Progression: This is the fifth lesson for GCSE Chemistry - Unit 1.
5 - Rates of Chemical Change
Specified Practical Work – Investigating the
Lesson Topic/
Rate of Reaction Between dilute Hydrochloric
Description
Acid and Sodium Thiosulfate
Learning Objectives: In this lesson you will learn how to:
 describe an experiment to investigate
the effect of temperature on the rate
of a reaction, using a gas collection
method
 describe the effect of changing
temperature on the rate of a chemical
reaction
 explain the effect of changing
temperature on the rate of a chemical
reaction using the collision theory
model
(Note - the learning within this lesson will also
prepare learners for the Chemistry Unit 3 -
Practical Assessment examination)
Open, Rotations, Close
1.5 (a) practical methods used to determine the
rate of reaction - gas collection, loss of mass
and precipitation (including use of data and
logging apparatus)
Specification coverage
1.5 (b) the effect of changes in temperature,
concentration and surface area on rate of
reaction
Resources: BL - Rate of Chemical Change - Lesson 1
BL - Rate of Chemical Change - Lesson 2
BL - Rate of Chemical Change - Lesson 3
KO - Rate of Chemical Change
WJEC GCSE in Chemistry Specification
(pages 15-16)
WJEC- GCSE in Chemistry Guidance for
Teachers
(specified practical - pages 27-31)
Optional: WJEC - GCSE Chemistry
 Notes - pages 63-71
 Practice Questions - pages 72-74
Optional: my revision notes - WJEC GCSE
Chemistry
 Notes - pages 42-45
 Test Yourself Questions - pages 46-50

Whole Group Open Direct/Teacher
Introduction Remediate/Accelerate
Teacher led questioning to Introduce the specified
recap the key points from practical task:
previous lessons: (it is suggested that the
 rate of reaction and reaction between sodium
reaction time thiosulfate solution and
 collision theory dilute hydrochloric acid, as
 activation energy written in the WJEC teacher  Apparatus
 Effect of temperature on guidance document, is
rates of reaction used)
 Disappearing X method  introduce the reaction
for measuring rates of learners will be
reaction where a investigating, using word  Graph
precipitate is formed and symbol equations
(to explain the
Present / introduce the formation of the
lesson objectives precipitation)
 discuss the apparatus
and method that
learners will use to
collect the evidence for
the practical task
 Recap the key
experimental skills and
vocabulary needed to
complete practical tasks
and complete
Independent/
Online
Practice/Assess/
Inquire
Production of an
experimental report for the
investigation completed
during the lesson – to
include
 Introduction
 Method
 Identification of
variables
 Results table
 Conclusion / explanation
 Evaluation /
improvements
Extension activities (Higher
Tier only)
 Use the results
collected to plot a 1/t
rate graph
 Calculate the rate of
reaction at a given time
(by drawing a tangent
to the curve of the
reaction time graph)
Collaborative Whole Group Close
Explore/Create/Action Reflect
Class practical activity: Teacher-led questioning to
Using the disappearing X confirm learner
method to investigate the understanding of lesson
effect of temperature on content
rates of reaction:
 Each group collects a Revisit lesson objectives –
single set of result for learners self-assess to what
the investigation (no extent they have achieved
repeats) each of the learning
 Groups compare their objectives (using R/A/G
results with other cards or other equivalent
groups to make system)
judgements about
repeatability and
reproducibility
Pair work:
LEarners peer-assess each
other’s experiment reports,
checking they have been
completed in full and for
accuracy.
(note – a check list should
be provided by the teacher
to support learners with
their peer-assessment)
 experimental reports
from previous lesson Self-assessment:
 Production of student BL – Rate of Chemical
experimental reports Change – Lesson 1
(these can be teacher or  Screen 4 - Check your
student led and either knowledge and
completed in sections understanding of
throughout the lesson, measuring rates of
or at once at the end of reaction
the lesson)
BL –Rate of Chemical
Change – Lesson 2
 Screen 3 – check
understanding of
collision theory by
spotting the mistake in
the sentence and then
inserting the correction.
 Screen 6 - Check your
knowledge and
understanding of the
factors that affect the
rate of reaction
BL – Rate of Chemical
Change – Lesson 3
 Screen 2 – check
understanding of
plotting and interpreting
rates of reaction graphs
Pair work:
Learners discuss what they
have learned within the
lesson and consider the
extent to which they have
achieved the learning
objectives
Extension activities
In pairs / groups -
Using the same
disappearing X method,
plan an experiment to
investigate the effect of
concentration on the rate
of reaction
(the same reaction can be
used only the concentration
of the dilute hydrochloric
acid would change instead
of the temperature)
 by deciding which of the
two statements is
correct in each row
 Screen 5 – check your
knowledge and
understanding of
comparing rates of
reaction and the effect
of temperature,
concentration, surface
area and the use of a
catalyst on rates of
reaction

If needed, learners can also

refer to the previous
blended learning lessons to
assist in writing their
experimental reports:
BL - Rate of Chemical
Change - Lesson 1
BL - Rate of Chemical
Change - Lesson 2
BL - Rate of Chemical
Change - Lesson 3