Year 8: Chemical World- Elements, compounds and mixtures. Term1, Week 1-5

Check / Date
Revise assumed knowledge:
ST3-12MW
identifies the observable properties of solids, liquids and gases, and that changes made to materials are reversible or irreversible
ST3-13MW
describes how the properties of materials determine their use for specific purposes / □
Literacy: A.L.A.R.M; Remember I.D.E.A and stop at the verb provided
Identify: Name and Define
Describe: Differentiate and distinguish by providing characteristics, features and properties
Explain: Cause and effect = LINK purpose or function of EACH feature or characteristic listed above (Use linking words such as: As a result.., This leads to .., This provides .., As a consequence.., Therefore.., Thus ..)
Analyse/Evaluate: Positive and negative arguments and finish with clear personal point of view
CW2 Scientific knowledge and developments in technology have changed our understanding of thestructureand properties of matter.
ELEMENTS
4CW2a. describe the properties and uses of some common elements, including metals and non-metals
Literacy activity (ESL focus): Key words.
atom, element, metal, non-metal / □
Recall the particle theory of matter / □
Identify the symbols for the first 20 elements in the periodic table / □
Identify general patterns in the periodic table. Eg. metals and non-metals / □
Research task:
Research the history and uses of 5 metals and 5 non-metals used in everyday situations / □
Distinguish between physical and chemical properties / □
Construct a table comparing the following properties of metals and non-metals.
·  physical
-  solid, liquid or gas
-  boiling and melting point
-  electrical conductivity
-  heat conductivity
-  density
-  strength
-  ductility
-  malleability
·  chemical
-  reactivity
-  corrosiveness
-  flammability
-  solubility
-  toxicity / □
First-hand investigation(s): Simple circuits. Compare a range of metals and non-metals for their malleability, ductility and ability to conduct electricity (Oxford pg174). / □
4CW2d. explain why internationally recognised symbols are used for common elements
Recall the symbols for the first 20 elements in the periodic table / □
Explain why internationally recognised symbols are used for elements
Research task: What's in a name?
·  Outline the contributions of Marie Curie, Albert Einstein, Glenn Seaborg and Niels Bohr to our understanding of the structure of atoms.
·  Identify the elements named after the above scientists.
·  Identify as many elements named after other scientists or places. / □
Extension work:
Relate the atomic number and atomic mass of different elements to their properties and uses / □
4CW2b. identify how our understanding of the structure and properties of elements has changed as a result of some technological devices
Research task or teacher delivered
·  Construct a scaled timeline of the following findings
·  The work (and technologies used) performed by and models proposed by Democritus, Dalton, Thomson, Rutherford, Bohr
·  Include modern quantum cloud model, CERN, the European Organization for Nuclear Research and hadron collider project / □
Research task: Discovery of elements
Research four elements that required technology for them to be discovered. Describe the technology and outline why it was necessary for the element to be discovered. / □
Assessment: Elements checkpoint test / □
Assessment: Oxford online test- Elements
Students to achieve 100% in Support and Consolidate OR Consolidate and Extend / □
COMPOUNDS AND MIXTURES
4CW2c. identify some examples of common compounds
Literacy activity (ESL focus): Key words.
Pure, impure, compound, mixture / □
Compare compounds and mixtures (table, diagram, flow chart) / □
Identify a range of common compounds eg. water, carbon dioxide, Sodium chloride / □
Extension work:
Identify a range of common compounds eg. H2O, CO2, NaCl, Fe2O3 / □
First-hand investigation(s): Molymod kits
Model the following
·  An monatomic element
·  a diatomic element
·  a compound made of two elements
·  a compound made of four elements
·  a mixture containing at least two different substances
–  Take a photo of each and prepare an annotated slideshow demonstration
–  Describe at a particle level the difference between elements, compounds and mixtures, including the type and arrangement of particles / □
First-hand investigation(s): Making a compound from its elements.
·  Burn magnesium in a crucible / □
First-hand investigation(s): Decomposing a compound
Copper carbonate (Oxford pg181)
First-hand investigation(s): Student designed task
Compare chemical and physical properties of copper (element) and copper sulfate (compound). (Oxford pg182)
·  conductivity
·  reactivity with silver nitrate
·  addition to water
·  Melting and boiling points (how will you determine this?) / □
Literacy activity: COSMOS.
Students research for a related article. Students then write a series of questions that MUST include 5 multiple choice, 2 identify, 2 describe, 1 explain and either 1 assess or evaluate. / □
Assessment: Compounds and mixtures checkpoint test / □
Assessment: Oxford online test- Compounds and mixtures
Students to achieve 100% in Support and Consolidate OR Consolidate and Extend / □
THE IMPACT OF ELEMENTS AND COMPOUNDS ON SOCIETY
4CW2f. investigatehow people in different cultures in the past have applied their knowledge of the properties of elements and compounds to their use in everyday life, eg utensils, weapons and tools
Research task: Contributions of cultures
Research each of the following ‘ages’. Construct a scaled timeline and outline why they occurred in this specific order and provide details about the cultures and their contributions to each.
·  Copper age
·  Bronze age
·  Iron age
·  Industrial age / □
First-hand investigation(s): Isolating elements from compounds I
·  Extract copper from copper oxide / □
Outline the uses of different elements and compounds in everyday life eg. Iron, Aluminium, carbon dioxide, Sulfuric acid / □
Describe uses of elements and compounds by Aboriginals
·  Tools and weapons
·  carriers (nets, baskets, bags)
·  Ceremonials ochres / □
Assessment: The impact of elements and compounds on society checkpoint test / □
Assessment: Oxford online test- The impact of elements and compounds on society. Students to achieve 100% in Support and Consolidate OR Consolidate and Extend / □
Assessment: ELEMENTS, COMPOUNDS AND MIXTURES CHAPTER TEST / □
4CWadd3 investigate the nature of mineral crystals
Describe crystal shapes of common minerals / □
4CWadd4 outline how some historical developments have contributed to evidence that has advanced our understanding of the particle model of matter
Research task: Structure of the atom
Research the history of the atom. Include all scientists and the technologies they used to increase our understanding of the structure and properties of elements has changed as a result of some technological devices. Construct a scaled timeline. / □
Comments and Suggested improvements
Name: Signature: Date: