Year 9 Chemistry Scheme of Work

Cambridge Lower Secondary
Scheme of Work – Science Stage 9

Unit 9.2 The Periodic Table and preparing salts
It is recommended that this unit takes approximately 35% of the teaching time for this term.
In this unit, learners build on their previous knowledge of the Periodic Table, particle theory and chemical reactions to develop their knowledge of:
 the structure of an atom
 the methods and discoveries of Rutherford and other scientists
 the structures of the first twenty elements of the Periodic Table
 trends in groups and periods
 preparing some common salts by the reactions of metals or metal carbonates with acid
 writing word equations to describe reactions of metals or metal carbonates with acids.
Scientific enquiry work focuses on:

 discussing and explaining the importance of questions, evidence and explanations, using historical and contemporary examples
 discussing the way that scientists work today and how they worked in the past, including reference to experimentation, evidence and creative
thought
 suggesting and using preliminary work to decide how to carry out an investigation
 using appropriate sampling techniques where required
 deciding which measurements and observations are necessary and what equipment to use
 making sufficient observations and measurements to reduce error and make results more reliable
 explaining results using scientific knowledge and understanding.
Recommended vocabulary for this unit:

 nucleus, proton, neutron, electron, electron orbit, atomic (proton) number
 Periodic Table, group, period
 reactants, products, carbonates, sulfates, nitrates, chlorides, indicator, word equation
 neutralisation, filtration, crystallisation, evaporation, excess, saturated.
V1 8Y03 Scheme of Work Stage 9 1

Framework Learning Objective Suggested activities to choose from Resources Comments
Code
9Cp1 Describe the Ask learners to draw a representation of an atom. Expect
structure of an atom drawings similar to Dalton’s billiard ball model although some
and learn about the may show orbiting electrons.
methods and
discoveries of Using secondary sources, learners research the history of the A useful website on the history
Rutherford atom starting from ancient times (Democritus), through Dalton’s of the atom
‘billiard ball’ and Thomson’s ‘plum pudding model’ to http://
9Cp4 Talk about the Rutherford’s ‘planetary model’. Learners create a poster, thehistoryoftheatom.weebly.com
contribution of presentation, video etc. describing the structure of the atom and /
scientists how our understanding has changed over time. This can include
Secondary sources how our idea of an atom is based on a model, and the strengths
can be used and weaknesses of the Rutherford model of an atom.
9Ep1 Discuss and explain Introduce Rutherford’s experiment and how it demonstrated that
the importance of most of the atom was empty space with a small, positively Simulation to visualise
questions, evidence charged nucleus. A simulation can be used to help learners Rutherford scattering
and explanations, visualise why the plum pudding model and planetary model https://phet.colorado.edu/en/
using historical and would give different results. simulation/rutherford-scattering
contemporary
examples Learners make physical models of atoms to display in their
classrooms. Make sure learners can identify the nucleus, Materials for making models.
9Ep3 Discuss the way that protons, neutrons and electrons.
scientists work today
and how they
worked in the past,
including reference
to experimentation,
evidence and
creative thought
9Cp2 Compare the Provide a range of activities that allow learners to practise Learners need to be
structures of the first recalling and using the symbols of the first 20 chemical able to remember
twenty elements of elements and other common elements (e.g. common transition the symbols of the

Code
the Periodic Table metals). first twenty elements
of the Periodic Table
9Ec1 Describe patterns Possible activities include: and those of other
(correlations) seen  matching card game (using cards with either a name or Resources for these activities familiar elements.
in results symbol written on them) could be created by groups of These were
 dominos (using cards with the name of one element and the learners and then swapped so introduced in Stage 8
symbol of another written on them) another group tries the activity. but will probably
 creating and solving crosswords and word searches need to be revised
 matching the name of the element to the element in the and reinforced.
Periodic Table containing only the symbols.
Give learners a copy of the Periodic Table. Show learners the Periodic Table.
information given for each element.
Use a range of activities to help learners become familiar with
the information in the Periodic Table such as: Good activities can
 use the Periodic Table to find the atomic number of the first be saved to use
20 elements. Do you see any patterns? again in future years.
 use the Periodic Table to find the relative atomic mass of the
first 20 elements. Do you see any patterns?
Explain that the atomic number is the number of protons and in Set of cards with the atomic
an atom this is the same as the number of electrons. Provide models for the first 20 elements.
cards with the atomic models (showing the electron shells) for
hydrogen to sodium. Learners:
 identify the atomic number of each element
 order the elements by atomic number
 compare the structures of hydrogen, lithium and sodium. Do
you see any patterns?
 arrange the elements like a Periodic Table. Do you see any
patterns?
Learners can then predict the atomic structures of magnesium
to calcium. After each prediction they can check their answers
and add the relevant card to their Periodic Table.

Code
Learners practise drawing the atomic structures of the first 20

elements in a blank Periodic Table.
Blank Periodic tables.
Demonstrate how to work out the number of protons, electrons
and neutrons in an atom from the atomic number and relative
atomic mass. Learners practise several examples. Worksheet (or similar) with
atomic number and relative
atomic mass for several
Have atomic models of the first twenty elements of the Periodic elements.
Table and learners match them with the element name / symbol
and Periodic Table information. Learners identify similarities and
differences between the models.
9Cp3 Describe trends in Use demonstrations with elements so learners can observe Periodic Tables. Health and safety:
groups and periods elements which are in the same group and identify similarities in Small pieces of lithium and  These activities
their physical and chemical properties. Examples include: sodium, magnesium, calcium, are for
 lithium and sodium (their state, appearance and reaction chlorine (in sealed vial), bromine demonstration by
with water) (in sealed vial), iodine (in sealed the teacher only.
 magnesium and calcium (their state, appearance and vial), water bath, dilute acid (e.g.  Safety goggles
reaction with dilute acid) 0.1 mol dm-3 hydrochloric acid). must be worn by
 chlorine, bromine and iodine (their state and appearance). Videos of the elements can be learners and
Learners make predictions about the next element in the group found at: teacher and
and compare the predictions with the actual properties of the http://www.rsc.org/periodic- screens used for
element. table/video sodium and
lithium.
Learners recognise groups and periods by colouring in  Chlorine and
according to the properties of the elements e.g. metals and non- bromine are
metals or solids, liquids and gases (at room temperature). highly toxic and
Periodic Tables. should only be in
classroom in
sealed
containers, made

Code
by trained
technicians and
disposed of
safely.
9Cc5 Explain how to Scientific enquiry activity Stage 9 learners

prepare some The preparation of salts from acids and insoluble metal For each group: should be able to
common salts by the carbonates Solid metal carbonate (e.g. use word equations
reactions of metals Demonstrate the preparation of a salt using a carbonate and an calcium carbonate, copper to describe chemical
and metal acid (e.g. calcium carbonate and dilute sulfuric acid): carbonate, magnesium reactions. It can be
carbonates and be  add excess carbonate to dilute acid until no more dissolves carbonate) and dilute acid (e.g. useful to begin to
able to write word  remove the excess solid by filtration hydrochloric acid, sulfuric acid, introduce symbol
equations for these  evaporate the solution until some solid appears nitric acid), beaker, spatula, filter equations during this
reactions  allow the solution to cool funnel, filter paper, evaporating stage although this is
 filter the sample to obtain the crystals. basin, glass rod, heating optional.
9Ep7 Decide which apparatus.
measurements and Before starting the practical activity, learners must assess the
observations are risks involved in the preparation and agree the safety measures
necessary and what required.
equipment to use  Learners, in groups, prepare an appropriate salt (e.g.
calcium chloride, magnesium nitrate or copper sulfate) by
9Eo1 Make sufficient reacting the metal carbonate with a dilute acid.
observations and
 Learners write word equations for the reaction (and symbol
measurements to
equations as an extension activity).
reduce error and
 Learners evaluate their preparation. They suggest how they
make results more
could do it better if they were to do it again.
reliable
Conclude that when a metal carbonate reacts with an acid, a
9Ec8 Explain results using
salt, water and carbon dioxide are formed.
scientific knowledge
and understanding.
Communicate this
clearly to others

Code
9Cc5 Explain how to Scientific enquiry activity
prepare some The preparation of salts from acids and alkalis
common salts by the Show the symbol equation for the reaction of hydrochloric acid
reactions of metals and sodium hydroxide. Ask learners to write a word equation for
and metal the reaction. How would you find out that the acid has been
carbonates and be neutralised?
able to write word
equations for these Learners, in groups, prepare a salt using a soluble base and an For each group: Health and safety:
reactions acid (e.g. sodium hydroxide solution and dilute hydrochloric Dilute hydrochloric acid, dilute  Safety goggles
acid). They: sodium hydroxide, methyl must be worn.
9Ep5 Suggest and use  take a small volume of dilute acid and add a little indicator orange (or plant indicator),  Do not use the
preliminary work to solution beaker, spatula, filter funnel, indicator
decide how to carry  add a solution of hydroxide a drop at a time using a dropper filter paper, evaporating basin, phenolphthalein,
out an investigation or glass rod, mixing after each addition of alkali glass rod, dropping pipette, this is not safe to
 count the number of drops needed to create a neutral heating apparatus. use in school.
9Ep7 Decide which solution
measurements and  add charcoal to remove the indicator solution
observations are  remove the charcoal by filtration
necessary and what  evaporate the solution until some solid appears
equipment to use
 allow the solution to cool
 filter the sample to obtain the crystals.
9Ep9 Use appropriate
sampling techniques
Learners write word equations for the reaction (and symbol
where required
equations as an extension activity).
9Eo1 Make sufficient

Ask learners to suggest how the technique could be improved
observations and
(e.g. removing a drop of the solution to test with indicator rather
measurements to
than adding indicator to the whole sample). Explain that this is
reduce error and
an example of a sampling technique.
make results more
reliable
Learners discuss how preliminary work would help them to
improve their preparation because they would know
9Ec8 Explain results using
approximately how much acid to add to the alkaline.

Code
and understanding. Extension activity: Learners who require more challenge can
Communicate this be shown the technique of titration.
clearly to others
Conclude that when a metal hydroxide reacts with an acid a salt
and water are formed. A pH indicator can be used to determine
when the reactants have been neutralised.
9Cc5 Explain how to Scientific enquiry activity

prepare some The preparation of salts from metals and acids
common salts by the Demonstrate the preparation of a salt using a metal and an acid
reactions of metals (for example zinc powder and hydrochloric acid): Zinc powder, dilute hydrochloric Health and safety:
and metal  Put some acid (25 cm3) into a beaker. Add a spatula-full of acid, beaker, spatula, filter safety goggles must
carbonates and be zinc powder. What do you observe? What is happening? funnel, filter paper, evaporating be worn.
able to write word  Keep adding zinc until no more dissolves. How do we know basin, glass rod, heating
equations for these there is an excess? What does this mean? Why should an apparatus.
reactions excess be added?
 How can the excess solid be separated? Filter off the
9Ep7 Decide which excess.
measurements and  Evaporate (using a gentle heat source) until some solid
observations are appears. Explain that the remaining solution is a saturated
necessary and what solution. What does ‘saturated’ mean? What do you think
equipment to use will happen as the solution is cooled down?
 Leave to cool until the next lesson.
observations and Learners draw and annotate diagrams describing the main steps
measurements to of preparing a salt from a metal and an acid.
reduce error and
make results more Learners write word equations for the reaction (and symbol
reliable equations as an extension activity).
9Ec8 Explain results using Discuss which metal salts can be prepared in this way. Explain
scientific knowledge that some metals are too reactive (e.g. sodium) and others are

Code
and understanding. too unreactive (e.g. copper).
Communicate this Conclude that only some metals can be reacted directly with an
clearly to others acid. Others are either too dangerous or too unreactive.

TERM 2: Unit 9.5 Reactivity and rates of reaction
In this unit, learners build on their previous knowledge of chemical reactions to develop their knowledge of:
 the reactivity series of metals with oxygen, water and dilute acids
 displacement reactions
 the effects of concentration, particle size, temperature and catalysts on the rate of a reaction.

 discussing and explaining the importance of questions, evidence and explanations, using historical and contemporary examples
 testing explanations by using them to make predictions and then evaluating these against evidence
 selecting ideas and producing plans for testing based upon previous knowledge, understanding and research
 deciding whether to use evidence from first hand experience or secondary sources
 deciding which apparatus to use and assessing any hazards in the laboratory
 using a range of materials and equipment and controlling risks
 making observations and measurements
 choosing the best way to present results
 describing patterns (correlations) seen in results
 interpreting results using scientific knowledge and understanding
 drawing conclusions
 comparing results and methods used by others
 looking critically at sources of secondary data
 evaluating the methods used and refining for further investigations
 explaining results using scientific knowledge and understanding; communicating this clearly to others.

 metal, non-metal, acid, oxygen, oxide, hydroxide, salts
 reactivity series, oxidation, displacement reaction
 concentration, catalyst, reagent, reactant, product, rate of reaction.



Code
9Cc2 Describe the Reacting metals with oxygen
reactivity of metals What is formed when a metal reacts with oxygen?
with oxygen, water
and dilute acids Scientific enquiry activity
 Learners clean small samples of a range of metals and Copper, iron, magnesium, zinc, Health and safety:
9Eo2 Use a range of leave in air. oxygen, laboratory glassware safety goggles must
materials and  They check them at intervals for signs of oxidation. and heating apparatus. be used.
equipment and  They heat the same range of metals in air and place them in
control risks a gas jar of oxygen.
 For each example learners:
9Ec1 Describe patterns  record their observations
(correlations) seen  write a word equation
in results  write a symbol equation (extension).
Simulation showing the reaction
Learners watch videos of reactions of different metals with of Group 1 metals with oxygen:
oxygen or use a simulation. This allows reactions involving www.syngentaperiodictable.co.u
Group 1 metals to be observed. k/reaction-zone.php
Learners compare the rate of reaction of different metals with

oxygen. They make a list from most reactive to least reactive.
Sulfur burning in oxygen:
What do you think would happen if a non-metal reacted with https://youtu.be/V1sQO91UvFI
oxygen? Show videos of some examples.
Learners record observations and write word equations for the
reactions (and symbol equations as an extension activity).
Conclude that when a metal or non-metal reacts with oxygen an

oxide is formed.
9Cc2 Describe the Reacting metals with water

reactivity of metals Ask learners to recall examples of reactions of metals with water
with oxygen, water that they have already tested or observed. What happens when
and dilute acids a metal reacts with water?

Code
Give an explanation Show learners the word equation: Reaction of lithium and water
9Cc6 of the effects of lithium + water → lithium hydroxide + hydrogen https://youtu.be/tAr6Lbb_qvQ
concentration,
particle size, Ask learners to suggest the word equation for the reaction of
temperature and different metals with water, e.g. calcium, potassium and zinc.
catalysts on the rate
of a reaction Scientific enquiry activity
 Learners clean small samples of a range of metals and Health and safety:
Use a range of leave in water. safety goggles must
9Eo2 materials and  They observe changes over the next few days. (Some may be used.
equipment and only react when heated in steam; some will not react at all.) Copper, iron, magnesium, zinc,
control risks  For each example learners: laboratory glassware and
 record their observations heating apparatus.
Describe patterns  write a word equation
9Ec1 (correlations) seen  write a symbol equation (extension).
in results
Learners watch videos of reactions of different metals with water
or use a simulation. This allows reactions involving Group 1
metals to be observed. Simulation showing the reaction
of Group 1 metals and other
Learners compare the rates of reaction of some metals with metals with water:
water and make a list. www.syngentaperiodictable.co.u
k/reaction-zone.php
Conclude that when a metal reacts with water, metal hydroxide
and hydrogen are formed.
9Cc2 Describe the Reacting metals with acids

reactivity of metals Ask learners to complete the following word equation:
with oxygen, water magnesium + hydrochloric acid → magnesium chloride + …
and dilute acids
Ask learners to identify the salt in the reaction and suggest a

Code
9Eo2 Use a range of method that could be used to measure the rate of reaction of
materials and magnesium with hydrochloric acid.
equipment and
control risks Scientific enquiry activity Health and safety:
Learners investigate the reaction of three different metals (e.g. Per group: safety goggles must
Describe patterns magnesium, iron and zinc) reacting with dilute acid. They: Three conical flasks, three be used.
9Ec1 (correlations) seen  put equal volumes of dilute acid into three conical flasks balloons, dilute hydrochloric
in results  put equal masses of each metal (as a powder) into three acid, powdered magnesium, iron
balloons and zinc.
 fit the balloons carefully over the mouth of the conical flask
without spilling metal powder
 empty balloons at the same time
 observe the rate of hydrogen gas production.
Learners compare the rates of reaction they observe with the list Alternatively, a video or a
of reactivity they created in the previous lessons. simulation can be used:
www.syngentaperiodictable.co.u
k/reaction-zone.php
Provide learners with the names and formulae of the main Worksheet of reactions of
laboratory acids. Learners complete word equations for the different metals and acids to
reaction of each acid with a series of metals. This can be complete.
extended to include symbol equations.
Conclude that when a metal reacts with an acid, a salt and

hydrogen are produced.
9Cc2 Describe the Constructing a reactivity series

reactivity of metals Provide a description of results, for example of league football A worksheet describing the
with oxygen, water matches, horse racing or running. Learners sort out the order results of football league
and dilute acids from the winner to the last place. matches, horse racing, running
etc. (e.g. A finished before B but
Look critically at Explain to learners that chemicals can be listed in a similar way. was beaten by C and D).

Code
9Ec3 sources of They look at reactions between different chemicals to make an
secondary data order of reactivity.
Decide whether to Learners review their results from earlier in the unit to compare www.syngentaperiodictable.co.u
9Ep6 use evidence from the rates of reaction of some metals with oxygen. Learners use k/reaction-zone.php
first-hand their notes or watch a quick video or use simulations to remind
experience or them about the reactions studied. They summarise the results in
secondary sources a table.
Similarly, learners compare the rates of reaction of some metals Information about the reactivity
with water and with dilute acids. They add their results to their of metals that have not
summary table. previously been studied.
Learners analyse their table of results and suggest an order of

reactivity. This can be enhanced with research or supplied
information about metals which have not been observed.
Give learners the correct reactivity series of metals.

Conclude that metals can be put in order of their reactivity
based on observations made in different chemical reactions.
9Cc3 Explore and Investigating the reactivity series

understand the Start with a sorting cards activity to put metals into a correct Sorting cards of metals in the
reactivity series order based on their reactivity. Do you think the order is the reactivity series.
same at all times? Does it depend on the reagent used? How
Look critically at could we find out?
9Ec3 sources of
secondary data Scientific enquiry activity
Learners investigate whether the reactivity series is the same Copper, iron, magnesium, zinc, Health and safety:
Decide whether to with different acids. dilute acids of the same safety goggles must
9Ep6 use evidence from concentration (sulfuric, nitric, be used.
first-hand Learners should plan their own investigations including a basic ethanoic), laboratory glassware.
experience or risk assessment and decide whether to use primary data and/or

Code
secondary sources secondary data.
Select ideas and If learners decide to use secondary data, they should evaluate Information sources for learners
9Ep4 produce plans for the data they select. (printed or online).
testing based on
previous knowledge, If learners decide to use primary data, then they should plan
understanding and their investigation. This should include details about:
research  the measurements or observations they will make
 whether they will need equipment to make the
Decide which measurements (e.g. stopwatches)
9Ep7 measurements and  the apparatus they will use
observations are  their assessment of any risks, hazards and precautionary
necessary and what measures
equipment to use  how many repeated measurements will be taken and an
explanation of how this will reduce the error in the
Decide which investigation.
9Ep8 apparatus to use
and assess any Learners conduct their investigations and record their results in
hazards in the an organised way (for example a table).
laboratory, field or
workplace Learners analyse their results and conclude whether the
reactivity series is the same when different acids are used.
Make sufficient
9Eo1 observations and Conclude that the reactivity of metals is the same with different
measurements to acids as long as the acids used are at the same concentration.
reduce error and
make results more
reliable
Use a range of
9Eo2 materials and
equipment and
control risks

Code
Make observations
9Eo3 and measurements
Choose the best

9Eo4 way to present
results
Describe patterns
9Ec1 (correlations) seen
in results
Interpret results
9Ec2 using scientific
knowledge and
understanding
Draw conclusions
9Ec4
Evaluate the
9Ec5 methods used and
refine for further
investigations
Explain results using

9Ec8 and understanding.
Communicate this
clearly to others
9Cc4 Give examples of Displacement reactions
displacement Demonstrate a displacement reaction by putting an iron nail into Iron nail, copper strip iron
reactions copper sulfate solution and a copper coin or strip into iron sulfate solution, copper sulfate
sulfate solution. solution.

Code
9Ep2 Test explanations by
using them to make Alternatively, show a video of one or more displacement www.youtube.com/watch?
predictions and then reactions. v=2MawIDT5DFU (0.30
evaluate these onwards. Contains several
against evidence examples of displacement
reactions.)
Explain that the more reactive metal will displace a less reactive
one out of its salt. Learners identify which of the chemicals in
the demonstration are more reactive – link back to the reactivity
series concept.
Learners write a word equation for the reaction of iron and Very small quantities
copper sulfate. They annotate to identify the salt, the more can be used by
reactive metal and the less reactive metal. carrying out the tests
on a spotting tile.
Scientific enquiry activity
Learners make predictions about displacement reactions A selection of metals and Health and safety:
involving a selection of metals, using the reactivity series. solutions of their salts (e.g. safety goggles must
magnesium, iron, zinc, lead, be used.
copper), spotting tiles, pipettes.
Learners confirm their predictions by carrying out reactions.
Alternatively, they can watch a video or use a simulation. www.youtube.com/watch?
v=2MawIDT5DFU (0.30
onwards)
http://intro.chem.okstate.edu/
1515F01/Laboratory/
Conclude that in a displacement reaction the more reactive ActivityofMetals/home.html
metal will displace the less reactive metal from its salt.
9Cc3 Explore and The reactivity series and extraction methods

understand the Tell learners that Louis Napoleon (Napoleon III) had a state
reactivity series dinner service and ceremonial helmet made in one of the most
expensive metals available when he was Emperor of France

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9Ep1 Discuss and explain (1848–1870). What metal do you think he chose?
the importance of
questions, evidence Most learners will assume that the metal was gold, silver or
and explanations, platinum. Instead it was aluminium. Tell learners that by the end
using historical and of the lesson you want them to be able to explain why
contemporary aluminium was so expensive.
examples
Provide learners with information sources (printed or online Information sources for learners.
material). Learners answer these questions: www.rsc.org/periodic-table/
 When were gold and silver discovered? history
 What do they look like when they are extracted from the The Periodic Table (which is
ground? also available as an app) can be
 Where are they in the reactivity series? used to find out the years of
 How can zinc, iron, lead and copper be extracted from their discovery.
ores? Where are they in the reactivity series?
 How can scrap iron be used to purify copper?
 How is aluminium purified from its ore?
 Where is it in the reactivity series?
 Why was aluminium so expensive when Napoleon was
alive?
Discuss that for the metals in the middle of the reactivity series
displacement reactions can be used, but for the most reactive
metals different methods of extraction are needed. The more
difficult metals to extract were typically discovered later.
Conclude that the more reactive metals were discovered later as

new methods of extracting metals were introduced.
9Cc6 Give an explanation Effect of concentration
of the effects of Ask learners to predict how increasing the concentration of the
concentration, reactants will affect the rate of a reaction.
particle size,

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temperature and Learners who require more support understanding concentration Coloured squash, water, glass.
catalysts on the rate may find it useful to compare the colour of drinks made with
of a reaction different concentrations of a coloured squash. They then draw
particle diagrams showing the concentration of the ‘squash
9Eo1 Make sufficient particles’ in each drink.
observations and
measurements to Scientific enquiry activity
Health and safety:
reduce error and Learners carry out an investigation into the time taken for a 3 cm Magnesium ribbon in 3 cm
safety goggles must
make results more length of magnesium ribbon to completely react in 25 cm3 of strips, hydrochloric acid (at a
be used.
reliable hydrochloric acid of different concentrations. range of concentrations: 0.10,
0.25, 0.5, 1.0 mol dm-3), boiling
Different groups of
9Eo3 Make observations They make a table to record their results. They then compare tube (or other glassware with a
learners can be
and measurements their results and methods against their peers to discuss variation capacity of greater than 25 cm3),
given different
in data and to build a larger data set to ensure accuracy of the measuring cylinder (50 cm3 or
concentrations of
9Ec6 Compare results and experiment. 100 cm3), stopwatch (or other
acid to use. All of the
methods used by means of timing the reaction).
data can be gathered
others They analyse their results to write a conclusion describing how
as a class set.
increasing the concentration of the reactants affects the rate of
reaction.
Learners write a word equation for the reaction (and symbol

equation as an extension activity).
Conclude that increased concentration increases reaction rate.
9Cc6 Give an explanation Effect of particle size

of the effects of Scientific enquiry activity
concentration, Learners carry out independent investigations, e.g.
particle size,  comparing the time taken for the same mass of magnesium Health and safety:
temperature and powder and magnesium ribbon to completely react with Magnesium ribbon in 3 cm strips safety goggles must
catalysts on the rate dilute hydrochloric acid and magnesium powder, dilute be used.
of a reaction  comparing the time taken for the same mass of marble chips hydrochloric acid.
of different sizes to completely react with hydrochloric acid Marble chips of different sizes,

Code
9Eo1 Make sufficient  comparing the time taken for an indigestion tablet used as a dilute hydrochloric acid
observations and whole, broken in half, broken into quarters, and powdered to Ingestion tablets, water.
measurements to completely dissolve.
reduce error and
make results more They make a table to record their results.
reliable
They analyse their results to write a conclusion describing how
increasing the particle size of the reactants affects the rate of
9Eo3 Make observations reaction.
and measurements
Learners write a word equation for the reaction (and symbol
equation as an extension activity).
Conclude that the smaller the particle size, the faster the
reaction.
9Cc6 Give an explanation Effect of a catalyst

of the effects of Ask learners if they have heard the term ‘catalyst’ before. What
concentration, is a catalyst?
particle size, Show learners the word equation for the decomposition of
temperature and hydrogen peroxide. What would you see if the reaction was
catalysts on the rate happening quickly?
of a reaction
Health and safety:
Make sure that learners know that hydrogen peroxide Hydrogen peroxide solution,
safety goggles must
9Eo3 Make observations decomposes (slowly) all the time. Show learners the vent in the manganese (IV) oxide,
be used.
and measurements lid of a laboratory bottle of hydrogen peroxide. Explain that this laboratory glassware.
is to let the gas escape. It is important that learners understand
that the catalyst changes the rate of the reaction and is not a
reagent.
Add a small amount of manganese (IV) oxide. Learners observe
the difference in the rate of reaction before and after the addition
of the catalyst.

Code
Conclude that catalysts speed up chemical reactions without
being used up. They are not a reagent in the reaction.
9Cc6 Give an explanation Use the kinetic theory to explain effects on rates of reaction. A good context is
of the effects of Through diagrams, use ideas about particle theory to explain the found in recipes
concentration, effects of the different variables on the speed of reactions, i.e. where cooking times
particle size, concentration increases the number of particles, temperature vary for, e.g.,
temperature and increases their speed and increased lump size decreases the potatoes depending
catalysts on the rate area for particles to approach one another. on area exposed.
of a reaction
9Cc6 Give an explanation Investigating the effect of temperature on rate of reaction

of the effects of Depending on resources available, learners investigate the
concentration, effect of temperature on the reactions between: Resources dependent on the Health and safety:
particle size,  sodium thiosulfate and hydrochloric acid (measuring the time chosen investigation. safety goggles must
temperature and it takes for a cross to disappear) be used.
catalysts on the rate  sodium hydrogen carbonate solution and calcium chloride
of a reaction solution (measuring the time it takes for a cross to
disappear)
9Eo3 Make observations  an indigestion tablet and water (measuring the time it takes
and measurements for the tablet to dissolve).
Conclude that increasing the temperature of a reaction

increases the rate of collisions and the energy of the collisions.
This increases the chance of a successful collision so the rate of
reaction is increased.

TERM 3: Unit 9.8 Chemicals and thermal energy
In this unit, learners build on their previous knowledge of chemical reactions and energy transfers to develop their knowledge of:
 exothermic and endothermic reactions and processes
 the thermal (heat) energy transfer processes of conduction, convection and radiation
 cooling by evaporation.

 selecting ideas and producing plans for testing based upon previous knowledge, understanding and research
 suggesting and using preliminary work to decide how to carry out an investigation
 deciding which apparatus to use and assessing any hazards in the laboratory
 using a range of materials and equipment and controlling risks
 making observations and measurements
 choosing the best way to present results
 describing patterns (correlations) seen in results
 interpreting results using scientific knowledge and understanding
 drawing conclusions
 evaluating the methods used and refining for further investigations
 explaining results using scientific knowledge and understanding; communicating this clearly to others.

 reaction, reactant, product
 exothermic, endothermic, thermal (heat) energy transfer
 conduction, convection, radiation, evaporation, condensation
 respiration, photosynthesis.

Code
9Cc1 Explore and explain Exothermic or endothermic? ‘Heat’ was referred
the idea of Ask learners: How can we know whether heat has been to as ‘thermal
endothermic released by a reaction or has been taken in? energy’ in stage 7.
processes and
exothermic reactions Introduce the terms ‘exothermic’ and ‘endothermic’. Explain that
e.g. melting of ice, in exothermic reactions the temperature of the surroundings will Spend time on
and exothermic go up and in endothermic reactions the temperature of the discussing the
reactions, e.g. surroundings will go down. Magnesium, sodium hydroxide planning process to
burning, oxidation solution, potassium hydrogen develop skills of
Scientific enquiry activity carbonate, sodium hydrogen independent working
9Eo1 Make sufficient Learners investigate the reactions of an acid with: carbonate, dilute acid, as preparation for
observations and  magnesium laboratory glassware, Upper Secondary
measurements to  sodium hydroxide solution thermometers study.
reduce error and  potassium hydrogen carbonate
make results more  sodium hydrogen carbonate
reliable Health and safety:
For each reaction they measure the temperature of the dilute safety goggles must
9Eo2 Use a range of acid before and after adding the test substance. They should be used.
materials and design a table to record their results.
equipment and
control risks Learners classify each reaction as exothermic or endothermic
on the basis of the temperature change.
9Eo3 Make observations
and measurements Learners compare their results with those of others in the class.
They identify where their results are similar or different to other
9Eo4 Choose the best groups. Learners discuss the methods they used to see if they
way to present can find a reason for differences in their results.
results
Learners write word equations for the reactions investigated
9Ec1 Describe patterns (and symbol equations as an extension activity).
(correlations) seen
in results

Code
9Ec2 Interpret results
using scientific
knowledge and
understanding
9Ec4 Draw conclusions

9Cc1 Explore and explain Burning – an exothermic reaction
the idea of Light a candle. What processes are happening as the candle Candle, matches. Note: learners
endothermic burns? Is it an exothermic or endothermic process? How can should be able to
processes and you decide? Why are burning reactions useful? apply their learning
exothermic reactions from physics to
e.g. melting of ice, Give the word equation for burning a candle as: create an energy
and exothermic paraffin + oxygen → carbon dioxide + water transfer diagram for
reactions, e.g. a burning candle.
burning, oxidation Show learners the word equations for burning some other fuels Chemical energy →
(e.g. ethanol, wood, coal) so that they can see the similarities. light energy +
9Ep5 Suggest and use thermal energy
preliminary work to Discuss how the thermal energy released by a reaction can be
decide how to carry measured. Explain that equal masses of fuels can be used to
out an investigation heat equal volumes of water.
9Eo1 Make sufficient Scientific enquiry activity

observations and Are all fuels equally efficient?
measurements to Learners can plan their investigations to answer this question in
reduce error and pairs or small groups. They should decide on their independent,
make results more dependent and control variables and write a method for the
reliable investigation. Their methods should include information about
how many times they will repeat their measurements. Ask
9Eo2 Use a range of learners to remember the feedback they received on their
materials and previous plans. They should use that feedback to make this plan
equipment and better.
control risks
As part of their plans, learners should identify whether they will

Code
Make observations need to do any preliminary work before they conduct their
9Eo3 and measurements investigation e.g. to decide the mass of fuel or the volume of
water to use.
Choose the best
9Eo4 way to present Learners should also identify activity-related risks and hazards.
results They should decide the precautionary measures that they will
take.
Describe patterns Health and safety:
9Ec1 (correlations) seen Learners peer assess their methods with a different group.  If learners follow
in results Learners should give each other feedback on whether the plan their own method
is detailed. Does the plan clearly show: then it must be
Interpret results  What is the independent variable? checked by the
9Ec2 using scientific  How will the independent variable be changed? teacher in
knowledge and  What is the dependent variable? advance.
understanding  How will the dependent variable be measured?  Risks associated
 What are the control variables? with heating
Draw conclusions  How will these variables be controlled? should be
9Ec4 discussed and
 How many repeats will you take of your results?
Present conclusions controlled
 What are the precautionary measures?
9Ec7 and evaluation of  The fuels
working methods in A range of fuels (e.g. ethanol, available to
Learners carry out the investigation, make a conclusion and
different ways candle wax, snack foods), learners should
evaluate the methods they used in their investigation.
heatproof containers, water, be restricted to
Explain results using thermometers (or similar). short chain
Learners then present their conclusions and evaluation to the
9Ec8 scientific knowledge alcohols, wax
rest of the class. Each pair or group can decide how best to
and understanding. and foods. Highly
communicate their ideas to the class.
Communicate this volatile fuels like
clearly to others Activity details for testing petrol, diesel and
Another activity that could be done related to this, would be the
products of combustion: hexane must not
collection of the products and test for carbon dioxide and water.
www.rsc.org/learn-chemistry/ be used.
resource/res00000707/
identifying-the-products-of-
combustion?

Code
cmpid=CMP00005148
Candle, funnel, boiling tubes,

bungs, glass tubing, plastic
tubing, filtering pump, cobalt
chloride, limewater.
9Cc1 Explore and explain The Fire Triangle

the idea of By discussion, identify the need for heat, fuel and oxygen to www.youtube.com/watch?
endothermic start /maintain a fire. v=Yrd5HAGQqi8
processes and
exothermic reactions Learners should use this information to suggest ways of
e.g. melting of ice, stopping different types of fire.
and exothermic
reactions, e.g. Learners produce a poster on fire prevention in the home Secondary sources.
burning, oxidation and/or work environment.
9Eo2 Use a range of

materials and
equipment and
control risks
9Cc1 Explore and explain Investigating endothermic processes

the idea of Revise previous learning by asking learners to write a definition
endothermic of the terms ‘exothermic’ and ‘endothermic’.
processes and
exothermic reactions Demonstrate that dissolving ammonium chloride (or ammonium Ammonium chloride or Health and safety:
e.g. melting of ice, sulfate) is an endothermic process. ammonium sulfate, water, safety goggles must
and exothermic thermometers, polystyrene cups be worn.
reactions, e.g. Ask learners to predict what will happen if more ammonium or beakers.
burning, oxidation chloride is dissolved or if less water is used. Note: 0.5 g to 3.0 g
of ammonium

Code
9Ep4 Select ideas and Learners carry out the investigation to collect data to test their Equipment for groups of chloride in 10 cm3 of
produce plans for prediction. They can use a similar method as described on learners or secondary data to water provides a
testing based on pages 66-67. analyse. suitable temperature
previous knowledge, decrease.
understanding and Alternatively, provide learners with secondary data to analyse.
research
Learners draw simple conclusions.
9Ep7 Decide which
measurements and Conclude that the amount of a substance or water will affect the
observations are temperature change observed.
necessary and what
equipment to use
9Ep8 Decide which

apparatus to use
and assess any
hazards in the
laboratory, field or
workplace

observations and
measurements to
reduce error and
make results more
reliable
9Eo2 Use a range of

materials and
equipment and
control risks
9Eo3 Make observations

Code
and measurements
9Eo4 Choose the best

way to present
results
9Ec1 Describe patterns

(correlations) seen
in results
9Ec2 Interpret results

using scientific
knowledge and
understanding
9Ec4 Draw conclusions
9Ec5 Evaluate the

methods used and
refine for further
investigations
9Ec7 Present conclusions

and evaluation of
working methods in
different ways
9Cc1 Explore and explain Respiration and photosynthesis

the idea of Ask learners to create a mind map of what they have learned Respiration can be
endothermic about photosynthesis from biology. represented by the
processes and word equation:
exothermic reactions Provide learners with information sources (printed or online Information sources for learners. glucose + oxygen →
e.g. melting of ice, material) on some of the scientists who researched the carbon dioxide +

Code
and exothermic chemistry of photosynthesis. They should answer the questions: water
reactions, e.g.  What investigation did Joseph Priestley do with a mint plant
burning, oxidation and a candle? Photosynthesis can
 Describe the result. be represented by
 Explain what the result meant. the word equation:
 What investigation did Jan Ingenhousz do by putting leaves carbon dioxide +
in water? water → glucose +
 Describe the result. oxygen
 Explain what the result meant.
Learners identify that these researchers used experiments to

provide evidence that oxygen is a product of photosynthesis.
Learners write equations for photosynthesis. Is photosynthesis

an endothermic or exothermic reaction? How do you know?
Extension activity: Learners who require more challenge write

balanced symbol equations for the reactions.
Discuss that respiration is the ‘reverse’ of photosynthesis. Write

word (and symbol) equations. Would you expect it to be an
exothermic or an endothermic process?
Conclude that photosynthesis is an example of an endothermic

reaction and respiration is an example of an exothermic
reaction.
9Cc1 Explore and explain Endothermic phase changes
the idea of In pairs, learners try to explain: Why do you feel cold when you Ask learners to give
endothermic get out of the swimming pool on a hot day? a particle explanation
processes and of the processes
exothermic reactions Discuss why melting ice and evaporation are endothermic wherever they can.
e.g. melting of ice, processes. Learners write their own explanations using particle

Code
and exothermic diagrams of solids, liquids and gases.
reactions, e.g.
burning, oxidation Ask learners to predict whether freezing and condensation are The law of
exothermic or endothermic. Support learners in applying the law conservation of
9Pe3 Explain cooling by of conservation of energy to this example. They can add their energy was covered
evaporation conclusions to their particle diagrams. How could you test your in stage 7.
prediction?
Learners name other examples of cooling by evaporation that

they have encountered in biology and physics.
Conclude that evaporation and melting are endothermic

processes, as the energy is needed to allow particles to spread
out and to move faster. Condensation and freezing are
exothermic processes, as the particles slow down and the
kinetic energy which the particles had is released by the
material.
Extension activity: Investigate which conditions aid the rate of Small pieces of cloth (or
evaporation using dampened tissues or small pieces of cloth. tissues), timers.
Factors which can be tested are temperature and moving air.
9Pe2 Identify and explain Heat on the move – conduction

the thermal (heat) Discuss with learners that there are three main methods of heat Distinguish between
energy transfer transfer: conduction, convection and radiation. heat and
processes of temperature.
conduction, Show learners three blocks made of metal, polystyrene and
convection and wood. A video of this demonstration is Ask learners to give
radiation  Pass them around and ask for adjectives to describe what available: a particle explanation
they are like, e.g. cold, warm, smooth, shiny. https://youtu.be/SNY8o3s5KL0 of the processes
9Ep8 Decide which  Ask learners to predict what will happen over time if you put wherever they can.
apparatus to use a piece of ice on each of the blocks. Choose two groups with
and assess any conflicting ideas to try to persuade each other, using

Code
hazards in the reasons.
laboratory, field or  Place three identical pieces of ice on the three surfaces.
workplace Observe the results (the one on metal should melt fastest).
 Ask if anyone can explain what is happening and why.
9Eo3 Make observations (The metal is a good conductor of heat. It conducts the heat
and measurements from the surrounding air to the ice cube. Although the metal
feels cold when we touch it, this is because it conducts the
9Ec2 Interpret results heat away from our fingers. Metal will conduct heat from the
using scientific hotter object to the colder object. The wood and polystyrene
knowledge and are poor conductors of heat so the ice cubes do not melt.)
understanding
Learners use rods of different materials to test how quickly heat Metal and non-metal rods of
conducts through them. A blob of wax which holds a drawing pin different materials, candle wax Health and safety:
on the end can be used as an indicator of temperature. Heat the or petroleum jelly, drawing pins, safety goggles must
rods at one end (e.g. by placing in hot water) and time how long hot water, beaker or suitable be worn.
it takes for the wax to melt for each rod. container.
See example on page 6 of the
following link:
www.ocr.org.uk/Images/177366-
heat-transfer-activity-teacher-
instructions.pdf
Ask: What happens to the thermal energy when you put a coat
on? What happens to the thermal energy when you put a coat
on a snowman? Ask them to explain both in terms of
conduction.
Discuss the results with the class. Ask learners to recall what
happens to the particles when materials get warmer. (This is an
opportunity to revise the particle model.)
Learners try to model the conduction of heat through solids as This video includes animations
transferred by the passing on of vibrations from particle to showing the conduction of heat
particle. Learners then develop this model to explain that metals in glass and metal:

Code
are good conductors of heat because they have closely packed https://youtu.be/9joLYfayee8
particles and electrons that can move easily in the solid.
Conclude that conduction takes place when particles collide.

Conduction transfers thermal energy from a hotter area to a
cooler area. Solids conduct heat much better than liquids and
gases. Metals are the best conductors because they have
electrons that can move through the metal.
9Pe2 Identify and explain Heat on the move – convection Note: the concept of
the thermal (heat) Ask learners why heat cannot move through liquids and gases density is important
energy transfer by conduction. for understanding
processes of convection and may
conduction, Teacher demonstration of convection. Prepare: Large transparent container, need to be revised
convection and  a small conical flask of warmed water which is coloured with 50ml conical flask with bung and and/or reinforced.
radiation food colouring; this should have a bung added with a small small tube inserted, food
tube inserted colouring, Bunsen burner.
 a large transparent container of cold water.
Instructions on how to do this
Place the conical flask at the bottom of the container of cold demonstration can be seen as
water. The warm coloured water escapes through the small hole demonstration 1 at:
at the top showing convection currents. https://youtu.be/WEDUtS0IMws
Make it clear to learners that the colour is only there so that the
movement of the water can be seen.
Learners may have
Take suggestions from learners about what is happening at previously been able
each part of the convection current. Explain the results in terms to see convection
of density. Learners may already know that hot air rises; use this currents in a
to make the more general point that less dense objects float. bathroom (where the
water droplets make
Learners write a summary of the movement in a convection the movement above
current. The key points they should include are: a hot bath visible).

Code
 warmer water has particles that move faster so they spread
out
 warmer water becomes less dense and more buoyant so
rises
 cooler water sinks because it is less dense
 warm and cold water is passed around in convection
currents.
Ask learners to take it in turns to describe the convection

currents in different scenarios (e.g. a room with a heater, a fish
tank with a heater, a refrigerator with a cooling coil).
Conclude that convection can happen where particles are fluid,

i.e. in liquids and gases. Convection currents only form where
there is space so the fluid can move.
9Pe2 Identify and explain Heat on the move – radiation

the thermal (heat) Show a black pan of hot water. Ask learners to suggest ways Black pan (or other black metal
energy transfer they could prove it was hot. Discuss their ideas and ask them to container), hot water.
processes of identify the heat transfer processes involved:
conduction,  hand over the top – sense heat by convection
convection and  touch the side – sense heat by conduction
radiation  hand near the side – elicit the idea that this could not be
sensed by conduction or convection. Explain that the heat
9Eo3 Make observations is not carried by
and measurements Introduce the idea of heat transfer by radiation. Explain that particles in this case
infrared radiation is emitted by hot objects in all directions. but by a type of ray
9Ec2 Interpret results Explain infrared as being similar to visible light, and having similar to light which
using scientific similar (though not identical) properties. can travel through
knowledge and space.
understanding Show a shiny pan alongside the black pan. Have hot water in Black pan (or other black metal
both. Can you feel the radiation from the sides of the pan container), shiny stainless steel
9Ec4 Draw conclusions (without actually touching it)? Does one seem hotter than the pan (or other shiny metal

Code
other? Ask learners to suggest reasons. container), hot water.
Scientific enquiry activity

Investigation of cooling by radiation
Learners investigate how radiation can cool things down. Boiling tubes, shiny (aluminium) Note: many activities
 They use boiling tubes of hot water which are allowed to foil, a means of blackening foil, using blackened
cool down. The boiling tubes have different surfaces, e.g. thermometers, stopwatches, hot glassware do not
one with shiny aluminium foil, one with aluminium foil that water. produce convincing
has been blackened (see note). results. The most
 They measure the temperature changes and compare the effective method is to
outcomes. use soot (but this is
messy). Aquadag
Describe the trends in the results: Which one cools the least? works but is
Which one cools the most? expensive. Black
paint normally does
Learners research which colours are best for absorbing and not work well.
emitting infrared radiation. They use this to discuss the colour
used for solar panels, the colour used for the top and bottom
sides of the space shuttle, and the colour traditionally used for
houses in warm climates.
Conclude that hot objects emit infrared radiation in all directions.

Black matt surfaces are better for absorbing and emitting
infrared radiation than shiny, light surfaces.
9Pe2 Identify and explain Show learners a vacuum flask containing very hot water. Also Vacuum flask and image of Note: learners often
the thermal (heat) display an image of a cross-section of a vacuum flask. Ask cross-section of a vacuum flask. have difficulty in
energy transfer learners to suggest how it keeps things hot. The key points are: An alternative is to show a real distinguishing the
processes of  vacuum reduces heat by conduction and convection (no vacuum flask that has been cut. different heat
conduction, particles) transfer processes
convection and  shiny surfaces reflect radiated heat back into the hot liquid so try to provide a lot
radiation  the lid reduces heat loss by convection (and evaporation). of practice.

Code
Learners study different approaches used to keep things hot or
cold. For each one they should identify the types of heat transfer
involved. Possibilities include:
 cold transport for vaccines
 clothes and sleeping bags for arctic conditions
 passive cooling of houses (e.g. malqafs, reflective roofs,
shutters).
Term 2
 the effects of concentration, particle size, temperature and catalysts on the rate of a reaction.
 preparing some common salts by the reactions of metals or metal carbonates with acid
 writing word equations to describe reactions of metals or metal carbonates with acids.
 Practical work
Term3
9.8 Chemicals and thermal energy
 exothermic and endothermic reactions and processes
 the thermal (heat) energy transfer processes of conduction, convection and radiation
 cooling by evaporation.

Year 9 Chemistry Scheme of Work

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Year 9 Chemistry Scheme of Work

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Cambridge Lower Secondary

Scheme of Work – Science Stage 9

Scientific enquiry work focuses on:

Recommended vocabulary for this unit:

V1 8Y03 Scheme of Work Stage 9 1

V1 8Y03 Scheme of Work Stage 9 2

V1 8Y03 Scheme of Work Stage 9 3

Learners practise drawing the atomic structures of the first 20

V1 8Y03 Scheme of Work Stage 9 4

9Cc5 Explain how to Scientific enquiry activity Stage 9 learners

V1 8Y03 Scheme of Work Stage 9 5

9Eo1 Make sufficient

V1 8Y03 Scheme of Work Stage 9 6

9Cc5 Explain how to Scientific enquiry activity

V1 8Y03 Scheme of Work Stage 9 7

V1 8Y03 Scheme of Work Stage 9 8

Scientific enquiry work focuses on:

Recommended vocabulary for this unit:

V1 8Y03 Scheme of Work Stage 9 9

V1 8Y03 Scheme of Work Stage 9 10

Learners compare the rate of reaction of different metals with

Conclude that when a metal or non-metal reacts with oxygen an

9Cc2 Describe the Reacting metals with water

V1 8Y03 Scheme of Work Stage 9 11

9Cc2 Describe the Reacting metals with acids

V1 8Y03 Scheme of Work Stage 9 12

Conclude that when a metal reacts with an acid, a salt and

9Cc2 Describe the Constructing a reactivity series

V1 8Y03 Scheme of Work Stage 9 13

Learners analyse their table of results and suggest an order of

Give learners the correct reactivity series of metals.

9Cc3 Explore and Investigating the reactivity series

V1 8Y03 Scheme of Work Stage 9 14

V1 8Y03 Scheme of Work Stage 9 15

Choose the best

Explain results using

V1 8Y03 Scheme of Work Stage 9 16

9Cc3 Explore and The reactivity series and extraction methods

V1 8Y03 Scheme of Work Stage 9 17

Conclude that the more reactive metals were discovered later as

V1 8Y03 Scheme of Work Stage 9 18

Learners write a word equation for the reaction (and symbol

Conclude that increased concentration increases reaction rate.

9Cc6 Give an explanation Effect of particle size

V1 8Y03 Scheme of Work Stage 9 19

9Cc6 Give an explanation Effect of a catalyst

V1 8Y03 Scheme of Work Stage 9 20

9Cc6 Give an explanation Investigating the effect of temperature on rate of reaction

Conclude that increasing the temperature of a reaction

V1 8Y03 Scheme of Work Stage 9 21

Scientific enquiry work focuses on:

Recommended vocabulary for this unit:

V1 8Y03 Scheme of Work Stage 9 22

V1 8Y03 Scheme of Work Stage 9 23

9Ec4 Draw conclusions

9Eo1 Make sufficient Scientific enquiry activity

V1 8Y03 Scheme of Work Stage 9 24

V1 8Y03 Scheme of Work Stage 9 25

Candle, funnel, boiling tubes,

9Cc1 Explore and explain The Fire Triangle

9Eo2 Use a range of

9Cc1 Explore and explain Investigating endothermic processes

V1 8Y03 Scheme of Work Stage 9 26