DESIGNER_ STRUCTURE OF THE POLYMER AND
POLYMERS3.SHTML ITS PROPERTIES.
HTTP://LIBRARY.THINKQUEST.ORG/C004179/NYLO
N.HTM
CANDIDATES NEED TO BE THERE ARE NUMEROUS SITES FOR INCLUDE ALL YOUR LOCAL FACILITIES EG LAND STRESS THE NON-BIODEGRADABLE
AWARE OF THE PROBLEMS CANDIDATES TO RESEARCH THE PROBLEMS FILL AND RECYCLING POINTS ETC. CHALLENGE NATURE OF PLASTIC WASTE AND
POSED BY PLASTICS OF DISPOSAL OF PLASTIC WASTE. THEY CAN THE STUDENTS TO SORT DIFFERENT TYPES OF THAT THIS IS A MAJOR CAUSE OF THE
ESPECIALLY IN THEIR CARRY OUT THE RESEARCH IN GROUPS AND PLASTICS CAN THEY WORK OUT WHICH PLASTICS PROBLEM OF DISPOSAL.
DISPOSAL. PRESENT THEIR FINDINGS AT THE END. ARE THE SAME? WHAT CAN THEY SEE AS THE THIS IS A GOOD AREA TO DEVELOP
PROBLEMS OF AN INDUSTRIAL SCALE RECYCLING THE CANDIDATES UNDERSTANDING
PROCESS FOR PLASTICS? OF SCIENCE IN SOCIETY.
AN EXCELLENT RESOURCE IS
WWW.WASTEONLINE.ORG.UK/RESOURCES/INFOR
MATIONSHEETS/PLASTICS.HTM
WWW.ESSEXCC.GOV.UK/VIP8/ECC/ECCWEBSITE/C
ONTENT/BINARIES/DOCUMENTS/WASTE/CHAPTER
_7_PLASTICS.PDF?CHANNELOID=NULL
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Topic: C1f Cooking and food additives

ACTIVITIES
CANDIDATES NEED TO EGG WHITE CAN BE COOKED TO SHOW THE ALTERNATIVELY CARRY OUT THE POTATO CANDIDATES AT STANDARD AND
UNDERSTAND THE CHANGES EFFECT OF COOKING ON PROTEIN. CLEAPPS EXPERIMENT HIGHER DEMAND NEED TO BE ABLE
THAT OCCUR IN FOODS ADVICE MUST BE FOLLOWED REGARDING THE HTTP://PRACTICALCHEMISTRY.ORG/EXPERIMENT TO DESCRIBE THE HYDROPHOBIC
WHEN THEY ARE COOKED TYPE OF EGG USED DUE TO THE RISK OF S/INTERMEDIATE/STRUCTURE-AND- AND HYDROPHILIC NATURE OF
AND THAT SOME FOODS ALLERGIC REACTIONS. MAKE A TIN FOIL PAN BONDING/COOKING-POTATOES,124,EX.HTML EMULSIFYING AGENTS.
HAVE ADDITIVES TO THAT GOES ON TOP OF A BEAKER OF BOILING EMULSIFIER EXPERIMENT:
ENHANCE TASTE/COLOUR WATER. AFTERWARDS EGG AND FOIL CAN GO HTTP://PRACTICALCHEMISTRY.ORG/EXPERIMENT
ETC. STRAIGHT IN THE BIN. DEMONSTRATION OR S/EMULSIFIERS,125,EX.HTML
STARTER. FOOD ADDITIVES:
CANDIDATES NEED TO LIST THE CHANGES WWW.UNDERSTANDINGFOODADDITIVIES.ORG
THAT TAKE PLACE TO FOODS WHEN THEY ARE
COOKED EG APPEARANCE/TEXTURE ETC.
HIGHER CANDIDATES CAN HEAT POTATOES TO
SEE THE CHANGES THAT TAKE PLACE IN THE
CELLS WHEN THEY ARE HEATED.
ALTERNATIVELY CANDIDATES CAN SEE WHICH
CHEMICALS CAN BE USED AS EMULSIFIERS.
MOST CANDIDATES WILL HAVE SOME IDEA OF
FOOD ADDITIVES, THEY CAN RESEARCH THE
USE OF ADDITIVES USING THE WEBSITE.
HOMEWORK: CANDIDATES CAN RESEARCH
THE ADDITIVES IN THE FOODS THEY EAT FROM
THE FOOD LABELS. WHY DO CERTAIN FOODS
HAVE MORE ADDITIVES THAN OTHERS?
CANDIDATES NEED TO CANDIDATES CAN HEAT BAKING POWDER AND CARE MUST BE TAKEN TO AVOID
UNDERSTAND THE ACTION BUBBLE THE GAS GIVEN OFF THROUGH “SUCK BACK”.
OF HEAT ON BAKING LIMEWATER TO SEE THAT THE GAS EVOLVED IS
POWDER. CARBON DIOXIDE.
THIS IS A GOOD CHANCE TO PRACTICE WORD
AND SYMBOL EQUATIONS. THERE IS CHANCE
HERE FOR CROSS CURRICULAR LINKS WITH
FOOD TECHNOLOGY IE MAKING SODA BREAD.
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Topic: C1g Smells

ACTIVITIES
CANDIDATES CAN MAKE A CANDIDATES CAN MAKE THE ESTERS HTTP://PRACTICALCHEMISTRY.ORG/EXPERIMENT HIGHER LEVEL CANDIDATES NEED TO
RANGE OF ESTERS AND SUGGESTED BY THE RSC ON THEIR WEBSITE. S/MAKING-ESTERS-FROM-ALCOHOLS-AND- UNDERSTAND THE ENERGY
RESEARCH THEIR USES. CANDIDATES CAN ALSO RESEARCH THE USES ACIDS,235,EX.HTML REQUIREMENT OF PARTICLES THAT
OF DIFFERENT ESTERS. WWW.HARTNELL.CC.CA.US/FACULTY/SHOVDE/CH ALLOWS EVAPORATION TO TAKE
CANDIDATES CAN DISCUSS THE PROPERTIES EM12B/ESTERS.HTM PLACE.
NEEDED OF PERFUMES. PRODUCE CARDS WITH DIFFERENT PROPERTIES
STUDENTS CAN RESEARCH THE NAMES OF EG LASTS A LONG TIME, EASILY WASHED OFF
NATURAL PERFUMES. FOR CANDIDATES TO DISCUSS WHICH PROPERTY
WOULD BE DESIRABLE AND WHICH WOULD NOT.
CANDIDATES NEED TO CANDIDATES NEED TO REVIEW THE MEANING VARIOUS NAIL VARNISHES COATED ONTO HIGHER LEVEL CANDIDATES NEED TO
INVESTIGATE WHICH LIQUIDS OF THE WORDS SOLVENT/SOLUTE ETC. MICROSCOPE SLIDES. UNDERSTAND THE DIFFERENCE IN
ARE SOLVENTS FOR NAIL CANDIDATES CAN TEST TO SEE IF ONLY VARIOUS SOLVENTS/NON-SOLVENTS FOR NAIL STRENGTH OF ATTRACTION
VARNISH. CERTAIN LIQUIDS ARE SOLVENTS FOR NAIL VARNISHES. BETWEEN THE LIQUIDS AND NAIL
VARNISH. IF ONE IS A SOLVENT FOR ONE NAIL COTTON WOOL AND GLOVES TO WIPE OFF NAIL VARNISH.
VARNISH IS IT ALWAYS A SOLVENT? VARNISH.
PROVIDE STUDENTS WITH DATA ON OTHER
SOLVENTS (EG FOR STAIN REMOVAL FROM
DIFFERENT FABRICS) TO ALLOW STUDENTS TO
SELECT APPROPRIATE ONE TO USE.
CANDIDATES NEED TO BE CANDIDATES CAN RESEARCH THE USE OF WWW.NATUREWATCH.ORG/SHOPPINGGUIDE/COS THERE IS A SCIENTIFIC SIDE TO THIS
ABLE TO DESCRIBE ANIMALS IN COSMETICS RESEARCH. METICS_TESTING.ASP AND THE CANDIDATES NEED TO BE
DIFFERENT VIEWS ON THIS IS AN OPPORTUNITY FOR A DEBATE OR A ABLE TO GIVE ADVANTAGES AND
COSMETIC TESTING ON ROLE PLAYING EXERCISE (ROLE CARDS) TO DISADVANTAGES OF ANIMAL
ANIMALS. PUT THE CASE FOR AND AGAINST ANIMAL TESTING.
TESTING AND PROVIDES A LINK WITH SCIENCE
IN SOCIETY.
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Topic: C1h Paints and pigments

ACTIVITIES
CANDIDATES NEED TO KNOW CANDIDATES CAN RESEARCH THE DIFFERENT WWW.DIYDATA.COM/MATERIALS/PAINTS/PAINTS.P THE REASON FOR EACH PART OF THE
THAT PAINTS ARE COLLOIDS PARTS OF PAINTS EG BINDING MEDIUM ETC. HP PAINT BEING INCLUDED IS
AND THE DIFFERENT PARTS CANDIDATES CAN RESEARCH THE DIFFERENT IMPORTANT AND WHAT HAPPENS TO
TO A PAINT. TYPES OF PAINTS, WHY THEY ARE DEVELOPED EACH COMPONENT AS IT “DRIES”.
AND WHAT THEY ARE USED FOR.
A SIMPLE GREEN PAINT CAN BE MADE BY
MIXING COPPER CARBONATE POWDER
(PIGMENT) WITH LINSEED OIL (BINDING
MEDIUM) AND WHITE SPIRIT (SOLVENT).
(MESSY, BUT CAN BE DEMONSTRATED).
CANDIDATES NEED TO KNOW MIDDLESEX UNIVERSITY TEACHING MINDSETS (MIDDLESEX UNIVERSITY TEACHING
THE PROPERTIES AND SOME RESOURCES CAN PROVIDE THERMOCHROMIC RESOURCES) – WWW.MUTR.CO.UK
USES OF THERMOCHROMIC PAINTS, STUDENTS CAN PAINT THESE ON THE
PAINTS OUTSIDE OF PLASTIC CUPS THEN POUR IN HOT
WATER THE PAINT WILL CHANGE COLOUR.
THERMOCHROMIC BATH TOYS FOR BABIES
CAN ALSO BE BOUGHT, THESE CAN THEN BE
USED TO SHOW HOW THERMOCHROMIC
PAINTS CAN BE USED.
CANDIDATES NEED TO KNOW MIDDLESEX UNIVERSITY TEACHING MINDSETS (MIDDLESEX UNIVERSITY TEACHING
THE PROPERTIES AND SOME RESOURCES CAN PROVIDE RESOURCES) – WWW.MUTR.CO.UK
USES OF PHOSPHORESCENT PHOSPHORESCENT PAINTS OR GLOW IN THE
PAINTS DARK TOYS CAN BE PURCHASED FROM MANY
SHOPS. SHOW THE STUDENTS HOW THE
PHOSPHORESCENT PAINT “GLOWS” AFTER THE
LIGHT HAS BEEN TURNED OFF.
© OCR V1.1
Sample Lesson Plan
GCSE Gateway Science Chemistry B J264
Module C1 Carbon Chemistry
Item C1a: Making crude oil useful
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to
teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the
individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson

Objective 1 To understand the difference between renewable and non-renewable energy sources F/H
Objective 2 To understand some of the difficulties humans will face when oil begins to run out H
Recap of Previous Experience and Prior Knowledge
Candidates will have already studied fossil fuels at Key Stage 3 so the start of this lesson will be a revision of what
they have already done. The main part of the lesson will be student lead; they can present their research and discuss
with others what the research highlights about the future use of fossil fuels.
Content
Time Learning activities
in Resources Assessment
mins Teacher Pupil
Introduction/Starter
5 As a starter activity have some words In pairs students try to Words eg What have the
on the board for the students to define words that are renewable/non- students
define/discuss eg renewable/fossil fuel displayed renewable/fossils remembered
etc. fuel/coal/oil/gas from KS3.
OR Alternatives
Show a brief news clip about the Gulf allow for
of Mexico oil spill and ask students Higher ability students may discussion eg
“why are we having to work in such welcome the chance to Why did the Gulf
difficult conditions?” discuss the fact that oil is of Mexico oil spill
OR running out and at present happen?
Show brief video clip about how oil is we are having to extract oil
formed “How long before we make from areas that we would
more oil?” eg http://www.planet- not previously have
scicast.com/view_clip.cfm?cit_id=2869 considered.
Main
5 Ask the students to look around the Students try to recognise Sample of oil,
classroom and write down everything which chemicals are made examples of
they can see that is made from oil, from oil, are there any plastics etc. To
possibly have a sample of oil at the similarities? show students to
front. This will throw them a little bit as spark
they will not realise that 35% of their discussions.
clothing will originally be from oil. Ask
for their answers and develop and
highlight all the different materials that
© OCR V1.1
Teacher Pupil
mins
originate from oil.
OR
A good way of focusing on fuel use Ask students what type of
would be to discuss transport of transport uses different
people and goods. ie fuels used by fuels.
cars, lorries, planes, trains, ships etc.
20 It may have been set as a previous The 20 minutes should be If there is no How well have
homework, but if it has not ask the divided into 15 minutes internet access the students
students to research in groups. Split research and 5 minutes then teachers will understood the
the class up into three separate presentation. need to have science behind
groups printed suitable the task?
One group are to research how long Tight time control for the resources from
crude oil will last. presentation, websites.
A second group are to research what 2 minutes presentation
alternatives are there being developed 1 min questions.
as alternatives to petrol.
A third group are to research what For a higher tier class of
amount of crude oil is used in making students, the conflict of use
petrochemicals or the range of should be included, this
materials made from crude oil. links the overarching ideas
of the lesson well.
10 Each group presents to the class for 2 If students cannot ask Have pre- How well have
minutes their findings; each group suitable questions be prepared the students
needs to answer questions from the prepared to step in and ask questions around understood the
class about their research. searching question to the subject. science behind
Class can question presenters for 1 assess their understanding. the task?
minute.
10 Again split the class into threes, but Ensure students create 5 or
this time ensure that each three has a 6 bullet points from each
student from each of the three section to be put on
different groups, in each three the board/screen for everyone
students make notes on each of the to get a copy.
three presentations they have heard
today.
Consolidation
mins Teacher Pupil
Consolidation
5 Revisit the important areas of the lesson Ask questions of the students Check
again eg definitions of finite, non- to probe their understanding, understanding.
renewable, hydrocarbon and what they either use thumbs up or down
learnt from the student presentations. or green, amber and red signs
to check understanding.
5 Students write down one new thing they
have learnt from this lesson and one thing
they have learnt that has surprised them.
Homework
Write a short paragraph or 5/6 bullet points “How can we make crude oil last longer?”
© OCR V1.1
URLs for clips
Clip 1 www.planet-scicast.com/view_clip.cfm?cit_id=2869
Key words
Renewable, non-renewable, coal, oil, gas
© OCR V1.1

Module c1 Carbon Chemistry Scheme of Work and Lesson Plan

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GATEWAY SCIENCE SUITE

Suggested Teaching Time: 3 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 3 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 2 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 3 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 2 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 2 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 3 Hours

SUGGESTED TEACHING AND HOMEWORK

Suggested Teaching Time: 3 Hours

SUGGESTED TEACHING AND HOMEWORK

Item C1a: Making crude oil useful

Lesson length is assumed to be one hour.

Learning Objectives for the Lesson

Recap of Previous Experience and Prior Knowledge

Renewable, non-renewable, coal, oil, gas

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