8_2_The_Chemical_Earth

8.2 The Chemical Earth The Earth includes a clearly identifiable biosphere, lithosphere, hydrosphere and atmosphere. All of these are mixtures of thousands of substances and the use of this pool of resources requires the separation of useful substances. The processes of separation will be determined by the physical and chemical properties of the substances.

In order to use the Earth’s resources effectively and efficiently, it is necessary to understand the properties of the elements and compounds found in mixtures that make up earth materials. Applying appropriate models, theories and laws of chemistry to the range of earth materials allows a useful classification of the materials and a better understanding of the properties of substances.

Text: T1-Chemistry in Context G Hill & j Holman  T2-Conquering Chemistry Preliminary Course- 4th Edition Ronald Smith McGraw – Hill 20005  T3-Conquering Chemistry Preliminary Course Blackline Masters Debra Smith McGraw – Hill 20005  T4-SI Chemical Data || Strategies (Resources) ||  || List of all experiments for prac book: ||  || Introduction
 * Syllabus outcome ||
 * Syllabus: [[file:82 The Chemical Earth.doc]]

Importance of following instructions

Safety - Review safety rules Students create image/ppt slide of one safety rule and present to class. Students draw location of safety equipment on lab map. Clickview: Safety in Science Lab

Equipment review: Student identify equipment in practical workbook.



Experiment: Measurement and error show ppt then students complete prac to measure object with various equipment and work out errors. w/s Measurement and error ||  ||
 * Focus 1. **Fossil fuels provide both energy and raw materials such as ethylene, for the production of other substances** ||
 * identify the difference between elements, compounds and mixtures in terms of particle theory

identify that the biosphere, lithosphere, hydrosphere and atmosphere contain examples of mixtures of elements and compounds ||  || Brainstorm their prior learning re particle theory and difference between elements, compounds and mixtures

Students are to make notes from secondary sources re terms Atmosphere, Biosphere, Hydrosphere and Lithosphere <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**(T1p5,6/ T2p9,10)** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- solids of different sizes <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- solids and liquids <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- dissolved solids in liquids <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- liquids <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">gases
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">identify and describe procedures that can be used to separate naturally occurring mixtures of:

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students summarise and collate information from their text as well as teacher lead discussion Read + summarise in a table 1.6-1.14. Ex 8, 13, 16, 18 <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**(T1p13-21, T2p12-19)** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students view Video Separation Techniques to show a variety of techniques that can used in both the school laboratory and in industry.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">identify data sources, plan, choose equipment and perform a first-hand investigation to separate the components of a naturally occurring or appropriate mixture such as sand, salt and water <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//gather first-hand information by carrying out a gravimetric analysis of a mixture to estimate its percentage composition// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students make notes from teacher instruction Read 1.20 p23 +ex 26,27 Surfing #4 - Gravimetric analysis <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**(T2p23-24)**
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe situations in which gravimetric analysis supplies useful data for chemists and other scientists

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"><span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students are provided with a scaffold for identifying data sources, plan, choose equipment and perform a first-hand investigation for a mixture of sand, salt and water. They are introduced to the use of SI data books and MSDS and risk assessments as well as a review of scientific methodStudents are given a scaffold on how to write up a 1st hand investigation Using a scaffold carry out a 1st hand investigation on the gravimetric analysis of a mixture- chalk and copper sulfate <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students use common laboratory equipment to separate and determine the component quantities <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Include – the procedures to minimise wastes and risk assessment <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">prediction of issues that may arise during the procedure and plans to account for these ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">assess separation techniques for their suitability in separating examples of earth materials, identifying the differences in properties which enable these separations

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//identify data sources, gather, process and analyse information from secondary sources to identify the industrial separation processes used on a mixture obtained from the biosphere, lithosphere, hydrosphere or atmosphere and use the evidence available to:// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- //identify the properties of the mixture used in its separation// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- //identify the products of separation and their uses// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//discuss issues associated with wastes from the processes used// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Surfing #2 - separating techniques <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Surfing #3 - before research - flowchart <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students are to choose an industry(agriculture, mining or manufacturing ) that involves a mixture from the lithosphere, hydrosphere or atmosphere or from living matter they are to assess the separation techniques, identifying the differences in properties which enable these separations. Students must take into account a discussion of the disposal of wastes. Students will be given a scaffold for them to work through, They can work in groups and use secondary sources and/or the internet. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">They will present their findings to the class.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">The above activity covers both points in the syllabus adequately.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students should be guided to include a flow chart that represents each stage of the process. The flow chart can clearly show:\ <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">the impact on the chemistry of the processes being used and any waste products from at process eg the extraction of aluminium from bauxite and the technological refinement of the process of electrolysis of alumina. ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">apply systematic naming of inorganic compounds as they are introduced in the laboratory ||   || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students take notes on naming binary compounds, introducing metal/non-metal and non-metal/non-metal compounds. The terms ionic and covalent substances are introduced. ||  ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">the inputs and outputs in the process
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">the separation process and labels that show what property of the constituent is being used to affect the separation
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">the uses of the outputs
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**Focus 2. Although most elements are found in combinations on Earth, some elements are found uncombined** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">explain the relationship between the reactivity of an element and the likelihood of its existing as an uncombined element

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">classify elements as metas, non-metals and semi- metals according to their physical properties <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//plan and perform an investigation to examine some physical properties, including malleability, hardness and electrical conductivity, and some uses of a range of common elements to present information about the classification of elements as metals, non-metals or semi-metals// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Using egs like Al, Na, Fe not found in their pure state but are combined with other elements these are reactive elements though Au is found in its pure state. The more reactive an element is the less chance of finding it in an uncombined state.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Teacher instruction on how the natural elements are divided up into metals, non-metals and semi-metals according to their physical properties

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">From a teacher selected group of elements students are guided into planning and performing a 1st hand investigation on the physical properties of selected elements <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">(colour, mp and bp – use SI data books, malleability, hardness and electrical conductivity) They should be able to classify these elements into metals, non-metals and semi-metals. ||  ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">account for the uses of metals and non-metals in terms of their physical properties

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//analyse information from secondary sources to distinguish the physical properties of metals and non-metals// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//process information from secondary sources and use a Periodic Table to present information about the classification of elements as:// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- //metals, non-metals and semi-metals// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//solids, liquids and gases at 25˚C and normal atmospheric pressure// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students use the scaffold provided on “account” text and secondary information on the uses of 2 metals and 2 non-metals in terms of their physical properties

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students use the scaffold provided on “analyse” text and secondary information on the uses of 2 metals and 2 non-metals in terms of their physical properties

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students are given a periodic table were they label the groups, periods, metals, non-metals and semi-metals

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">As well students label the elements that are solids, liquids and <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">gases at 25˚C and normal atmospheric pressure ||  ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**Focus 3. Elements in Earth materials are present mostly as compounds because of interactions at the atomic level** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">identify that matter is made of particles that are continuously moving and interacting

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe qualitatively the energy levels of electrons in atoms

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe atoms in terms of mass number and atomic number

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe the formation of ions in terms of atoms gaining or losing electrons

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">apply the Periodic table to predict the ions formed by atoms of metals and non-metals

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//construct ionic equations showing metal and non-metal atoms forming ions// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">apply Lewis electron dot structures to: <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- the formation of ions <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">the electron sharing in some simple molecules

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe the formation of ionic compounds in terms of the attraction of ions of opposite charge

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe molecules as particles which can move independently of each other

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">distinguish between molecules containing one atom (the noble gases) and molecules with more than one atom

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe the formation of covalent molecules in terms of sharing of electrons

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">construct formulae for compounds formed from: <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- ions <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">atoms sharing electrons

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//analyse information by constructing or using models showing the structure of metals, ionic compounds and covalent compounds// ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Teacher demonstration of particle movement using particle oscillator indicating the different states of matter

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students are to recall the model for atomic structure and the distribution of electrons, protons and neutrons.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students use T and worksheets to reinforce the understanding and calculation of mass number and atomic number

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Participate in a teacher led discussion identifying that oppositely charged ions attract

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Using the periodic table students label the top of the table to indicate the + or − ion formed when the elements lose or gain electrons to form ions.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Teacher led instruction on how to write ionic equations of metals, then non-metals. Reinforce this by doing egs of text or worksheets

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Students use T and worksheets to use Lewis electron dot structures and then combine this with ionic equations

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Teacher lead note-taking from text on Lewis diagrams for ionic compounds.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Participate in a teacher led discussion identifying that oppositely charged ions attract, that ions are formed by gaining or losing electrons and that the number of electrons gained or lost reflects the number of electrons in the outer shell, above or below a complete shell of eight. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">This attraction of oppositely charged ions produces ionic compounds.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Teacher lead note-taking from text on Lewis diagrams for covalent compounds.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Consolidation: <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Use Kagan sheets on Lewis diagrams to conduct a ‘RoundTable’ activity- In teams students take turns passing the paper or team project, each writing one answer or making a contribution. Individual contributions may be more obvious if each student has a different colour.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Teacher lead note-taking from text on naming Binary compounds for covalent compounds.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Consolidation: <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Use work sheet and a Kagan structure ‘RallyTable’- (Students are grouped in pairs. The Worksheet goes back and forth, so 50% of the students are actively participating) for naming of Binary Compounds.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Teacher lead discussion on using models in science. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Teacher lead note taking on the various models of metals, ionic and covalent compounds <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**(T2 pg 57-62)** ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">identify the differences between physical and chemical change in terms of rearrangement of particles
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**Focus 4. Energy is required to extract elements from their naturally occurring sources** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//plan and safely perform a first-hand investigation to show the decomposition of a carbonate by heat, using appropriate tests to identify carbon dioxide and the oxide as the products of the reaction//

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">summarise the differences between the boiling and electrolysis of water as an example of the difference between physical and chemical change

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">explain that the amount of energy needed to separate atoms in a compound is an indication of the strength of the attraction, or bond, between them

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">identify light, heat and electricity as the common forms of energy that may be released or absorbed during the decomposition or synthesis of substances and identify examples of these changes occurring in everyday life ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Using an appropriate teacher scaffold design and carry out an investigation to breakdown a carbonate using heat and identify the 2 products formed using chemical tests( limewater test) and SI data books. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Record observations as qualitative descriptions and write a word equation for the decomposition reaction

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Review differences between physical and chemical change, via way of a brainstorm or mix and match or T/F statements. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**(****T3 pg 31-33)** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Review the particle theory in relation to physical and chemical change. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- //observe the effect of light on silver salts and identify an application of the use of this reaction// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">- //observe the electrolysis of water, analyse the information provided as evidence that water is a compound and identify an application of the use of this reaction// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//analyse and present information to model the boiling of water and the electrolysis of water tracing the movements of and changes in arrangements of molecules// ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Conduct a teacher demonstration on the electrolysis of water using a voltameter, producing oxygen and hydrogen.
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//gather information using first-hand or secondary sources to://

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Use secondary sources to observe the effect of light on silver salts <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">and/ or <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Investigation: Effect of light on silver salts – paint initials on paper using silver nitrate, then expose to sunlight

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">In small groups make multiple models of water using molecular model kits. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Using these models of water explain by pictorial representations the change of state from liquid to gas and the electrolysis of water. ||  ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**Focus 5:The properties of elements and compounds are determined by their bonding and structure** ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">identify differences between physical and chemical properties of elements, compounds and mixtures

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//perform a first-hand investigation// //to compare the properties of some common elements in their elemental// //state with the properties of the compound(s) of these elements (eg magnesium and oxygen)//

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe the physical properties used to classify compounds as ionic or covalent molecular or covalent network

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">distinguish between metallic, ionic and covalent bonds

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe metals as three‑dimensional lattices of ions in a sea of electrons

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">describe ionic compounds in terms of repeating three-dimensional lattices of ions <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//choose resources and process information from secondary sources to construct and discuss the limitations of models of ionic lattices, covalent molecules and covalent and metallic lattices// <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Investigation: Comparing the properties of a compound with those of its component elements <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**(T3 pg 37-9)**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Teacher lead note taking on the various models of metals, ionic and covalent compounds <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**(T2 pg 57-62)** ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">identify common elements that exist as molecules or as covalent lattices
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">explain why the formula for an ionic compound is an empirical formula

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">explain the relationship between the properties of conductivity and hardness and the structure of ionic, covalent molecular and covalent network structures <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">//perform an investigation to examine the physical properties of a range of common substances in order to classify them as metallic, ionic or covalent molecular or covalent network substances and relate their characteristics to their uses// ||  || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Using prepared models of metallic lattices, ionic lattices (NaCl), covalent lattices(graphite and diamond) or computer simulations of these structures draw/ describe each model <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">Describe any limitation compared to the theoretical definition of the structure <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;">**(T3 pg43-48)**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 11px; text-align: left;"> ||  ||