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Scheme of work Cambridge IGCSE® Physical Science0652
v1 3Y06 Cambridge IGCSE Physical Science (0652) 1
Scheme of work – Cambridge IGCSE® Physical Science (0652)
Contents
Overview (Chemistry)............................................................................................................................................................................................................................... 3
Unit 1: Experimental techniques........................................................................................................................................................................................................... 9Unit 2: Particles, atomic structure, ionic bonding and the Periodic Table...................................................................................................................................... 12Unit 3: Air and water............................................................................................................................................................................................................................. 22Unit 4: Acids, bases and salts............................................................................................................................................................................................................. 28Unit 5: Production of energy, energetics, speed of reaction and redox.......................................................................................................................................... 34Unit 6: Metals and the reactivity series............................................................................................................................................................................................... 40Unit 7: Covalent bonding..................................................................................................................................................................................................................... 47Unit 8: Organic...................................................................................................................................................................................................................................... 50Unit 9: Amount of substance............................................................................................................................................................................................................... 57Overview (Physics)............................................................................................................................................................................................................................... 59Unit 1: Mechanics 1.............................................................................................................................................................................................................................. 64Unit 2: Electricity 1............................................................................................................................................................................................................................... 68Unit 3: Light........................................................................................................................................................................................................................................... 72Unit 4: Mechanics 2.............................................................................................................................................................................................................................. 74Unit 5: Thermal physics....................................................................................................................................................................................................................... 78Unit 6: Electricity 2............................................................................................................................................................................................................................... 82Unit 7: Waves........................................................................................................................................................................................................................................ 85Unit 8: Electromagnetism..................................................................................................................................................................................................................... 89Unit 9: Atomic physics............................................................................................................................................................................................................................ 94
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Overview (Chemistry)
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for 0652 has been broken down into two sets of nine teaching units, to cover the chemistry and the physics contents of the syllabus, with suggested teaching activities and learning resources to use in the classroom. The aim of this scheme of work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant resources.
The chemistry syllabus has been sub-divided into nine units, each covering a theme. The order in which topics are covered has been set to give a coherent flow to the course. It is suggested that teachers start practical work, covered in Unit 1, very early in the course and continue practical activities throughout the course. Theoretic teaching should start with Unit 2. This unit covers the fundamental aspects of chemistry related to the structure of atoms, bonding and periodicity. Without a sound understanding of these basic ideas, learners may struggle with later topics. This unit should, therefore, not be rushed, and the emphasis should be on learners gaining understanding, not on rote learning.
The scheme of work is intended to give ideas to teachers upon which they can build. It is certainly not intended that teachers undertake all of the activities shown in the various units but rather to offer choices which could depend on local conditions. The activities in the scheme of work are only suggestions and there are many other useful activities to be found in the materials referred to in the learning resource list.
Opportunities for differentiation are indicated, sections labelled Extension being more appropriate for use with higher ability learners. There is the potential for differentiation by resource, length of task, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. The length of time allocated to a task is another possible area for differentiation.
The progression through these themes has been designed to build on learners’ own experiences, and to ensure that learners have sufficient basic knowledge and understanding to tackle the more challenging issues.
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OutlineThe units within this scheme of work are:
Unit Unit content
Unit 1: Experimental techniques
Measurement Criteria for purity (+C2.3) Methods of purification
Cross-referenced to assessment objectives AO1 (bullet points 2–4), AO2 (bullet points 1-7), AO3 (bullet points 1–4)
Unit 2: Particles, atomic structure, ionic bonding and the Periodic Table
The particulate nature of matter Atomic Structure and the Periodic Table Bonding: the structure of matter Ions and ionic bonds The Periodic Table Periodic trends Group properties
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–6), AO3 (bullet points 1–4)
Unit 3: Air and water
Water Air Noble gases
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–4), AO3 (bullet points 1–3) and Unit 2
Unit 4: Acids, bases and salts
The characteristic properties of acids and bases Lime and limestone Types of oxides Preparation of salts Identification of ions identification of gases
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–5), AO3 (bullet points 1–4) and Units 1 and 2
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Unit Unit content
Unit 5: Production of energy, energetics, speed of reaction and redox
Production of energy Energetics of a reaction Speed of a reaction Redox
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–7), AO3 (bullet points 1–4), Units 1 and 2
Unit 6: Metals and the reactivity series
Properties of metals Metallic bonding Reactivity series Extraction of metals Uses of metals Transition metals
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–6), AO3 (bullet points 1–4), Units 2, 3 and 4
Unit 7: Covalent bonding
Molecules and covalent bonds Macromolecules
Cross-referenced to assessment objectives AO1 (bullet points 1–4), AO2 (bullet points 1–3), AO3 (bullet points 1–3) and Unit 2
Unit 8: Organic
Names of compounds Fuels Homologous Series Alkanes Alkenes Alcohols
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–5), AO3 (bullet points 1–3), Units 2 and 7
Unit 9: Amount of substance
Stoichiometry
Cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–3, 7), AO3 (bullet points 1–3), Units 2 and 4
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Teacher supportTeacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen papers and other support materials. We also offer online and face-to-face training; details of forthcoming training opportunities are posted on the website.
An editable version of this scheme of work is available on Teacher Support. The scheme of work is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org
Resources The up-to-date resource list for this syllabus can be found at www.cie.org.uk.
Past paper questions:Past paper questions from Cambridge IGCSE Chemistry (syllabus 0620) have been included in the learning resources column when relevant.
Textbooks:Chemistry for IGCSE, R. Norris and R. Stanbridge, Nelson Thornes, 2009 ISBN 9781408500187Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996 ISBN 9780582332089
Websites:This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the site’s owners (or their products/services).The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended.
Cambridge IGCSE Chemistry webpage:www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=878
Royal Society of Chemistry Electronic Databook:www.rsc.org/education/teachers/resources/databook/
Variety of resources for Cambridge IGCSE Chemistry:www.chalkbored.com/lessons/chemistry-11.htm
www.periodicvideos.com/extravideos.htm
An excellent source of background notes for teaching Cambridge IGCSE Chemistry:www.chemguide.co.uk/
Video clips:Video clips on the various methods of extraction:
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www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm
Excellent suite of video clips on various elements of the Periodic Table:http://periodicvideos.com/
Video clips on various molecules from Nottingham University:www.periodicvideos.com/molecularvideos.htm
Animation and video clips on particles, separating techniques and states of matter:Royal Society of Chemistry Particles in Motion, CD-ROM, 2006
Worksheets:Excellent worksheets for teaching Cambridge IGCSE Chemistry:Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, ISBN 0582332087
Some very useful experimental worksheets:http://schools.longman.co.uk/gcsechemistry/worksheets/index.html
Useful revision websites: www.bbc.co.uk/bitesize/standard/chemistry/www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/www.bbc.co.uk/schools/gcsebitesize/science/www.docbrown.info/www.gcsescience.com/gcse-chemistry-revision.htm
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 1: Experimental techniques
Recommended prior knowledge Basic knowledge on particle theory.
ContextThe concepts and practical skills introduced in this unit will be revisited in future topics.
OutlineThis unit contains a considerable amount of practical work and introduces a variety of practical techniques that future units will build on. The unit starts by focusing on the variety of purification techniques available to chemists. This unit is cross-referenced to assessment objectives AO1 (bullet points 2–4), AO2 (bullet points 1–7), AO3 (bullet points 1–4).
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at: http://teachers.cie.org.uk
C2 1 Name appropriate apparatus for the measurement of time, temperature, mass and volume, including burettes, pipettes and measuring cylinders
This could be introduced by measuring the temperature, mass, and volumes of different coloured liquids [water / food dye].This will be reinforced when all experimental work is conducted.
Cambridge IGCSE Chemistry, S.Goodman & C. Sunley, Collins, 2006. CD-ROM video clips 1–6
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
C2 2 Describe paper chromatography (including the use of locating agents) and interpret simple chromatograms
Experimental work can involve simple inks, sweets, leaves, dyes and food colourings. Non-permanent felt-tipped pens work well.
Identify/compare the spots by different compounds by their relative heights.
To establish the reliability of this technique perhaps, with advanced learners, introduce the notion of Rf values.
Outline how chromatography techniques can be applied to colourless substances by exposing chromatograms to substances called locating agents (knowledge of specific locating agents is not required).
Experimental work can be extended to include separating a mixture of amino acids (using ninhydrin as a locating agent) and simple sugars.
Cambridge IGCSE Chemistry, S.Goodman & C. Sunley, Collins, 2006.CD-ROM video clip 7
Chromatography of sweets:www.practicalchemistry.org/experiments/chromatography-of-sweets%2C194%2CEX.html
Chromatography of leaves:www.practicalchemistry.org/experiments/chromatography-of-leaves,199,EX.html
Paper chromatography experiment:www.scienceprojectlab.com/paper-chromatography-experiment.html
An excellent collection of animations and video clips:Royal Society of Chemistry Particles in Motion CD-ROM, 2006.
Paper chromatography:www.chemguide.co.uk/analysis/chromatography/paper.html
Chromatography of amino acids:www.biotopics.co.uk/as/amino_acid_chromatography.html
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
C2 3 Recognise that mixtures melt and boil over a range of temperatures
This can be demonstrated by comparing:
the boiling points of different concentrations of aqueous sodium chloride or other salts
the melting point of the alloy, solder, with those of lead, tin and different lead-tin mixtures.
The use of salt on roads to melt ice could be mentioned in this context.
Solid mixtures – a tin and lead solder:www.nuffieldfoundation.org/practical-chemistry/solid-mixtures-tin-and-lead-solder
C2 4 Describe methods of purification by the use of a suitable solvent, filtration, crystallisation, distillation (including use of fractionating column)
Refer to the fractional distillation of crude oil (petroleum) and fermented liquor
Typical solvents to use are water (salt / sand) or ethanol (salt / sugar).Filtration is used in one of the salt preparation methods to remove the excess solid.Crystallisation is used in most salt preparations to obtain the final product.
Experimental work can involve: purification of an impure solid demonstration of the extraction of iodine from seaweed distillation of coca-cola or coloured water demonstration of the (partial) separation of ethanol from water by
distillation demonstration of the separation of ‘petroleum fractions’ from
mixtures of hydrocarbons using ‘artificial’ crude oil.
Extension – the separation of oxygen and nitrogen from liquid air by fractional distillation.
Extension – ask learners to suggest suitable purification techniques, given information about the substances involved. This could be based on the differing solubilities of the components in a mixture; or, possibly, on differing magnetic properties.
Cambridge IGCSE Chemistry, S.Goodman & C. Sunley, Collins, 2006. CD-ROM video clips 8–11.
An excellent collection of animations and video clips:Royal Society of Chemistry Particles in Motion CD-ROM, 2006.
Separating sand and salt:www.nuffieldfoundation.org/practical-chemistry/separating-sand-and-salt
Purification of an impure solid:www.nuffieldfoundation.org/practical-chemistry/purification-impure-solid
Extracting iodine from seaweed:www.nuffieldfoundation.org/practical-chemistry/extracting-iodine-seaweed
Various methods of purification 1.6.1–1.6.3 & 1.7.1–1.7.3:Chemistry for IGCSE R. Norris and R. Stanbridge, Nelson Thornes, 2009, ISBN 9781408500187, p12–15.
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past paper questions attached to this scheme of work include:Unit 1: Question Core 1Unit 1: Question Alternative to Practical 1Unit 1: Question Extension 1 Questions
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 2: Particles, atomic structure, ionic bonding and the Periodic Table
Recommended prior knowledge Basic knowledge of particle theory and the layout of the Periodic Table.
ContextThis unit can be taught as a whole or split into two parts: (i) particles, state of matter and atomic structure and (ii) ionic bonding, Periodic Table and Groups I and VII.
OutlineThis unit begins by looking at the particle model of matter and leads onto the structure of the atom. These are fundamental topics, which will be revisited in later units. This is then extended to include ions, leading onto ionic bonding (to link up with Groups I and VII). The layout of the Periodic Table can be introduced (opportunity for learners, in groups, to research trends within groups or across periods) and the chemistry and properties of the Group I and Group VII elements. This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–6), AO3 (bullet points 1–4).
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at:http:teachers.cie.org.uk
C1 1 Describe the states of matter and explain their interconversion in terms of the kinetic particle theory
Relate the conversions to the motion and arrangement of particles.
Use ‘particles in boxes’ diagrams to represent the three states of matter. Emphasise the change in the arrangement and movement of the particles when a substance changes state.
Relate this to the energy input / output at phase change and to the strength of attraction between particles.
An excellent collection of animations and video clips:Royal Society of Chemistry Particles in Motion, CD- ROM, 2006.
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
Learners could use the theory to explain properties such as behaviour of gases under pressure and liquid flow (opportunity for a ‘circus of experiments’ here).
C1 2 Describe diffusion and Brownian motion in terms of kinetic theory
Simple examples of diffusion include: air freshener, perfume, ether, camphor smells in
the lab movement of nitrogen dioxide gas or bromine
vapour in air coloured inks / CuSO4 / KMnO4 in water and
Pb(NO3)2 in KI.
A more elaborate demonstration involves the use of a long wide-bore glass tube. Cotton wool / Rocksil /
mineral wool soaked in concentrated hydrochloric acid is placed in one end and a stopper inserted. Similarly, concentrated ammonia, soaked in one of the above, is placed at the other end and this end is stoppered. A white solid (ammonium chloride) slowly forms – closer to the hydrochloric acid end of the tube.
The experiment clearly demonstrates diffusion but also allows a link between the rate of diffusion and the mass/average speed of the gas particles to be established with more advanced learners.
Extension – what would influence diffusion rate, for example temperature using tea bags held by a glass rod in beakers of hot and cold water.
Learners should be able to link their observations to the kinetic theory model.
Brownian motion to be described simply in terms of, for example, the random movement of smoke particles shown in a light beam. An explanation in terms of kinetic theory should focus on the random/unequal nature of the collisions of air molecules with different
Use above CD-ROM.
Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, Experiments A12–A14.
www.practicalchemistry.org/experiments/diffusion-in-liquids,185,EX.html
www.practicalchemistry.org/experiments/particles-in-motion,187,EX.html
www.practicalchemistry.org/experiments/diffusion-of-gases-ammonia-and-hydrogen-chloride,184,EX.html
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
sides of a smoke particle.
C3 3.1.1 State the relative charges and approximate relative masses of protons, neutrons and electrons
Opportunity for group work, learners can research and present their ideas on the development of the structure of the atom from the Greeks onwards. They can also discuss the limitations of each model using ICT /
textbooks.
Summary of atomic structure:www.chemguide.co.uk/atoms/properties/gcse.html
Good lesson plan of the history of the atomic structure:www.learnnc.org/lp/pages/2892
C3 3.1.2 Define proton number and nucleon number
Proton number is also the atomic number. Nucleon number is also the mass number – the total number of protons + neutrons.
C3 3.1.3 Use proton number and the simple structure of atoms to explain the basis of the Periodic Table (Sections 7.1 to 7.4), with special reference to the elements of proton number 1 to 20
C3 3.1.4 Use the notation for an atom
C 3.1.5 Describe the build-up of electrons in ‘shells’ and understand the significance of the noble gas electronic structures and of valency electrons(The ideas of the distribution of electrons in s and p orbitals and in d block elements are not required.)(Note: a copy of the Periodic Table will be available in Papers 1, 2 and 3)
Use circles to show the shells up to atomic number 20.
Learners can use mini-whiteboards to draw electron diagrams as a class activity.
Extension – to use spectroscopes to illustrate different energy shells. This could provide support for the basic theory and also introduce the concept of electrons in different shells possessing discrete, but different, amounts of energy.
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X
a b
Syllabus ref Learning objectives Suggested teaching activities Learning resources
C3 3.1.6
C5 5.1.3
Define isotopes
Describe radioactive isotopes, such as 235U, as a source of energy
Illustrate isotopes – by comparing ice cubes in water – D2O (‘heavy water’) (sinks) and H2O (floats). It should be emphasised that while the physical (and radioactive) properties of isotopes of individual elements may vary, their chemical properties are identical – as chemical properties depend on the electron arrangement.
Explain that of the two types of isotopes (radioactive and non-radioactive), radioactive isotopes, such as 235U, provide a source of energy. (See Section C5 5.1.3, Unit 5).
Possible issues for discussion with more advanced learners include: the long term nature of nuclear energy
(sustainable long after coal and oil run out); environmental considerations such as the disposal
of radioactive waste.
Information on the two types of isotopes: http://web.sahra.arizona.edu/programs/isotopes/types/stable.html
http://web.sahra.arizona.edu/programs/isotopes/types/stable.html
http://web.sahra.arizona.edu/programs/isotopes/types/radioactive.html
http://en.wikipedia.org/wiki/Isotope
http://www.dummies.com/how-to/content/isotopes-different-types-of-atoms.html
www.world-nuclear.org/education/uran.htm and this one.
C3 3.2.1 Describe the differences between elements, mixtures and compounds, and between metals and non-metals
The reaction between iron and sulfur to form iron(II) sulfide can be carried out by learners to illustrate the varying properties of the elements, mixtures and compounds.
The separation of a salt / sand mixture to illustrate the properties of mixtures.
Video animation of Fe & S:www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compounds_mixtures/activity.shtml
C3 3.2.2 Describe alloys, such as brass, as a mixture of a metal with other elements
Awareness of the importance of alloys to meet industrial specifications for metals. Links to Section C2 9.3, Unit 1 and Section C8 8.3(b).1, Unit 6.
www.practicalchemistry.org/experiments/intermediate/metals/making-an-alloy-solder,131,EX.html
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
C3 3.2.3 (S) Explain how alloying affects the properties of metals (see Section 3.2(d))
Use diagrams to represent the structures of metals and alloys.
Construct models of an alloy using plasticine.
Link to malleability in metals [Section C3 3.2(d).1 (S), Unit 6].
Link to uses of steel alloys [Section C8 8.3(b).1, Unit 6].
www.practicalchemistry.org/experiments/intermediate/metals/modelling-alloys-with-plasticine,135,EX.html
C3 3.2(a).1 Describe the formation of ions by electron loss or gain and describe the formation of ionic bonds between alkali metals and the halogens
Emphasise formation of a full shell / noble gas configuration by electron loss / gain.
Explain that ionic bonding is the attraction between the positive and negative ions in an ionic compound.
Extension – use examples such as NaCl, MgO and Al2O3 to link melting point and solubility to the strength of the ionic bonding present.
Learners should be shown dot and cross diagrams for simple ionic substances e.g. NaCl, KF.
Learners can use mini-whiteboards to draw electron diagrams as a class activity. This can also be done using cut out electrons and shells so learners can move electrons into place.
Learners can explore the properties of ionic compounds experimentally and link them to the model of ionic bonding – solubility in water, a comparison of conductivity in the solid, in solution and when molten (do as a demonstration with PbBr2) and melting point. [Link with Section C3 3.2(b).3, Unit 7].
www.chemguide.co.uk/atoms/bonding/ionic.html
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
C3 3.2(a).2 (S)
Describe the formation of ionic bonds between metallic and non-metallic elements
Learners should be shown dot and cross diagrams for simple ionic substances e.g. MgO, ZnS. Then challenged to draw diagrams for more complicated examples like Na2O, CaCl2, MgBr2, AlF3 and, Al2O3.
Extension – learners could be introduced to the lattice structure of simple ionic compound such as sodium chloride to show the alternating pattern of positive and negative ions. This should reinforce the nature of ionic bonding.
Extension – learners could be introduced to writing ionic formulae [see Section C4 4.5, Unit 4].
Good website to illustrate this:www.chm.bris.ac.uk/pt/harvey/gcse/ionic.html
C5 5.2.1 Describe the meaning of exothermic and endothermic reactions
This can be seen as a rise or fall in temperature of many chemical reactions used in the syllabus.
This concept can be taught across the syllabus, rather than as a discrete lesson. It is probably better to introduce this concept at an early stage and to reinforce it in appropriate practical lessons as they arise. See Unit 5 for a more detailed coverage.
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
C7 1 Describe the Periodic Table as a method of classifying elements and its use to predict properties of elements
Elements to be classified as metals and non-metals. Their states should be mentioned.
Properties limited to qualitative idea of melting / boiling point.
Suggested activities: Learners draw conclusions from photocopied
version of the Periodic Table and lists of physical properties.
A database of properties and states for element of periods 1, 2 and 3 could be set up.
Learners, in groups, could be asked to design a flowchart of physical properties to find the metals, non metal, solids and liquids and enter the results on a blank copy of the Periodic Table.
Excellent suite of video clips on various elements of the Periodic Table:www.periodicvideos.com/
Interactive Periodic Tables: www.webelements.com/www.rsc.org/chemsoc/visualelements/index.htm www.ptable.com/ www.chemicool.com/ Copy and paste again
C7 7.1.1 Describe the change from metallic to non-metallic character across a period
Emphasise the metal / non metal boundary.
C7 7.1.2 (S) Describe the relationship between Group number, number of outer electrons
Emphasise number of valency electrons = Group number.
Emphasise that, to achieve a full outer shell, metals lose electrons while non-metals gain electrons.
C4 1 Use the symbols of the elements and write the formulae of simple compounds
Learners can calculate the formula by using the ‘valencies’ or ‘combining powers’ of the elements.
Learners can use mini-whiteboards to write formulae or a bingo activity (http://en.wikipedia.org/wiki/Bingo_(UK)) for working out the total number of atoms in a formula.
R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p44–45.
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
C4 2 (S) Determine the formula of an ionic compound from the charges on the ions present
Learners can be given a list of ions encountered in IGCSE and rules for writing chemical formula. They can construct correct chemical formulae from ions.
The charges on ions should be linked with the group number of the element in the Periodic Table.
Learners can be introduced to the idea of using brackets when more than one of a complex ion is present.
A very useful learner resource:www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compounds_mixtures/revise4.shtml
C4 3 Deduce the formula of a simple compound from the relative numbers of atoms present
As in C4 1 above.
This should be linked with organic molecules and with inorganic substances such as P4O10.
C7 7.2.1 Describe lithium, sodium and potassium in Group I as a collection of relatively soft metals showing a trend in melting point, density and reaction with water
Group I metals are called the alkali metals.
Demonstration with very small amounts of the metals behind a safety screen or video only of reactions with water due to highly exothermic nature.
Focus on the observations here and link to theory and relative reactivity: metal floats, so less dense than water fizzing indicates a gas is given off; molten ball (not Li) indicates highly exothermic
reaction; lilac flame (K) indicates very exothermic reaction
because the hydrogen gas given off ignites.
Excellent video of the reaction of all the alkali metals with water:www.open2.net/sciencetechnologynature/worldaroundus/akalimetals.html
www.practicalchemistry.org/experiments/alkali-metals,155,EX.html
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
C7 7.2.2 Predict the properties of other elements in the group, given data, where appropriate
Include reactions of Rb and Cs and physical properties such as melting and boiling points. Trends can be obtained from suitable databases. Sometimes you could refer to elements by their symbols.
You can demonstrate the low melting point of caesium by holding a sealed glass vial in your hand. The metal quickly melts inside the vial.
Useful background data on Rb, Cs and Fr:www.chemtopics.com/elements/alkali/alkali.htm
C7 7.2.3 Describe chlorine, bromine and iodine in Group VII as a collection of diatomic non-metals showing a trend in colour, and state their reaction with other halide ions
Demonstration of preparation of chlorine (from concentrated hydrochloric acid and potassium manganate(VII)) and the physical state and colour of bromine / iodine carried out in fume cupboard.
Learners can predict the trend in reactivity and oxidising nature (giving reasons) and, as a result, predict the effect of adding aqueous halogen to a halide salt. They can test their predictions by carrying out test-tube scale displacement reactions.
An opportunity to introduce the writing of half-equations (ion-electron equations).
Possible extension could be to demonstrate the reaction of iron with the halogens.
Useful industrial background on the properties and uses of chlorine:www.americanchemistry.com/chlorine/
R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187,p151, Fig 12.3.2
A useful teacher’s guide to demonstrating the iron-chlorine reaction: www.practicalchemistry.org/experiments/halogen-reactions-with-iron%2C44%2CEX.html
C7 7.2.4 Predict the properties of other elements in the group given data, where appropriate
This extends the list of halogens to include fluorine and astatine in theory only.
In groups, learners could predict the reactivity, colour /
physical state, melting / boiling point of fluorine and astatine.
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
C7 7.2.5 (S) Identify trends in other Groups, given information about the elements concerned
Information could include melting and boiling points, density and chemical reactivity.
Learners could do a group activity and present their findings to other members of the class.
Include examples from any group in the Periodic Table.
Past paper questions attached to this scheme of work include:Unit 2: Question Extension 1Unit 2: Question Extension 2
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 3: Air and water
Recommended prior knowledge Knowledge of atomic structure and the basic layout of the Periodic Table is preferable.
ContextThis unit builds on ideas from Units 1 and 2. The concepts of this unit will be revisited in later units.
OutlineThis unit begins by looking at ways in which we can test for water and how it can be purified for human consumption. Learners could compare methods of water treatment in their country to those in other countries such as the UK. Discussion could cover why some governments recommend boiling tap water or to drink bottle water, together with the health/environmental consequences of drinking treated or untreated water. The composition of the air and the common pollutants is covered. Learners can research how this are being monitored and managed in their own country. This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–5), AO3 (bullet points 1–3) and Units 1 and 2.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at http://teachers.cie.org.uk
C9 1 Describe a chemical test for water Use either anhydrous cobalt(II) chloride (blue cobalt chloride paper) or anhydrous copper(II) sulfate (solid).
Extension – practical / demonstration of burning a fuel (candle) and illustrating that water is one of the combustion products, and that carbon dioxide is another. (Links to Section C5 5.1.1, Unit 5; Section C6 6.5.1, Unit 4 and Section C11 11.4.1, Unit 8).
Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, Experiment B5.
C9 2 Show understanding that Some reactions can be classified as reversible and learners should be
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hydration may be reversible (e.g. by heating hydrated copper(II) sulfate or hydrated cobalt(II) chloride)
introduced to the reversible sign ⇌.
Limited to the effects of heat on hydrated salts, including hydrated copper(II) sulfate and hydrated cobalt(II) chloride).
Experimental work can involve learners heating hydrated copper(II) sulfate and adding water to anhydrous copper(II) sulfate as an illustration.
Extension – learners to determine the amount of water removed on heating and calculate the formula of hydrated copper(II) sulfate.
While the concept of equilibrium is not required in this syllabus, more advanced learners may arrive at this concept by applying their understanding of the effect of concentration on the relative speeds of the forward and backward reactions (see Section C5 5.3.1, Unit 5).
Worksheet for determining the mass of H2O lost when copper(II) sulfate is heated:www.chalkbored.com/lessons/chemistry-11/hydrate-lab.pdf
C9 3 Describe, in outline, the treatment of the water supply in terms of filtration and chlorination
Emphasis on filtration (link to Unit 1) and chlorination stages.
Opportunity to introduce the properties of chlorine / Group VII elements as poisonous, safe only in very dilute solution.
Can discuss role of chlorine in eradicating waterborne diseases in many countries. Possible school visit to a water treatment plant.
Notes on water purification: www.docbrown.info/page01/AqueousChem/AqueousChem.htm
C9 4 Name some of the uses of water in industry and in the home
Water is used as a solvent and a coolant in industry, as well as used for drinking and washing in the home.
Possible activities include writing a 24-hour ‘water use’ diary and presenting data as bar or pie charts, perhaps using a spread sheet.
C9 5 Describe the composition of clean air as being approximately 78% nitrogen, 21% oxygen and the remainder as being a mixture of noble gases, water vapour and carbon dioxide
Experiment to derive the % oxygen in the air using the oxidation of heated copper metal. Alternatives could be: iron wool with air phosphorus with air (demonstration only using a fume cupboard).Extension – the apparatus used above (in C9 1) could be used – without the candle – to show that the % of CO2 in air is quite low and that
Video clip on gases from the air:www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm
Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009, ISBN 9781408500187, p182.
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the % of water vapour varies with the weather (with the humidity).Class practical/demonstration sheet using iron wool:www.nuffieldfoundation.org/practical-chemistry/combustion-iron-wool
www.youtube.com/watch?v=5MDH92VxPEQ
C9 6 Name the common pollutants in the air as being carbon monoxide, sulfur dioxide, oxides of nitrogen and lead compounds
Emphasise that CO is a poisonous gas and both sulfur dioxide and oxides of nitrogen can lead to breathing difficulties and to the formation of acid rain.
Extension – learners can produce a flowchart to show how acid rain is formed.
Opportunity for group work – data analysis of tables of air quality data.
Overview on air pollution and update readings for nitrogen oxides in London:www.londonair.org.uk/london/asp/information.asp
Fact sheet on SO2 pollution:www.tropical-rainforest-animals.com/air-pollution-causes.html
Sulfur dioxide pollution:www.wunderground.com/resources/health/so2.asp
C9 7 State the source of each of these pollutants:– carbon monoxide from the
incomplete combustion of carbon-containing substances
– sulfur dioxide from the combustion of fossil fuels which contain sulfur compounds – (leading to ‘acid rain’)
– oxides of nitrogen and lead compounds from car exhausts
Emphasise the source of the gas: CO from incomplete combustion of a carbon-based fuel SO2 from the combustion of fossil fuels containing sulfur nitrogen oxides from the reaction of nitrogen and oxygen inside a
car engine at high temperature or by their reaction during a lightning strike.
Possible issues for discussion include: reliance on fossil fuels (petrol, power stations) as a major
contributory factor to air pollution use of lead compounds in petrol and their gradual reduction in use
over the last decade.
Air pollution causes:www.tropical-rainforest-animals.com/air-pollution-causes.html
C9 8 (S) Explain the removal of oxides of nitrogen from car exhausts
Emphasis the purpose of a catalytic converter to change the poisonous gases, carbon monoxide and oxides of nitrogen, into non-toxic nitrogen
How catalytic converters work:http://auto.howstuffworks.com/catalytic-
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and carbon dioxide.
The use of a transition element catalysts (e.g. Pt) and word / chemical equations.
Reinforcement of catalytic chemistry [see Section C5 5.3.1, Unit 5] and transition metal use (see Section C7 7.3.1, Unit 6).
converter1.htm
C9 9 State the adverse effect of common pollutants on buildings and on health
Emphasis on limestone erosion, rusting of iron and tarnishing of copper.
This provides an opportunity for learners to carry out group research, perhaps presenting their findings to the rest of the class using overhead projection foils or posters.
Each group can research the effects of a different pollutant gas in terms of how it is produced, its adverse effects and methods for solving the problem. Issues include: effects of acid rain on vegetation, aquatic life, limestone buildings oxides of nitrogen and sulfur dioxide as respiratory irritants dangers of CO poisoning from cars and poorly maintained domestic
heaters reasons for high concentration of pollutants in cities and subsequent
effects on health.
The role of chemistry in a ‘search for solutions’ can also be discussed, for example: attempts to control the effects of sulfur emissions (scrubbers) liming of lakes and soil to neutralise some of the effects of acid rain development of alternative fuels, catalysts to lower energy use in
industry and catalytic converters for cars.
Pollution’s effects on us:www.windows2universe.org/milagro/effects/pollution_effects_overview.html
C9 10 Describe the separation of oxygen and nitrogen from liquid air by fractional distillation
Link to Unit 1–Experimental techniques.
Link this to boiling points and the fractional distillation of petroleum and ethanol (fermented liquor) (see Sections C11 11.2.3 and C11 11.6, Unit 8).
Good summary of the process – fractional distillation of liquid air:www.bbc.co.uk/schools/gcsebitesize/science/edexcel/oneearth/usefulproductsrev2.shtml
C9 11 Name the uses of oxygen in A video showing oxyacetylene welding:
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oxygen tents in hospitals, and with acetylene (a hydrocarbon) in welding
www.youtube.com/watch?NR=1&v=ynfF2bt50Oo&feature=endscreen
C9 12 Describe methods of rust prevention:
– paint and other coatings to exclude oxygen
– galvanising.
Experiment involving the investigation of rusting of iron nails using these methods.
A simple investigation or experiment to demonstrate methods of prevention can be: apply coating to a nail- colourless nail varnish, liquid removal
(Tippex), cling film, grease or oil, oil-based paint galvanised nails (roofing nails) sacrificial protection – wrap a small piece of Mg ribbon around a nail;
more effective in the laboratory than using zinc foil.
Chemistry for IGCSE, R. Norris and R. Stanbridge. Nelson Thornes, 2009, ISBN 9781408500187, p192 Fig 15.7.1.
Rust prevention demonstration:www.practicalchemistry.org/experiments/preventing-rusting%2C251%2CEX.html
C9 13 (S) Explain galvanising in terms of the reactivity of zinc and iron
Opportunity to reinforce reactivity series (see Section C8 8.2.1, Unit 6)
This could be emphasised in the above experiment, where two or three metals of different reactivity could be investigated – Mg, Sn, Cu.
Extension–mechanism of sacrificial protection:www.dynamicscience.com.au/tester/solutions/chemistry/corrosion/rustpreventionsacanode.htm
C9 14 describe the need for nitrogen-, phosphorous- and potassium-containing fertilisers
Possible discussion points: the need to increase food production in many parts of the world dangers of overuse of fertilisers ‘organically grown’ crops.
http://en.wikipedia.org/wiki/Fertilizer
C9 15 Describe the formation of carbon dioxide:
– as a product of complete combustion of carbon-containing substances
– as a product of respiration
– as a product of the reaction between an acid and a carbonate.
Opportunity for demonstration or learners to perform a variety of experiments to prepare carbon dioxide.
Comparison of oxygen and carbon dioxide content in air before and after respiration and combustion.
Learners can be introduced to some of the uses of limestone and lime, in anticipation of Sections C6 1, and C10 1, Unit 4, and Section C8 8.3(a).2 (S), Unit 6.
Extension – possible issues to raise include the role of carbon dioxide
Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, Experiments B6 and D5.
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from combustion of fossil fuels in contributing to global warming. Note that the present concentration of CO2 in the atmosphere is 0.038%.
C5 5.1.1 Describe the production of heat energy by burning fuels
Emphasise combustion is an exothermic process.
Relevant examples should include Bunsen burner, fuels for heating the home and fossil fuel burning power stations. (Links to Units 5 and 8)
Learners can research / do an investigation into what makes a good fuel.
Opportunities for experiments to compare energy evolved on heating fuels using spirit burner and metal can containing water.
Awareness of the importance of energy output of hydrocarbon fossil fuels to transport and manufacturing industry.
What makes a good fuel?: Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, Experiment K4.
Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009, ISBN 9781408500187, p 88 Fig 7.2.1.
Worksheet on comparing different fuels:
http://matse1.matse.illinois.edu/energy/e.html
C7 7.4.1 Describe the noble gases as being unreactive
Opportunity to reinforce ideas of full outer shells leading to lack of reactivity (link to Unit 2).
Good video clip about the noble gases:www.open2.net/sciencetechnologynature/worldaroundus/noblegases.html
C7 7.4.2 Describe the uses of the noble gases in providing an inert atmosphere, i.e. argon in lamps, helium for filling balloons
Individually, or in groups, learners can produce posters, or make a short presentation, illustrating the uses of the different noble gases.
Noble gases:www.drbateman.net/gcse2003/gcsesums/chemsums/noblegases/noblegases.htm
Past paper questions attached to this scheme of work include:Unit 3: Questions Core 1Unit 3: Questions Core 2
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 4: Acids, bases and salts
Recommended prior knowledge Learners should be familiar with the laboratory techniques in Unit 1 and have some knowledge of particle theory, atomic structure and ionic bonding (Unit 2).
ContextThis unit builds on ideas from earlier units. The concepts of this unit will be revisited in Units 6 and 9.
OutlineThis unit starts with an introduction to writing and balancing equations (this might have been introduced in earlier units – depending on ability of the learners). Equations can then be written for the reactions of acids and bases. There is a considerable range of practical work that can be carried out. Opportunity for learners to research the common products used in the home that are acidic/alkaline in nature and apply this knowledge to some everyday examples of neutralisation reactions- indigestion tablets, insect bites or stings. In addition, learners can make and test their predictions in respects to salt preparation. This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–4), AO3 (bullet points 1–4), Units 1 and 2.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at: http://teachers.cie.org.uk
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C4 5 Construct word equations and simple balanced chemical equations
Various test tube reactions can be done – NaOH + HCl; NaOH + H2SO4; FeCl3 + NaOH; CuSO4 + NaOH.
Stress equations are balanced by inserting a number in front of the formulae of reactants or products but that these formulae must NOT be changed.
Learners can then work in groups with simple formulae cards to construct balanced equations from word equations.
Law of conservation of mass calculations:www.docbrown.info/page04/4_73calcs03com.htm
C6 6.1.1 Describe the characteristic properties of acids as reactions with metals, bases, carbonates and effect on litmus
Opportunity for experiments to show exothermic nature of neutralisation.
Learners could prepare hydrogen and carbon dioxide gas and perform the distinctive tests (see later in this unit).
Links to Unit 1 (titration) and to Unit 6.
Chemistry for IGCSE, R. Norris and R. Stanbridge. Nelson Thornes, 2009, ISBN 9781408500187, p122 Fig 10.2.1.
C6 6.1.2 (S) Define acids and bases in terms of proton transfer, limited to aqueous solutions
Acids and bases explained in terms of the Arrhenius definition.
Acids release H+ ions; these are captured by the OH– ion in bases. In a neutralisation reaction, H+ + OH–
react together to form H2O. So, effectively, the acid transfers a proton to the base. Extension: neutral water has a pH of 7 because it contains a certain concentration of H+ ions. It is neutral because it contains the same concentration of OH– ions.
A low pH indicates a high concentration of H+ ions and a low concentration of OH– ions. A high pH indicates a high concentration of OH– ions and a low concentration of H+ ions.
The greater the excess of the concentration of one ion (H+ / OH–) over
the other in a solution, the greater the pH of that solution diverges from 7.
Acids, bases and metals – introduction:www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/acids_bases_metals/revise1.shtml
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C6 6.1.3 Describe neutrality, relative acidity and alkalinity in terms of pH (whole numbers only) measured using Universal Indicator paper
Learners can arrange solutions of different pH in terms of increasing acidity / basicity e.g. milk, vinegar, ammonia solution, ‘bench’ and ‘household’ chemicals.
The pH scale runs from 0–14 and it is used to show the acidity or alkalinity of a solution.
Universal Indicator can be used to find the pH of a solution. Compare with litmus (yes / no decision) for determining acidity / basicity.
C6 6.1.4 (S) Use these ideas to explain specified reactions as acid / base
Emphasise that in aqueous solution acids possess an excess of H+ ions and bases an excess of OH– ions.
The equation for the reaction between NaOH and HCl, for example, can be written as:HCl + NaOH NaCl +H2Oor, ionically as: H+ + Cl
– + Na+ + OH– Na+ + Cl – + H2O
Removing spectator ions leaves the neutralisation equation: H+ + OH– H2O
A range of acid / base neutralisation reactions should be subjected to this treatment to firmly establish this concept.
Illustrate by reference to examples of neutralisation e.g. indigestion tablets, treatment of bee and wasp stings, addition of sodium hydroxide to (acidic detergent in) shower gel / washing up liquid / bubble bath (learners could be asked to look at the labels of ingredients).
Extension – learners could look at safety issues associated with mixing an acid cleaner to an alkaline bleach.
http://en.wikipedia.org/wiki/Acid%E2%80%93base_reaction
www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/acids_bases_metals/revise1.shtml
R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p125 Fig 10.3.1.
C6 6.1.5 Describe and explain the importance of the use of lime in controlling acidity in soil
Teach with Section 10 below.
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C10 1 Describe the manufacture of calcium oxide (lime) from calcium carbonate (limestone) in terms of the chemical reactions involved
Learners can investigate the manufacture of lime by heating a few limestone chips very strongly for 20 minutes, to form calcium oxide on the surface, and then allowing the solid to cool.
A more effective decomposition is achieved by using a blowpipe to blow air through the Bunsen flame onto the limestone chips for several minutes.
Observe reaction of calcium oxide when drops of water are added to make slaked lime (example of exothermic reaction – steam and solid crumbling). Then add excess water to form limewater and test the pH.
R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p204 Fig 16.5.1.
Notes on limestone cycle: www.docbrown.info/page01/ExIndChem/ExIndChem.htm
C10 2 Name some uses of lime and slaked lime as in treating acidic soil and neutralising acidic industrial waste products
Possible issues to discuss include: the importance using lime or slaked lime for treating excess acidity
in soils, thus making unfertile land fertile. Also in neutralising acidic waste products from industry
the environmental effects of large scale limestone quarrying to meet the huge demand
the importance of limestone / lime in the extraction of iron from haematite (link to Unit 6 – Metals C8 8.3(a).2 (S))
the use of calcium carbonate to remove sulfur dioxide from the flue-gas emissions of power stations.
www.allotment.org.uk/fertilizer/garden-lime.php
www.en.wikipedia.org/wiki/Flue-gas_desulfurization
C6 6.2.1 Classify oxides as either acidic or basic, related to metallic and non-metallic character of the element forming the oxide
Demonstration of the reaction of the elements with oxygen.
Linked to Units 2 and 3, oxides of sodium, magnesium, carbon, sulfur and phosphorus are all good examples to use.
Examples of acidic oxides are P2O5, SO2, SO3 and NO2.
Examples of basic oxides are Na2O, CaO and BaO.
Useful worksheet on burning elements in oxygen:http://www2.ucdsb.on.ca/tiss/stretton/chem3/lab_4_Oxides_Metals_Non_Metals.html
C6 6.2.2 (S) Classify other oxides as neutral or amphoteric
Examples of amphoteric oxides are Al2O3 and ZnO.
Examples of neutral oxides are nitrogen(I) oxide (N2O), nitrogen(II) oxide [NO] and carbon monoxide (CO).
http://en.wikipedia.org/wiki/Amphoterism
www.ehow.com/list_6831222_different-types-oxides_.html
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C6 6.3.1 Describe the preparation, separation and purification of salts.
Experiments should include the preparation of salts such as copper(II) sulfate, magnesium sulfate (filtration method) and sodium or potassium salts (titration method) (link to Unit 1 – Experimental Techniques).
www.docbrown.info/page03/AcidsBasesSalts06.htm
Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, Experiments G6, G7 and G9.
C6 6.3.2 (S) Suggest a method of making a given salt from suitable starting material, given appropriate information, including precipitation
Extend the salt preparation to include lead(II) chloride, lead(II) iodide and barium sulfate. (Note: Pb and Ba compounds are poisonous).
Introduce solubility rules and ask learners to suggest a suitable method for preparing a particular salt.
Learners can then put their theory into practice.
Lesson plan for preparing an insoluble salt:www.practicalchemistry.org/experiments/preparing-an-insoluble-salt,174,EX.html
C6 6.4.1 Describe the following tests to identify:
– aqueous cations:ammonium, copper(II), iron(II), iron(III) and zinc (using aqueous sodium hydroxide and aqueous ammonia as appropriate) (Formulae of complex ions are not required.)
– anions:carbonate (by reaction with dilute acid and then limewater), chloride (by reaction under acidic conditions with aqueous silver nitrate), nitrate (by reduction with aluminium to ammonia) and sulfate (by reaction under acidic
This allows a great range of simple test tube reactions to be conducted.
First, known samples can be used in experiments so that the learners become familiar with the observations that indicate a positive test.
Then the experiments can be made more challenging by using unknown samples of an ionic compound (or even a mixture) to enable learners to develop analytical skills.
Cambridge IGCSE Chemistry, S.Goodman & C. Sunley, Collins, 2006. CD-ROM video clips 12–17.
Chemistry for IGCSE, R. Norris & R. Stanbridge, Nelson Thornes, 2009:Testing for aqueous cations, Fig 11.5.1–11.5.2, p140–1.Testing for aqueous anions, Fig 11.6.1, p142–143.Identifying a gas, Fig 11.4.1–11.4.3, p138–139.
Summary sheet for most of these reactions:www.creative-chemistry.org.uk/gcse/
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conditions with aqueous barium ions)
documents/Module22/N-m22-02.pdf
www.docbrown.info/page13/ChemicalTests/ChemicalTestsc.htm#KEYWORDS
C6 6.5.1 Describe the following tests to identify:– ammonia (using damp red
litmus paper)– carbon dioxide (using
limewater)– chlorine (using damp litmus
paper)– hydrogen (using lighted
splint)– oxygen (using a glowing
splint)
Demonstration or experimental work to prepare / test for some of these gases.
NH3 and Cl2 both have distinctive smells which give some indication of the test to use.
CO2, H2 and O2 are all colourless and odourless, so it is less easy to decide which test to use. As H2 diffuses away most rapidly, it should be tested for first (‘pop’ with a lighted splint). If negative, blow out splint, then test for O2 (splint relights / glows brighter). If glowing splint extinguished, probably CO2 – confirm with limewater.
www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/chemicalreactions/preparinggasesrev4.shtml
www.youtube.com/watch?v=LiAvDpl5aJA
Past paper questions attached to this scheme of work include:Unit 4: Questions Alternative to Practical 1Unit 4: Questions Extension 1Unit 4: Questions Extension 2
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 5: Production of energy, energetics, speed of reaction and redox
Recommended prior knowledge Learners should have an understanding of particle theory (Unit 2) and be familiar with taking accurate measurements (Unit 1).
ContextThis unit builds on ideas from Units 1 and 2. The concepts of this unit will be reinforced in later units.
OutlineThis unit starts by reminding learners about the exothermic nature of the combustion of fuels and describes the use of a number of different fuels, including the use of radioactive isotopes. Energetics, speed of reaction and redox issues are also covered. For more advanced learners, energy level diagrams and the collision theory may be introduced. There is a considerable range of practical work that can be carried out, which can be used to develop or assess practical skills. Links with enzymes as a biological catalyst and role of light in photosynthesis can be made with Cambridge IGCSE Biology.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–7), AO3 (bullet points 1–4), Units 1 and 2.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus Learning objectives Suggested teaching activities Learning resources
Past question papers are available at: http://teachers.cie.org.uk
C5.1.1 Describe the production of heat energy by burning fuels
Examples to include coal, natural gas and petroleum.
A more detailed coverage of this topic is given in Unit 3 (Air and water) and in Unit 8 (Organic).
Worksheet on comparing different fuelshttp://matse1.matse.illinois.edu/energy/e.html
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C5.1.2 Describe hydrogen as a fuel Possible demonstrations include burning hydrogen balloons.
A less ‘explosive’ but equally enjoyable demonstration can be achieved by bubbling hydrogen gas through a solution of Tepol / washing-up liquid. The ascending hydrogen bubbles are ‘chased’ with a lighted splint. This is a less noisy, but more messy, experiment than the one above.
Possible group work for learners to present the pros and cons of using hydrogen as a fuel source.
Possible issues for discussion include: the high cost of hydrogen due to the high energy demand / use of
large amounts of electrical energy to breaking down water (electrolysis)
that producing this amount of electricity consumes large amounts of non-renewable fossil
the production of hydrogen by reaction of steam with coke (Bosch process) inevitably leaves some CO (toxic) in the mixture
that hydrogen is difficult to store for fuel use in cars, due to explosion risk and need for heavy pressurised cylinders
that hydrogen is non-polluting when burnt, the only product being water.
www.alternative-energy-news.info/technology/hydrogen-fuel/
http://auto.howstuffworks.com/fuel-efficiency/alternative-fuels/alternative-fuel-roundup.htm
C5.1.3 Describe radioactive isotopes, such as 235U, as a source of energy
Possible issues for discussion include: the long term nature of nuclear energy (sustainable long after coal
and oil run out) environmental considerations such as the disposal of radioactive
waste.
www.world-nuclear.org/education/uran.htm and this one.
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C5.2.1 Describe the meaning of exothermic and endothermic reactions
This can be seen as a rise or fall in temperature of many chemical reactions used in the syllabus.
This concept can be taught across the syllabus, rather than as a discrete lesson. It is probably better to introduce this concept at an early stage (perhaps in Unit 2) and to reinforce it in appropriate practical lessons as they arise.
Suggested experiments: neutralisation reactions of acids and alkalis (see Unit 4) metal displacement reactions (see Unit 6) dissolving salts, including ammonium salts (see Unit 4) combustion of an alcohol using a spirit burner to heat water [see
Section C11.6.1, Unit 8] if data loggers are available, temperature probes could be used.
C5.2.2 Describe bond breaking as endothermic and bond forming as exothermic
Use mnemonic – ‘Mexo Bendo’: Mexo is making is exothermic Bendo is breaking is endothermic.
Extension – learners can be introduced to energy level diagrams to show the difference in energy of reactants and products in chemical reactions.
This can be linked to the concept of activation energy [see Section C5.3.2 (S)].
http://www.gcsescience.com/rc24-energy-level-diagram.htm
http://misterguch.brinkster.net/energydiagram.html
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C5.3.1 Describe the effect of concentration, particle size, catalysts (including enzymes) and temperature on the rate (speed) of reactions
Choose a straightforward reaction such as that between marble chippings and hydrochloric acid. Devise, or get the learners to devise, a simple series of test-tube experiments in which just one variable, out of concentration, particle size and temperature, is changed each time.
Such a suite of experiments gives an easily understood visual impression of the factors affecting the speed of a reaction.
Extension – reactions can involve metals and dilute acids or carbonates and dilute acids. Gas syringes (or measurement of displacement of water by gas in upturned measuring cylinder) can be used to measure the volume of gas produced.
Use the fermentation of glucose to produce alcohol as an example of an enzyme increasing the speed of a reaction.
A more detailed coverage of the fermentation process is given in Section C11.6.2 (S), Unit 8.
Extension – using learners’ understanding of the kinetic theory (see Unit 2), introduce the concept that a collision between two particles (with sufficient energy) is necessary for a reaction to occur (a successful collision). Not all collisions between particles are successful.
Extension – most collisions fail because the energy needed for a chemical reaction to occur (activation energy) is not present at collision. Link to energy level diagrams C5 5.2.2 and to C5 5.3.2 (S).
Video clip introduction to speed of reaction (rates):www.bbc.co.uk/schools/gcsebitesize/science/add_ocr/chemical_synthesis/rates.shtml
Various practical experiments to illustrate speed of reaction:www.practicalchemistry.org/experiments/intermediate/rates-of-reaction/topic-index.html
Various practicals Fig 8.1.1–8.1.3:Chemistry for IGCSE, R. Norris & R. Stanbridge, Nelson Thornes, 2009, ISBN 9781408500187, p 96–97.
www.richardanderson.me.uk/keystage4/GCSEChemistry/m3ratesofreaction.php
Video clip that uses animations of atoms to explain collision theory:www.bbc.co.uk/learningzone/clips/collision-theory-and-rates-of-reaction/10668.html
C5.3.2 (S) Show awareness that light can provide the energy needed for a chemical reaction to occur
Experiments on how light affects photosynthesis and the darkening of slow photographic film in various light intensities.
Emphasise the need of light for photosynthesis and link to Cambridge IGCSE Biology.
How light affects photosynthesis and a photo-sensitive reaction R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p106–107 [Fig 8.6.1 & 8.6.2].
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C5.3.3 State that organic compounds that catalyse organic reactions are called enzymes
Link to fermentation above.
C5.3.4 (S) State that photosynthesis leads to the production of glucose from carbon dioxide and water in the presence of chlorophyll and sunlight (energy)
Photosynthesis is an endothermic process.
In addition to the production of glucose, oxygen is produced.
Possible issues for discussion include: that the combustion of glucose (respiration in the body) is the
reverse of photosynthesis and so is exothermic the maintenance of the oxygen balance in the atmosphere and
factors that may affect this.
How light affects photosynthesis and a photo-sensitive reaction R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p106–107.
C5.3.5 Describe the application of the above factors to the danger of explosive combustion with fine powders (e.g. flour mills) and gases (e.g. mines)
Custard powder explosion experiment in tin with tight fitting lid may be demonstrated.
Explosive milk Fig 8.3.3:Chemistry for IGCSE, R. Norris & R. Stanbridge, Nelson Thornes, 2009, ISBN 9781408500187, p101.http://www.rsc.org/Education/Teachers/Resources/Practical-Chemistry/Videos/surface-area-on-reaction-rate.asp
C5.3.6 (S) Describe the use of silver salts in photography (i.e. reduction of silver ions to silver)
Experiments on how light affects photosynthesis and darkening of slow photographic film in various light intensities.
A simple experiment can be to make silver chloride, bromide and iodide by precipitation (link to Unit 4 – Acids, Bases and Salts) and watch them change colour under strong light.
How light affects photosynthesis and a photo-sensitive reaction:R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187,p106–107[, Fig 8.6.1 & 8.6.2].
Role of silver salts in photography:http://www.instructables.com/id/Demonstrating-Simple-Photochemistry-with-Silver-Ch/
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C5.4 Define oxidation and reduction in terms of oxygen loss / gain
Stress that oxidation and reduction reactions always occur together in a redox reaction.
Redox changes can often be observed as significant changes e.g. rusting / corrosion of iron or the ‘Thermite reaction’ used to weld together railway lines, iron(III) oxide + aluminium iron + aluminium oxide.
Link to ideas of the role of redox reactions in the production of energy from fuels and the extraction of metals. The reactions in car catalytic converters can also be studied here (link to Unit 3).
Possible experiments include the reaction of metals / non-metals with oxygen and the reaction of metal oxides with carbon or hydrogen.
www.chemguide.co.uk/inorganic/redox/definitions.html
www.practicalchemistry.org/experiments/the-thermite-reaction,172,EX.html
Video clips of Thermite reaction:http://www.davidavery.co.uk/thermite/http://www.youtube.com/watch?v=a8XSmSdvEK4http://www.youtube.com/watch?v=wHrC_icKra0
R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p114 [Fig 9.3.1], p117 [Fig 9.4.1]
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 6: Metals and the reactivity series
Recommended prior knowledge Knowledge on particle theory and atomic structure and the reaction of metals with oxygen and acids is preferable.
ContextThis unit builds on ideas from Units 2, 3 and 4.
OutlineThis unit begins by looking at the general properties of metals and the benefits of forming alloys. The reactivity series is introduced and there is a considerable range of practicals that can be used to illustrate the reactivity of different elements. This is related to the method of extraction of different metals. There is an opportunity for discussion about the economic and environmental factors involved in relation to the location of a manufacturing plant and the benefits of recycling. This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–6), AO3 (bullet points 1–4), Units 2. 3 and 4.(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at: http://teachers.cie.org.uk
C8 8.1.1 Compare the general physical and chemical properties of metals with those of non-metals
Physical properties could include appearance, melting / boiling point, conduction of heat and electricity, malleability and ductility.
Chemical properties: could include reactions with water, steam and dilute mineral acids, acidic / basic oxides (link with Unit 4).
Metals and acids:www.nuffieldfoundation.org/practical-chemistry/metals-and-acids
C3 3.2(d).1 (S)
Describe metallic bonding as a lattice of positive ions in a ‘sea of electrons’ and use this to describe the electrical conductivity and malleability of metals
Modelling a metallic structure using a shallow dish of water with detergent.
Emphasise that the delocalised (free) electrons can move randomly throughout the metallic structure. Discourage vague statements such
Notes on metallic bonding:www.docbrown.info/page04/4_72bond5.htm
Chemistry for IGCSE, R. Norris and R.
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as ‘delocalised electrons move in the metal’ as all electrons move – not just delocalised ones. Explain conductivity in terms of a flow of delocalised electrons in a given direction (e.g. along a wire).
Explain malleability in terms of layers sliding over each other. Metallic bonding (attraction between the positive metal lattice and the delocalised electrons) is maintained, so the metal lattice still holds together but in a different shape.
Extension – compare this with the brittleness of an ionic lattice. The sliding of layers under impact places like charges adjacent to each other which repel and break the lattice.
Stanbridge, Nelson Thornes, 2009, ISBN 9781408500187, p40 Fig 3.6.2.
C8 8.2.1 Place in order of reactivity: calcium, copper, (hydrogen), iron, magnesium, potassium, sodium and zinc, by reference to the reactions, if any, of the metals with:
– water or steam
– dilute hydrochloric acid (equations not required)
– the aqueous ions of other metals
Experiments could include: potassium, sodium with water (as demonstration only) – (link to
Unit 2) calcium, magnesium with water magnesium, zinc with steam magnesium, zinc, iron with dilute hydrochloric acid.
Introduce the concept of a displacement reaction by getting learners to add samples of metals to aqueous solutions containing the ions of different metals. Use their results to ‘fine-tune’ their reactivity series list.
Explain such reactions as redox reactions (link to Section C5 5.4, Unit 5).
For advanced learners this could be extended to (aluminium), lead, nickel, tin and silver to provide a longer list of reactivity. (Note: that aluminium is less reactive than expected in test- tube experiments).
The position of iron in the reactivity series:www.practicalchemistry.org/experiments/the-position-of-iron-in-the-reactivity-series%2C173%2CEX.html
Displacement reactions of metals:www.creative-chemistry.org.uk/gcse/documents/Module5/N-m05-03.pdf
C8 8.2.2 (S) Account for the apparent unreactivity of aluminium in terms of the oxide layer which adheres to the metal
Do not confuse with rusting of iron.
Emphasise that the Al2O3 layer is impervious to air / water and so protects the surface from attack. When scratched (e.g. in cleaning with
Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009, ISBN 9781408500187, p114 [Fig 9.3.1],
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an abrasive) the layer is re-established by reaction with the air.Dipping aluminium foil in a solution of HgCl2 removes this layer. When dropped into water, the foil then reacts rapidly evolving hydrogen gas.
Extension – the Thermite reaction between aluminium and iron(III) oxide as a demonstration of the reactivity of aluminium. (Link to Section C5 5.4, Unit 5)
p117 [Fig 9.4.1]
The Thermite reaction:www.practicalchemistry.org/experiments/the-thermite-reaction,172,EX.html
Video clips of Thermite reaction:www.davidavery.co.uk/thermite/www.youtube.com/watch?v=a8XSmSdvEK4www.youtube.com/watch?v=wHrC_icKra0
C8 8.2.3 Deduce an order of reactivity from a given set of experimental results
Reactions of metals with water, steam and dilute hydrochloric / sulfuric acid or with other aqueous metal ions).
Learners, in groups, can be given three / four elements on cards and asked to put them in order of reactivity and to present their reasoning to the class.
C8 8.3(a).1 Describe the ease in obtaining metals from their ores by relating the elements to the reactivity series
Carbon + metal oxide (reduction using carbon).
Demonstration of the reduction of lead(IV) oxide and charcoal blocks with a blowpipe.
Emphasise that metals above carbon in the reactivity series are extracted by other methods as carbon is insufficiently reactive. Metals below carbon are usually extracted by heating their corresponding metal oxide with carbon.
‘Native’ metals are metals of very low reactivity that are found in the earth’s crust in their elemental form. They are mined, and extracted from the resulting rock, but do not need to be reduced.
Relate these three methods to the position of the metal in the reactivity series.
Video clips on the various methods of extraction:www.rsc.org/Education/Teachers/Resources/Alchemy/
Notes of extraction of metals:www.chemguide.co.uk/inorganic/extractionmenu.html
www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/rocks/metalsrev1.shtml
www.docbrown.info/page04/Mextractd.htm
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Possible issues for discussion include: the economic and environmental cost of the high energy required
in metal extraction processes the large input of non-renewable fossil fuel resources into
(electrolysis and) carbon reduction the importance of recycling metals.
Extension – with more advanced learners it may be reasonable to give them an idea of which ‘other methods’ might be used. For example, metal displacement – where a more reactive metal displaces the required metal – should be readily understood but raises the issue of the origin of this more reactive metal. A reference to the use of electricity to replace the missing electrons on a metal ion (electrolysis) might be mentioned but not developed.
C8 8.3(a).2 (S)
Describe the essential reactions in the extraction of iron from hematite
Emphasise the use of a blast furnace and the raw materials: hematite (iron ore), coke and hot air.
Stress limestone is added to remove acidic impurities like SiO2 in the ore and forms a useful by-product called calcium silicate (slag).
Iron from the blast furnace is 95% pure and is very brittle, called ‘pig iron’, but sometimes called ‘cast iron’. This should not be confused with genuine cast iron which is a relatively brittle high carbon steel used where rigidity is required.
Possible issues for discussion include: local environmental effect of large scale mining of haematite the economic and environmental cost of the high energy demand
of blast furnace the large input of non-renewable fossil fuel resources into carbon
reduction the need to collect waste toxic carbon monoxide, which can be
used as a fuel to reduce energy cost of plant the need to recycle iron.
Iron and steel manufacture: www.chemguide.co.uk/inorganic/extraction/iron.html
Video clips on the various methods of extraction:www.rsc.org/Education/Teachers/Resources/Alchemy/
C8.3(a).3 Name metals that occur ‘native’, including copper and gold
Link to reactivity series (see Section C8 8.3(a).1 above).
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C8.3(a).4 Name the main ores of aluminium, copper and iron
C8 8.3(b).1 Describe the idea of changing the properties of iron by the controlled use of additives to form steel alloys
Use of other elements (often transition elements) and changing carbon content to alter properties such as strength and hardness.
Relate to improvement in corrosion resistance and mechanical properties such as strength. Illustrate the above structure changes using a particle model / diagram. Emphasise that the different sized atoms stop layers sliding over one another easily.
Opportunity for data analysis activities to link steel specifications to use.
Learners, in groups, can research different alloys and their uses. There results could be presented in class or on a poster.
Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009, ISBN 9781408500187, p176 Fig 14.4.1.
Background information on some common alloys:www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/rocks_metals/4_metals_alloys1.shtml
http://chemistry.about.com/cs/demonstrations/a/aa022204a.htm
http://chemistry.about.com/od/metalsalloys/Metals_Alloys.htm
C8 8.3(b).2 (S)
Name the uses, related to their properties, of copper (electrical wiring and in cooking utensils) and of aluminium (aircraft parts and food containers)
Copper – properties such as:
in wiring, electrical conductivity, melting point, malleability and general low chemical reactivity
in cooking utensils, heat conductivity / good distribution of heat, melting point, malleability and general low chemical reactivity
uses can be expanded to include coinage Aluminium – properties such as: in aircraft parts, low density, resistance to corrosion malleability,
ease of shaping by extrusion and strength when alloyed (e.g. Duralumin)
in food containers because of its resistance to corrosion and malleability.
Issues of the need to, and the economic difficulties associated with, recycling of metals could be discussed here.
www.gcsescience.com/ex26.htm
www.buzzle.com/articles/copper-uses-of-copper.html
hwww.eurocopper.org/copper/copper-education.html
Extraction of metals:www.gcsescience.com/ex16.htm
Aluminium:http://sam.davyson.com/as/physics/aluminium/site/uses.html
http://en.wikipedia.org/wiki/Aluminium_alloy
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www.aluminyumsanayi.com/aluwebsayfam2a.html
C8 8.3(b).3 Name the uses of mild steel (car bodies and machinery) and stainless steel (chemical plant and cutlery)
Mild steel – relate to cost, ease of shaping / pressing (to make car body panels), reasonable strength when shaped, tendency to rust – hence the need to paint / protect surface.
Stainless steel – relate to greater resistance to chemical attack, so no need to paint / protect surface.
Mid steel properties:www.buzzle.com/articles/mild-steel-properties.html
Types of steel:http://resources.schoolscience.co.uk/corus/14-16/steel/msch3pg1.html
Properties and uses of stainless steel:www.ehow.com/list_6641067_properties-uses-stainless-steel.html
C8 8.3(b).4 Name the uses of zinc for galvanizing and for making brass
Can be expanded to include coinage and musical instruments. Zinc and its uses:www.azom.com/article.aspx?ArticleID=749
Brief history if brass:www.copperinfo.co.uk/alloys/brass/downloads/117/117-section-8-brief-history-of-brass.pdf
http://en.wikipedia.org/wiki/Brass_instrument
Copper recycling and sustainability:http://resources.schoolscience.co.uk/CDA/16plus/sustainability/copper9.html
C7 7.3.1 Describe the transition elements as a collection of metals having high densities, high melting points and forming coloured compounds, and which, as elements and
Relevant elements for colours include: iron(II) and iron(III) (these are most stable as the ammonium iron
sulfate salts) – show the effect of dissolving the solids in water) manganese (in potassium manganate(VII)) chromium (in potassium dichromate(VI))
The transition metals:www.bbc.co.uk/schools/gcsebitesize/science/edexcel/patterns/transitionmetalsrev1.shtml
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compounds, often act as catalysts and copper(II) (in anhydrous and hydrated copper(II) sulfate when solid and when dissolved in water).
Learners can be introduced to different coloured ions and asked to predict the colours of some compounds.
Catalysts to include: nickel for hydrogenation of alkenes (see Section C11 11.5.1, Unit
8) platinum in removing NO and CO from car exhausts (see Section
C9 9.8, Unit 3). (Link to catalysts in Section C5 5.3.1, Unit 5).
Polymers and ethanol from oil:www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/polymersrev2.shtml
How catalytic converters work:http://auto.howstuffworks.com/catalytic-converter2.htm
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 7: Covalent bonding
Recommended prior knowledge Basic knowledge of atomic structure, ionic bonding and the layout of the Periodic Table.
ContextThis unit builds on Unit 2. The concepts of this unit will be revisited in Unit 8.
OutlineThis unit starts by looking at covalent bonding in simple molecules and comparing their properties to those of ionic compounds. Giant covalent structures are introduced and their key features explored. Opportunity for learners in groups to make models of these giant structures.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–4), AO2 (bullet points 1–3), AO3 (bullet points 1–3) and Unit 2.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus Learning objectives Suggested teaching activities Learning resources
Past papers available at: http:teachers.cie.org.uk
C3 3.2(b).1 Describe the formation of single covalent bonds in H2, Cl2 , H2O, CH4 and HCl as the sharing of pairs of electrons leading to the noble gas configuration
The covalent bond defined as a ‘shared pair of electrons’.
Use dot-and-cross diagrams with overlapping circles to show where the bonding electrons are. Learners should distinguish the origin of the electrons by appropriate use of dots and crosses. To show the noble gas configuration of each atom, non-bonding electrons should be included.
Learners can use mini-whiteboards to draw electron diagrams as a class activity.
Good animated introduction to covalent bond formation:www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/covalentbond.shtml
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C3 3.2(b).2 (S)
Describe the electron arrangement in more complex covalent molecules such as N2, C2H4, CH3OH and CO2
As above using these specified examples.
Extension – some more complicated examples like AsCl3, SO3, PCl5 and BF3 as examples.
Covalent bonding activity:www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/covalentbond.shtml
C3 3.2(b).3 Describe the differences in volatility, solubility and electrical conductivity between ionic and covalent compounds
Learners can be given samples of salt, powdered wax and silver sand as three examples of white solids. They can carry out experiments to identify the bonding in each.
For advanced learners, sugar can be given as an additional example to show that some simple covalent compounds are soluble in water.
A database could be set up for a range of compounds of all bonding types with fields for each property.
More advanced learners could be asked to design questions based on the properties which would produce lists of compounds with a particular bonding type.
(Link with Section C3 3.2(a).1, Unit 2).
Different substances and their properties:www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/differentsubrev1.shtml
C3 3.2(c).1 Describe the structures of graphite and diamond
Ball and spoke models will be useful here.
Emphasise key features in their structures: Graphite:
each carbon atom attached to three other carbon atoms hexagonal rings, layered lattice structure delocalised electrons within each layer weak intermolecular forces between the layers.
Diamond: each carbon atom forms four covalent bonds with other
carbon atoms each carbon atom has a tetrahedral arrangement all outer shell electrons are localised in single covalent
bonds.
Structures such as these to be described as macromolecular or giant
Good interactive site on giant covalent bonding:www.avogadro.co.uk/structure/chemstruc/network/g-molecular.htm
www.avogadro.co.uk/structure/chemstruc/structure.htm
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covalent.
C3 3.2(c).2 (S)
Relate their structures to melting point, conductivity and hardness
The high melting points of these two macromolecules explained in terms of the need to break a massive number of strong covalent bonds.
Conductivity explained in terms of the presence / absence of delocalised electrons.
The hardness of diamond, and the softness of graphite, explained in terms of bonds breaking and layers sliding respectively.
Chemical structure:www.avogadro.co.uk/structure/chemstruc/structure.htm
Past paper questions attached to this scheme of work include:Unit 7: Questions Core 1Unit 7: Questions Extension 1
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 8: Organic
Recommended prior knowledge Learners should have completed Unit 3, and Unit 7 prior to teaching this unit.
ContextThis unit builds on Unit 3 and Unit 7.
Outline This unit starts by introducing some different types of organic molecules (alkanes, alkenes, alcohols and carboxylic acids) and that their chemical properties are determined by the functional group(s) present. The process of fractional distillation of crude oil is discussed with its importance as the main source of organic molecules. Opportunity for learners to research and explore the vast variety of everyday products that originates from crude oil. In addition, learners have the chance to debate non-renewable versus renewable fuel.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–5), AO3 (bullet points 1–3), Units 2 and 7.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus Learning objectives Suggested teaching activities Learning resources
Past question papers available at: http:teachers.cie.org.uk
C11 11.1.1 Name and draw the structures of methane, ethane, ethene, ethanol, ethanoic acid and the products of the reactions stated in syllabus references 11.4–11.6
Learners need to be able to draw full structural formulae (showing all atoms and all bonds). Stress the importance of correct bond attachments.
Establish rules for the number of covalent bonds formed by carbon, hydrogen and oxygen atoms. Links to valency, group number and electronic configuration (see Unit 7).
Excellent model kits can be purchased: www. molymod.com
Freeware drawing packages and other freeware software are listed at: www.acdlabs.com/resources/freeware/
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Learners, in pairs or groups, could be given molecules to build using model kits or name / draw structures using mini white boards.
www.bbc.co.uk/bitesize/standard/chemistry/materialsfromoil/hydrocarbons/revision/1/
C11 11.1.2 State the type of compound present, given a chemical name ending in -ane, -ene, -ol, or -oic acid, or a molecular structure
Cards with names or structures could be used as an activity.
Learners could be introduced to the term ‘functional group’ to aid the identification of these organic compounds, for example alkene C=C, alcohol –OH, carboxylic acids –CO2H.
Useful interactive website for hydrocarbons:www.bbc.co.uk/bitesize/standard/chemistry/materialsfromoil/hydrocarbons/revision/1/
C11 11.2.1 Name the fuels coal, natural gas and petroleum
Awareness of the finite nature of fossil fuel supply and the role of chemistry in the ‘search for solutions’ for alternative fuels and alternative industrial feedstock.
Awareness of the competing demand for hydrocarbons as fuels and as raw materials for the petrochemical industry.
Making crude oil useful:www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/carbon_chem/4_crude_oil1.shtml
C11 11.2.2 Name methane as the main constituent of natural gas
Relate to use in the home and in Bunsen burners.
C11 11.2.3 Describe petroleum as a mixture of hydrocarbons and its separation into useful fractions by fractional distillation
Define hydrocarbons as molecules that contain carbon and hydrogen atoms only.
Reinforce learners’ understanding of the effect of increased molecular mass down the series on boiling point (see suggested ICT activity, above in C11 11.3.1).
Generate an awareness that: the use of the fractions as fuels is rapidly depleting easily available
crude oil resources crude oil is the essential raw material for many plastics and other
petrochemicals there is a problem with some fractions (e.g. petroleum) as demand
exceeds the supply there is a over-production of other, higher boiling, fractions the composition of crude oil differs depending on its source.
Introduce the idea of heavy crude and light crude (oils) obtained from different oilfields.
Video clip on fractional distillation:www.rsc.org/Education/Teachers/Resources/Alchemy/
Fuels from crude oil:www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/rocks/fuelsrev1.shtml
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Extension – discuss the supply and demand problem for some fractions – link to cracking in this unit (see Section C11 11.5.2 (S) below).
Making crude oil useful:www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/carbon_chem/4_crude_oil1.shtml
C11 11.2.4 Name the uses of the fractions as:– petrol fraction as fuel in cars– paraffin fraction for oil stoves
and aircraft fuel– diesel fraction for fuel in diesel
engines– lubricating fraction for lubricants
and making waxes and polishes– bitumen for making roads.
Opportunity for display work. Learners can find magazine pictures and advertisements to illustrate the uses of these fractions.
The pictures can be mounted on a large outline of the fractionating column, showing where fractions emerge, with boiling points and chemical detail, such as the range of the number of carbon atoms in the molecules present in each fraction.
Making crude oil useful:www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/carbon_chem/4_crude_oil1.shtml
C11 11.3.1 Describe the concept of homologous series as a ‘family’ of similar compounds with similar properties due to the presence of the same functional group
Emphasise the difference of CH2 between successive members of a homologous series.
Learners could make models from C11 11.1.1 to show the structural formulae of successive members. The molecular formulae for individual members of a series, and general formula of that series, can be worked out.
Stress that the functional group determines chemical reactions, but Mr and length of molecule affects physical properties e.g. state, boiling point.
Discuss effect of increased molecular mass / number of electrons in molecule down the series on boiling point. Link to fractional distillation (Section C11 11.2.3 below).
Opportunity for ICT:
Database of chemical compound data:http://webbook.nist.gov/chemistry/
Revision guide:www.creative-chemistry.org.uk/gcse/documents/Module21/N-m21-02.pdf
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learners could develop a spreadsheet with formulae based on increasing numbers of carbon atoms, for calculating the number of hydrogen atoms for alkanes, alkenes, alcohols and carboxylic acids
formulae could also be derived to calculate molecular masses if boiling point and / or enthalpy change of combustion data are
included, learners could produce line graphs to show trends of mass, boiling points and enthalpies of combustion against number of carbon atoms down the series.
C11 11.4.1 Describe the properties of alkanes (exemplified by methane) as being generally unreactive, except in terms of burning
Lack of reactivity is partly due to all the bonds (C–C and C–H) being strong bonds which require much energy to break. So, the activation energy for reactions involving alkanes is high (link to Unit 5).
C11 11.5.1 Describe the properties of alkenes in terms of addition reactions with bromine, hydrogen and steam
Emphasise that alkenes possess one C=C bond which gives the molecules increased reactivity compared to alkanes.
Describe the terms saturated and unsaturated as the absence / presence of one C=C bond respectively, or more than one C=C bonds (polyunsaturated).
The addition of bromine water to an alkene (the product of the above cracking reaction would be ideal) demonstrates this to be an addition reaction. Ask the question, Why has the bromine colour disappeared?
Emphasise the difference between addition and substitution reactions.
The use of a nickel catalyst in hydrogenation reactions and concentrated sulfuric acid / phosphoric acid as catalysts in the addition of steam to make an alcohol.
Examples of hydrogen addition include the hydrogenation of polyunsaturated vegetable oils to make solid margarines.
Polymers and ethanol form oil:www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/polymersrev3.shtml
Hydrocarbons:www.bbc.co.uk/bitesize/standard/chemistry/materialsfromoil/hydrocarbons/revision/1/
Plant oils and food additives:www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/plantoilsrev1.shtml
C11 11.5.2 (S)
Describe the manufacture of alkenes and of hydrogen by cracking
Paraffin on mineral wool can be cracked using hot broken pot or granules of aluminium oxide as a catalyst. The resultant gas can be collected over water.
Cracking hydrocarbons:www.nuffieldfoundation.org/practical-chemistry/cracking-hydrocarbons
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Syllabus Learning objectives Suggested teaching activities Learning resources
Awareness of the importance of cracking to the petrochemical industry to meet demand for smaller molecules e.g. petrol components, from larger molecules in crude oil for which there is less demand.
Emphasise the importance of alkenes as feed stocks in the chemical industry.
Making crude oil useful:www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/carbon_chem/4_crude_oil1.shtml
Chemistry for IGCSE, R. Norris and R. Stanbridge. Nelson Thornes, 2009, ISBN 9781408500187, p220 Fig 18.2.2
Extension to cracking of ethanol:Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, Experiment I5
C11 11.5.3 Distinguish between saturated and unsaturated hydrocarbons from molecular structures, by simple chemical tests
Relate this to the modelling at the start of the unit and the reactions of alkanes and alkenes mentioned above.
Emphasise that a saturated molecule contains only single covalent bonds and an unsaturated molecule contains one or more C=C double bonds.
Use the bromine water test to distinguish between samples of saturated and unsaturated hydrocarbons.
Polymers and ethanol from oil:www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/polymersrev2.shtml
C11 11.5.4 Describe the formation of poly(ethene) as an example of addition polymerisation of monomer units
Demonstration of the polymerisation of styrene or acrylates shows the general addition polymerisation reaction.
Video clip on poly(ethene)/ polythene:www.rsc.org/Education/Teachers/Resources/Alchemy/
Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, Experiments I7–I8
Sources of plastic:www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/materialsmaterialsrev3.shtml
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Syllabus Learning objectives Suggested teaching activities Learning resources
Alkenes:www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/polymersrev2.shtmlMaking polymers:www.youtube.com/watch?v=nRsS0rqoKeQ
C11 11.6.1 Name the uses of ethanol as a solvent, as a fuel and as a constituent of wine and beer.
Groups of learners could investigate different ones of the following and present their findings to the class.
The importance of ethanol as:1. a solvent in many everyday commodities2. a renewable fuel, (already used in many countries where sugar cane
grows easily, e.g. Brazil, Italy). Ethanol may become a ‘fuel for the future’ as fossil fuel supplies run out
3. a product of the fermentation processes in the production of wine and beer
Extension – point 2 above, could be developed into a discussion of the conflicting interests of growing crops for food and for ethanol production by fermentation.
Point 3 above, could be extended to cover the fractional distillation process involved in the production of spirits as a reinforcement of fractional distillation.
Uses of alcohols:www.chemguide.co.uk/organicprops/alcohols/uses.html
What are the advantages and disadvantages of ethanol fuel?:www.wisegeek.com/what-are-the-advantages-and-disadvantages-of-ethanol-fuel.htm
C11 11.6.2 (S)
Describe the formation of ethanol by fermentation and by the catalytic addition of steam to ethene
Demonstration of the fermentation of sugar is possible here.
Learners can tabulate the pros and cons of each process.
Chemistry for IGCSE, R. Norris and R. Stanbridge. Nelson Thornes, 2009, ISBN 9781408500187, p244 Fig 20.4.1
Polymers and ethanol from oil:www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/oils/polymersrev3.shtml
Past paper questions attached to
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Syllabus Learning objectives Suggested teaching activities Learning resources
this scheme of work include:Unit 8: Questions Core 1
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Scheme of work – Cambridge IGCSE® Physical Science (Chemistry) (0652)
Unit 9: Amount of substance
Recommended prior knowledge Learners should have a good understanding of the Periodic Table, bonding and structure.
ContextThis unit builds on ideas concerning formulae and equations from Units 2 and 4.
OutlineThis unit provides opportunities to reinforce the understanding required for writing formulae and balanced chemical equations. All learners will need to be able to determine Ar and Mr values, but only those following the Extended syllabus may be required to perform reacting mass / reacting volume calculations. These ideas can be linked with the importance of calculating reacting quantities especially for industrial scale preparations.
This unit is cross-referenced to assessment objectives AO1 (bullet points 1–5), AO2 (bullet points 1–3, 7), AO3 (bullet points 1–3), Units 2 and 4.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only).
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at: http://teachers.cie.org.uk
C4 4 (S) Deduce the balanced equation for a chemical reaction, given relevant information
The information could be masses or amounts of material that react together.
C4 6 Define relative atomic mass, Ar All average masses of atoms of an element are compared to the mass of the standard atom, carbon-12, 12C.
Chemical calculations – both Tiers:www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/chemcalc/chemcalc_bothrev3.shtml
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
C4 7 Define relative molecular mass, Mr, and calculate it as the sum of the relative atomic masses (relative formula mass or Mr will be used for ionic compounds)
Learners can use Ar values to calculate the relative molecular mass or relative formula mass from the molecular formula of a covalent compound or the simplest formula (ionic ratio) of an ionic compound.
Use of mini-whiteboards, bingo and crossword activities could be used.
Various worksheets on calculations:www.chemsheets.co.uk/
www.avogadro.co.uk/definitions/mr.htm
www.ausetute.com.au/mmcalcul.html
http://chemistry.about.com/od/workedchemistryproblems/a/molecularmass.htm
www.docbrown.info/page04/4_73calcs02rfm.htm
C4 8 (S) Calculate stoichiometric reacting masses and volumes of gases and solutions, solution concentrations expressed in g / dm3 and mol / dm3
(Calculations based on limiting reactants may be set. Questions on the gas laws and the conversion of gaseous volumes to different temperatures and pressures will not be set)
Learners will need plenty of practice.
This can be linked back to the preparation of salts by titration e.g. preparation of sodium chloride.
Learners should also be competent at handling reacting mass data given in tonnes for industrial scale reactions e.g. preparation of salts for use as fertilisers.
This should be linked with the law of conservation of mass.
It should be emphasised that, at constant temperature and pressure, the stoichiometric ratio and the volume ratio of gases in a reaction are the same.
Calculations involving reacting masses / gas volumes in simple proportions may be set. Calculations will not involve the mole concept.
Various worksheets etc. on calculations:www.chemsheets.co.uk/
www.practicalchemistry.org/experiments/titrating-sodium-hydro
www.docbrown.info/page04/4_73calcs06rmc.htm
www.bbc.co.uk/schools/gcsebitesize/science/
www.bbc.co.uk/schools/gcsebitesize/science/chemical_synthesis/calculationsrev1.shtml
www.docbrown.info/page04/4_73calcs10rgv.htm
www.bbc.co.uk/bitesize/higher/chemistry/calculations_1/mole
www.bbc.co.uk/schools/gcsebitesize/
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
science/
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Overview (Physics)
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for 0652 has been broken down into two sets of nine units, to cover the chemistry and the physics contents of the syllabus, with suggested teaching activities and learning resources to use in the classroom. The aim of this scheme of work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant resources.
The scheme of work suggests teaching approaches, internet sites, references to textbooks and a variety of other ideas. It is not in itself a detailed course description but a teacher wishing to follow it in that way will discover that the entire syllabus is covered. Likewise, teachers who wish to devise other courses conducted in different orders will not find their learners disadvantaged provided their courses also cover the syllabus. An attempt has been made to place syllabus items within the unit structure in an order that is both logical and consistent. Where prior knowledge helps the teaching of a particular topic, the section dealing with the prior knowledge comes first. This scheme of work deals with the basic parts of each topic first, ensuring that these are understood before returning to revisit what has already been taught and to go on to teach the more advanced concepts in that topic. This approach where all topics are regularly dealt with and each subject is taught by repeatedly returning to it each time at a deeper level is commonly called the spiral curriculum approach.
OutlineThe units within the scheme of work are:
Unit Unit content
Unit 1: Mechanics 1
Length and time Speed, velocity and acceleration Mass and weight Density
Unit 2: Electricity 1
Electric charge Current Electro-motive force Potential difference Resistance
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Unit Unit content
Unit 3: Light Reflection of light Refraction of light Thin converging lenses
Unit 4: Mechanics 2
Effects of forces Turning effect Centre of mass Work Energy Sources of energy Power
Unit 5: Thermal physics
Thermal expansion of solids, liquids and gases Measurement of temperature Melting and boiling Conduction Convection Radiation Consequences of energy transfer
Unit 6: Electricity 2
Resistance V / I characteristic graphs Electric circuits Uses of electricity Safety considerations
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Unit Unit content
Unit 7: Waves General wave properties Electromagnetic spectrum Sound
Unit 8: Electomagnetism
Simple phenomena of magnetism The d.c. motor Electromagnetic induction The a.c. generator Transformer Cathode Rays Cathode ray oscilloscope
Unit 9: Atomic physics
Detection of radioactivity Characteristics of the three kinds of emission Radioactive decay Half-life Safety precautions Nucleus Isotopes
Teacher supportTeacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to past papers, mark schemes and other support materials. We also offer online and face-to-face training; details of forthcoming training opportunities are posted on the website.
An editable version of this scheme of work is available on Teacher Support. The scheme of work is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org
ResourcesThe up-to-date resource list for Cambridge IGCSE Physical Science (syllabus 0652) can be found at www.cie.org.uk.
Past paper questions:
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Past paper questions from Cambridge IGCSE Physics (Syllabus 0625) have been included in the learning resources column when relevant.
Websites:This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the site’s owners (or their products / services).
The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended.
www.nasaexplores.com/ www.driveandstayalive.com/info%20section/stopping-distances.htm#stop-dist_table-for-dry-roadwww.regentsprep.org/Regents/physics/phys01/terminal/default.htmwww.sciencemadesimple.com/static.html www.amasci.com/emotor/sticky.html www.galaxy.net/~k12/electric/index.shtml www.engr.uky.edu/~gedney/courses/ee468/expmnt/vdg.html www.wonderhowto.com/how-to-experiment-with-van-de-graaff-generator-272678/www.youtube.com/watch?v=RxcOXj9Udjcwww.eskimo.com/~billb/emotor/stmiscon.htmlwww.eskimo.com/~billb/redgreen.htmlwww.mos.org/sln/toe/tennisballs.html www.phy.ntnu.edu.tw/ntnujava/index.php?topic=48 www.physicsclassroom.com/Class/refrn/U14L5a.html www.youtube.com/watch?v=Bl56CcLkzzcwww.phys.virginia.edu/Education/outreach www.lightwave.soton.ac.uk/experiments/periscope/periscope.htmlwww.matter.org.uk/schools/content/hookeslaw/index.htmlwww.youtube.com/watch?v=oFiXtcXRpVE www.hyperphysics.phy-astr.gsu.edu/hbase/work.html www.youtube.com/watch?v=AX5eVxxQgPcwww.teams.lacoe.edu/documentation/classrooms/gary/heat/activities/mystery/Mystery.html www.pkwy.k12.mo.us/west/teachers/anderson/pack7/ boil / boil .html http://scienceuniverse101.blogspot.co.uk/2012/02/transmission-of-heat-energy.html www.mantleplumes.org/ Convection .html http://www.schoolphysics.co.uk/age11-14/Heat%20energy/Transfer%20of%20heat%20energy/text/Heat_radiation/index.html www.tap.iop.org/mechanics/work_energy_power/index.html www.youtube.com/watch?v=Ym1a9_aXEv8 www.bbc.co.uk/learningzone/clips/transverse-and-longitudinal-waves/10674.htmlwww.hyperphysics.phy-astr.gsu.edu/hbase/wavrel.htmlwww.gcse.com/waves/vfl.htm www.schooltube.com/video/6ea0d020a582f8d6b1c1/The-Electromagnetic-Spectrum www.youtube.com/watch?v=UzI1z0u_700www.vimeo.com/16996376www.colorado.edu/physics/2000/index.pl http://archive.org/details/SF121 www.youtube.com/watch?v=usHtqr0_HXUwww.youtube.com/watch?v=14SmN_7EcGYwww.youtube.com/watch?v=Xi7o8cMPI0E
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www.howstuffworks.com/motor.htmwww.practicalphysics.org/go/Experiment_334.htmlwww.ndt-ed.org/EducationResources/HighSchool/Electricity/electroinduction.htm www.regentsprep.org/regents/physics/phys03/dinduction/default.htm www.youtube.com/watch?v=316nJTkhBPs&feature=related www.pbs.org/wgbh/amex/edison/sfeature/acdc_insideacgenerator.html www.energyquest.ca.gov/how_it_works/transformer.htmlwww.youtube.com/watch?v=VucsoEhB0NAwww.colorado.edu/physics/2000/index.pl www.youtube.com/watch?v=fToMbj3Xz2cwww.youtube.com/watch?v=PYn8vFmyGPMwww.youtube.com/watch?v=Tp2M9tndGG0www.library.thinkquest.org/3471/medical_imaging.html
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 1: Mechanics 1
Recommended prior knowledge It is highly likely that many learners will have studied some Physics or general science previously and it is almost certain that many of the ideas of this unit will have been met with in this way by the learners following this course. The measuring cylinder is not that different from a kitchen measuring jug and watches and clocks – both digital and analogue – along with rules are likely to be very commonly encountered by the learners even out of the classroom.
Learners will need to be familiar with graphs and graph plotting here and although they are not likely to have talked much in terms of the area under a graph or its gradient, they might well have met some of the ideas in other ways. Learners are bound to have some understanding of distance, speed and time and will almost certainly be able to conduct simple calculations in miles / hour or kilometres / hour even if they find metres / second trickier and do not see immediately how it all relates to the equation: v = x / t. They will have encountered the term force but might well use it interchangeably with terms such as energy or pressure. They might well have encountered the unit newton but may also be measuring forces in other units; this can lead to confusion but some learners will have previously met the distinction between mass and weight and this can help. Some learners will have learnt about density but few will be aware that it is an intrinsic (intensive) property of a substance whereas mass is an extrinsic (extensive) property of an object.
ContextThe ideas met with in this part of the course are conceptually straightforward and few learners will have any difficulty in understanding them. This then is an area where learners might be encouraged to perfect other skills such as graph plotting or mathematical calculation. Again the ideas dealt with here will be revisited and investigated further in subsequent units.
OutlineThis unit contains ideas that are very likely to be very familiar to many learners although the accompanying mathematics will in some cases prove to be a challenge. This is a good topic for introducing new units and for distinguishing between mass and weight.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at: http://teachers.cie.org.uk
P1 1.1.1 Use and describe the use of rules and measuring cylinders to
A circus of simple measuring experiments can work well here. Past paper question attached to this scheme of work includes:
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
P1 1.1.3
determine a length or a volume
Use and describe the use of clocks and devices for measuring an interval of time
Unit 1: Question Alternative to Practical 1
P1 1.1.2 (S)
P1 1.1.4 (S)
Use and describe the use of a mechanical method for the measurement of a small distance
Measure and describe how to measure a short interval of time (including the period of a pendulum)
Simple activities such as wrapping a length of thread 10 times round a boiling tube, measuring the length of thread and then calculating the circumference of the tube, working out the thickness of paper by the thickness of the stack.
Timing 20 swings of a pendulum to find the period.
P1 1.2.1
P1 1.2.3
P1 1.2.5
P1 1.2.7
P1 1.2.8
P1 1.2.9
Define speed and calculate speed from
total distancetotal time
Plot and interpret a speed / time graph
Recognise from the shape of a speed / time graph when a body is
– at rest
– moving with constant speed
– moving with changing speed
Calculate the area under a speed / time graph to work out the distance travelled for motion with constant acceleration
Demonstrate some understanding that acceleration is related to changing speed
State that the acceleration of free
Work with trolleys using ticker tape or light gates or ultrasound sensors and data-loggers to produce speed / time graphs for constant speed and constant acceleration.
Although not specifically part of the syllabus work on thinking distance and braking distance of cars related to safety is useful and relevant here.
Some good work on velocity and acceleration with animations for learner use:
Make your own space shuttle:www.nasaexplores.com/
Stopping distances can be found from: www.driveandstayalive.com/info%20section/stopping-distances.htm#stop-dist_table-for-dry-road
Past paper questions attached to this scheme of work include:Unit 1: Question Core 2 Unit 1: Question Core 3
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
fall for a body near to the Earth is constant
P1 1.2.2 (S)
P1 1.2.6 (S)
P1 1.2.10 (S)
Recognise linear motion for which the acceleration is constant and calculate the acceleration
Recognise motion for which the acceleration is not constant
Describe qualitatively the motion of bodies falling in a uniform gravitational field with and without air resistance (including reference to terminal velocity)
Extend the trolley work to analyse the graphs further and calculate the acceleration.
Some work with simple animations on terminal velocity:www.regentsprep.org/Regents/physics/phys01/terminal/default.htm
Past paper questions attached to this scheme of work include:Unit 1: Question Extension 1 Unit 1: Question Extension 2
P1 1.3.1
P1 1.3.3
P1 1.3.5
Show familiarity with the idea of the mass of a body
State that weight is a forceCalculate the weight of a body from its mass
Demonstrate understanding that weights (and hence masses) may be compared using a balance
It is useful to ensure that learners have a feeling for the sizes of forces (in N) by asking them to estimate (e.g. weight of a laboratory stool, force required to open a drawer) and then to measure using a spring (newton) balance. Similarly, estimation and measurement of masses (in g and kg).
P1 1.3.2 (S)
P1 1.3.6 (S)
Demonstrate an understanding that mass is a property that ‘resists’ change in motion
Describe, and use the concept of, weight as the effect of a gravitational field on a mass
Use some ‘novelty’ demonstrations (e.g. pulling a sheet of paper from under a mass, without moving the mass) to show the idea of inertia.
P1 1.4.1 Describe an experiment to Simple experiments measuring mass and volume of a liquid and Past paper questions attached to
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
determine the density of a liquid and of a regularly shaped solid and make the necessary calculation
calculating density. Using a solid, finding volume from height, width and depth.
Determine the density of cooking oil by putting a measuring cylinder on an electronic balance. Take the readings as more and more oil is added. Plot a graph of mass against volume; gradient = density.
this scheme of work include:Unit 1: Question Core 1
P1 1.4.2 (S) Describe the determination of the density of an irregularly shaped solid by the method of displacement and make the necessary calculation
Extend to the displacement method (e.g. plasticine of different shapes in a measuring cylinder with water).
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 2: Electricity 1
Recommended prior knowledgeAlthough Cambridge IGCSE Physical Science itself can be used as an introduction to physics, it is unlikely that many learners will not have studied some science previously. However, this is very much an introductory unit, which might be used to revise and, perhaps, clarify work done previously. There might well be misconceptions that need to be addressed early on. The media rarely distinguish between voltage, current and power and the ideas that current diminishes as it progresses through a circuit is curiously attractive and difficult to eradicate.
Learners are likely to be aware that electricity is an enormously useful mechanism for transferring energy and are also likely to be aware that mains voltage electricity can be dangerous or even fatal. They might not realise how this relates to the human nervous system which is, itself, essentially electrical. The idea that electricity is solely industrial and not natural will also be difficult to counter but some learners will have encountered electric eels or be aware of the electrical nature of lightning. Many learners will have met simple experiments with light bulbs and simple cells and will know that a closed circuit is required before any energy can be transferred within the circuit. The fundamental effects of electricity – the heating, lighting, motor and chemical effects – might well be within the experience of most learners. Those who have not previously come across ammeters might at least be familiar with fuses, trip switches and residual current circuit breakers. Similarly, they will probably have experienced various electrostatic effects. These might include making a balloon stick to the ceiling or hearing the crackling as a comb is pulled through hair that is dry and clean.
ContextElectricity is both a fundamental and a major component of many physics courses and this is true of the Cambridge IGCSE Physical Science course. It is also one that learners often find hard to understand. That electricity can be neither seen nor heard nor smelt, renders it somehow less accessible. This, then, is likely to be the taught once learners have fully settled into the course. Simple practical experiments and the kinaesthetic experience of handling equipment might well assist in overcoming the difficulties many learners encounter; there are many practical experiments that can be demonstrated or performed in class. The relationship between current and charge can be used to distinguish between a rate of change and the original quantity that is changing. This is an idea that has more general application within the course.
OutlineThis unit contains ideas that do not immediately and directly relate to the familiar experience of many learners and the concepts learner tend to find somewhat hard to grasp. The teacher is likely to concentrate here on the basic ideas of the subject but experiments can be used to acquire the skills of graph plotting and calculations can be used to ensure that learners are adept are rearranging equations. There are likely to be several unfamiliar units encountered properly for the first time here, and learners can be encouraged to be meticulous in ensuring that the correct units are invariably included with numerical answers.(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past questions papers available at: http://teachers.cie.org.uk
P4 4.2.1
P4 4.2(a).1
P4 4.2(a).3
Describe simple experiments to show the production and detection of electrostatic charges
State that there are positive and negative charges
State that unlike charges attract and that like charges repel
Use simple experiments with strips of insulating material (e.g. Perspex and cellulose acetate) rubbed with a cloth to show attraction and repulsion. Balloons or cling film can also be used to give a larger scale result.
Learners are always impressed when a charged rod diverts a stream of flowing water.
Remember wood can act as a conductor when discharging electrostatically charged objects. Show this and remind learners not to use wooden objects when rescuing someone from electrocution.
This website has useful introductory work on static electricity:www.sciencemadesimple.com/static.html
For teachers' interest, look at;www.amasci.com/emotor/sticky.html
Past paper question attached to this scheme of work includes:Unit 2: Question Core 1
P4 4.2(a).2 (S)
State that charge is measured in coulombs
P4 4.3.1
P4 4.3(a).1
State that current is related to the flow of charge
Use and describe the use of an ammeter
Use simple circuits to measure current. This website contains a series of useful pages relating to electricity and magnetism. These are relevant to most of this unit:www.galaxy.net/~k12/electric/index.shtml
For some interesting information about static electricity and how the Van de Graaf works:www.engr.uky.edu/~gedney/courses/ee468/expmnt/vdg.html.www.wonderhowto.com/how-to-experiment-with-van-de-graaff-generator-272678/
Any mention of the Van de Graaf generator and learners are asking about lightning – try this site also about the work of Benjamin Franklin:
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
www.youtube.com/watch?v=RxcOXj9Udjc
P4 4.3.2 (S) Show understanding that a current is a rate of flow of charge and recall and use the equationI = Q / t
A Van de Graaf generator can be used with a microammeter to show that current is a flow of charge.
This website seeks to deal with some common misconceptions about static electricity – good background for the teacher:www.eskimo.com/~billb/emotor/stmiscon.html
For an interesting way to teach about charge and current using an overhead projector demonstration see:www.eskimo.com/~billb/redgreen.html
Past paper question attached to this scheme of work includes:Unit 2: Question Extension 1
P4 4.3(b).1 State that the e.m.f. of a source of electrical energy is measured in volts
P4 4.3(b).2 (S)
Show understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit
An analogy with water being pumped round a closed system (e.g. central heating) can be useful here to enable the learners to have a mental picture which helps them to distinguish between current (the water) and e.m.f. (the energy from the water pump).
A good introductory lesson on current and e.m.f.: www.mos.org/sln/toe/tennisballs.html
P4 4.3(c).1
P4 4.3(c).2
State that the potential difference across a circuit component is measured in volts
Use and describe the use of a voltmeter
Continue the circuit work, measuring potential differences with a voltmeter.
P4 4.3(d).1 Recall and use the equation Extend the circuit work using an ammeter and a voltmeter to measure I Why not create a vocabulary quiz at this
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Syllabus ref Learning objectives Suggested teaching activities Learning resources
P4 4.3(d).3
V = IR
Describe an experiment to determine resistance using a voltmeter and an ammeter
and V and so calculate resistance of a resistor..
stage to test knowledge in a different way?
Past paper question attached to this scheme of work includes:Unit 2: Question Core 2
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 3: Light
Recommended prior knowledgeIt is unlikely that many learners will not have studied some Physics or general science previously. Light is something that will, in any case, have been within the experience of all learners.
Learners are likely to be aware that light travels from a luminous source and is reflected and scattered by an object to the human eye where it is detected on the retina. Light may also travel from a luminous source directly to the eye. Words such as transparent, opaque and translucent are likely to be familiar to learners embarking on this course. Learners will probably be aware that light travels in straight lines and that its path is frequently represented by a ray. This rectilinear propagation is responsible for the formation of shadows and learners might well have encountered these concepts: umbra and penumbra. These ideas can be used to explain solar and lunar eclipses. Not all learners will be aware that stereoscopic vision relies on the assumption that light travels in straight lines and that during image formation in a mirror, the eye is tricked into seeing something that isn’t where it seems to be. Learners are likely to have seen rainbows and to have related this to the passage of light through a triangular prism; it is unlikely, however, that a learner starting the course will understand much of the physics that underlies these phenomena. Magnifying glasses and simple focusing experiments with lenses are also likely to be within the learners’ experience.
ContextWithin the Cambridge IGCSE Physical Science course, Light can be treated as something of an isolated section and taught at any stage within the course. In particular, it does not need to be preceded by Waves, indeed there are advantages of teaching light before waves. It is immediate and in the direct experience of the learners. If waves are taught later in the course, then there is the opportunity to revisit the ideas of reflection and refraction and the mystery of ‘what light is’ can be solved. Mathematically, the work on light is relatively straightforward – although the Snell Law does require knowledge of the sine function. This would suggest that it is best suited to an early stage in the course.
There are many practicals that can be conducted during this section of the course and learners can be made aware that a careful and meticulous approach, involving sharpened pencils, straight-edged rulers and general tidiness, can mark the difference between an accurate experiment or drawing and a much less useful one.
OutlineThis unit contains ideas that relate to the familiar experience of many learners and the ideas are not especially challenging. It can be used to introduce skills that will be needed in the rest of the course in a context that is not in itself a challenge.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
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P3 3.2(a).1
P3 3.2(a).3
Describe the formation, and give the characteristics, of an optical image formed by a plane mirror
Use the law angle of incidence = angle of reflection
Use simple experiments with optical pins to find the position of the image in a plane mirror. Use ray box experiments to investigate angle of incidence = angle of reflection.
How to make a simple periscope:www.lightwave.soton.ac.uk/experiments/periscope/periscope.html
Past paper question attached to this scheme of work includes:Unit 3: Question Core 2
P3 3.2(a).2 (S)
Perform simple constructions, measurements and calculations
Extend to draw simple ray diagrams.
P3 3.2(b).2 (S)
Determine and calculate refractive index using n = sin i / sin r
Extend the refraction work with the rectangular block to include quantitative use of sin i / sin r.
Encourage deeper thought with able candidates by discussing refractive index in terms of the speed of light in different materials.
Although optical fibres are not specifically mentioned in the syllabus, reference to them and their uses will be of interest to most candidates. simple experiments with fibres can be carried out.
Past paper question attached to this scheme of work includes:Unit 3: Question Extension 2
P3 3.2(c).1
P3 3.2(c).3
Describe the action of a then converging lens on a beam of light
Use the term focal length
Investigate converging lenses by:forming an image of a distant object (e.g. a tree or building seen from the laboratory window), bringing parallel rays from a ray box to a focus through a cylindrical lens, drawing ray diagrams to scale to show the formation of a real image.
There is a large amount of information and teaching on this website:www.physicsclassroom.com/Class/refrn/U14L5a.html
or this animation:www.phy.ntnu.edu.tw/ntnujava/index.php?topic=48
P3 3.2(b).2 (S)
Determine and calculate refractive index using n = sin i / sin r
Extend the ray diagram work to include the formation of a virtual image and use a magnifying glass.
Past paper question attached to this scheme of work includes:Unit 3: Question Extension 1
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Unit 4: Mechanics 2
Recommended prior knowledgeBy the time this stage in the course is reached, most learners will have already studied Mechanics 1 and will have begun to distinguish the terms force, energy, work and mass. By the end of the unit, these distinctions should be complete and familiar.
Mechanics is a part of physics that learners can easily understand. Most of the concepts are accessible and the ideas are generally straightforward. Learners are not always aware of the way in which forces act. Many learners are tempted to believe that a stretched spring which exerts a force of 5.0 N at one end and (inevitably) the same force at the other end is somehow subject to a tension of 10.0 N. Where learners have previously carried out experiments on springs in parallel and series, such misunderstandings are less likely to arise. Many learners will have encountered simple experiments on making things balance and will have developed ideas concerning the product mass × distance. It might be necessary to emphasise that this approach relies on the double cancellation of g and that the important quantity is force × distance. Where the distinction between mass and weight has been encountered previously, this should be easier to teach.
Learners will have no formal knowledge of nuclear structure at this stage of the course, consequently, the extension work in P1 1.6(c) must be left until work on the structure of the atom and nucleus is covered in Unit 9. ContextThere is little in this unit that is likely to prove especially difficult; mechanics is much more related to a learner’s everyday experience of the world than some other topics making the unit suitable for teaching in the earlier part of the course. Practical lessons can bring the subject home to learners in a particularly direct fashion.
OutlineThis unit contains ideas that are quite familiar to many learners and their understanding is likely to be decent enough. It is a unit where teaching other important skills such as accuracy, meticulousness, neatness and a systematic approach to problems can be encouraged without the danger of obscuring the topic being investigated.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at: http://teachers.cie.org.uk
P1 1.5(a).1 State that a force may produce a Use a simple experiment to stretch a steel spring. Further experience
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P1 1.5(a).3
P1 1.5(a).5
change in size and shape of a body
Plot extension / load graphs and describe the associated experimental procedure
Describe the ways in which a force may change the motion of a body
could be gained with a similar experiment to stretch a rubber band.
Compress trapped gases in syringes; change the shape of malleable objects.
P1 1.5(a).2 (S)
P1 1.5(a).4 (S)
P1 1.5(a).6 (S)
Take readings from and interpret extension-load graphs (Hooke's law, as such, is not required)
Recognise the significance of the term 'limit of proportionality' for an extension-load graph and use proportionality in simple calculations
Recall and use the relation between force, mass and acceleration (including thedirection)
Use a home-made copper spring or stretch a length of copper wire between two pencils and feel or measure or show the limit of proportionality. An air track can be used to show momentum effects using collisions and ‘explosions’ (magnets attached to the vehicles to produce repulsion).
This work can be extended to investigate model rockets and Newton’s cradle.
Circular motion can be shown using a smooth turntable (old record player) and a marble to illustrate behaviour without centripetal force and then an object attached to the axis with cotton to provide the centripetal force.
Thread a piece of string through a short length of glass tubing and attach a weight to one end of the string. Set the weight rotating by holding the glass tube vertical and rotating it in a small circle. The weight pulls the string up out of the tube. Attach another weight to the bottom end of the string and this weight can be used to exert a force on the other weight in a centripetal direction. Equilibrium can be achieved.
This website does include Hooke’s Law, but it might be useful for reference.www.matter.org.uk/schools/content/hookeslaw/index.html
Centripetal force:www.youtube.com/watch?v=oFiXtcXRpVE
Past paper question attached to this scheme of work includes:Unit 4: Question Extension 2
P1 1.5(b).1 Describe the moment of a force as a measure of its turning effect and give everyday examples
Talk about everyday examples e.g. see-saws, steelyards, crane jibs, door handles and their positioning.
Past paper questions attached to this scheme of work include:Unit 4: Question Core 1, 2 and 3Unit 4: Question Alternative to Practical
P1 1.5(c).1 Calculate the moment of a force given the necessary
A variety of shapes of lamina should be used in experiments to find the centre of mass. Standard shapes (circle, square, etc.) can be used first
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P1 1.5(c).2
P1 1.5(c).3
information
Perform and describe an experiment to determine the position of the centre of mass of a plane lamina
Describe qualitatively the effect of the position of the centre of mass on the stability of simple objects
and then ‘non-standard’ shapes (e.g. the outline of a country) where the position of the centre of mass is no so obvious. Is the point found really the centre of the country – what about mountains, islands, lakes etc?) Extension learners can be challenged with a lamina that has its centre of mass in space (e.g. hole in the lamina or an L-shape).
Find the stability of glasses with stems, thick bases and wide bases on an inclined plane of variable slope. At what angle does the glass topple? What happens when the glass is full?
P1 1.5(b).2 (S)
Perform and describe an experiment (involving vertical forces) to verify that thereis no net moment on a body in equilibrium
Simple experiment balancing a beam.
P1 1.6(c).1 Relate, without calculation, work done to the magnitude of a force and distance moved
In this and the following sections it may be useful to calculate (although only required for the extension paper) personal work done and power. For example, by walking up steps, recording the learner’s weight, the vertical height climbed and the time taken.
When rolling barrels up inclined planes the same work is done as when lifting the barrel vertically but the distance is greater and so the force is less.
Humans get tired holding heavy weights at a constant height but no work is done. Humans make poor shelves.
Past paper question attached to this scheme of work includes:Unit 4: Question Core 4
P1 1.6(c).2 (S)
Recall and use ΔW = F × d = ΔE
P1 1.6(a).1 Give examples of energy in different forms, its conversion and conservation, and apply the principle of energy conservation to simple examples
Define energy as the ability (or capacity) to do work. Follow this up with a circus of experiments showing energy changes – discuss the results ensuring that common fallacies are avoided (e.g. the speed of water increases as it moves down, a full, pipe from a reservoir to a turbine).
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P1 1.6(a).3 Show some understanding of energy of motion and energy of position (i.e. gravitational and strain)
P1 1.6(b).1 Describe processes by which energy is converted from one form to another, including reference to:– chemical / fuel energy (a regrouping of atoms)– energy from water (hydroelectric energy, waves, tides)– geothermal energy
When discussing fuels and energy changes emphasise that the fuel has energy meaning that useful work can be done when converting this energy into other forms.
P1 1.6(b).2 (S)
Express a qualitative understanding of efficiency
Simple idea of efficiency = useful work output / total energy input.Use this to show that efficiency cannot be greater than 100%.
P1 1.6(d).1 Relate, without calculation, power to work done and time taken, using appropriate examples
Learners find rates quite hard at this stage; it is worth considering a few other examples e.g. the rate of filling a bath and the time taken to fill it to a certain volume.
www.hyperphysics.phy-astr.gsu.edu/hbase/work.html
For the teacher:www.tap.iop.org/mechanics/work_energy_power/index.html
P1 1.6(d).2 (S)
Recall and use the equation P = E / t in simple systems
Past paper question attached to this scheme of work includes:Unit 4: Question Extension 2
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 5: Thermal physics
Recommended prior knowledgeThe term heat in physics is contentious; although it is better to consider heating as a process rather than to think of heat as a form of energy, candidates will not be penalised for using the latter. The terms thermal energy and internal energy are used most directly in the syllabus.
Energy is a difficult concept and there is an argument to introduce it in mechanics before introducing it in thermal physics. On a purely logical basis this makes sense – however, it means that almost the complete first term of the physics part of the physical science work would consist of mechanics, which in itself can be off putting to many learners. In practice learners tend not to worry too much about using the term energy without having a formal understanding of the concept. Most learners are comfortable with straightforward simple use of the terms; energy, thermal energy, or internal energy. The idea of temperature is one that learners ought to have encountered by the time they embark on this course although if they have been in the habit of using the term heat as a form of energy they tend to confuse the two. Likewise, liquid-in-glass thermometers should be familiar as well as digital thermometers of various sorts.
It is important to use the temperature unit the degree Celsius rather than the degree centigrade. Learners will have encountered the term molecule and will be aware of the microscopic structure of matter from the chemistry section of the course. Similarly the kinetic molecular theory is met in more detail in the chemistry section, a knowledge and understanding of this theory is required if learners are to gain a full understanding of boiling and evaporation.
ContextAlthough the concept of energy is hard to grasp, learners seem much more comfortable with the specific example of thermal energy and heating. Consequently, this unit or at least most of it can comfortably be taught towards the beginning of the course. This might well be because of the learner’s familiarity with heating. This acquaintance will have been developed from using domestic heating systems, cooking with oil or water and simple things like adjusting the temperature of the water in a bath or from a shower. It shows the importance of practical experience in general and the pedagogic importance of practical lessons in this subject.
OutlineThis unit contains ideas that are very familiar to many learners but their understanding is unlikely to be thorough. The relationship between macroscopic phenomena and molecular behaviour will probably be new to many but it is one of the foundations of all physics and the topics from this unit are excellent vehicles for introducing this relationship.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
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Past question papers available at: http://teachers.cie.org.uk
P2 2.1(a).1
P2 2.1(a).3
Describe qualitatively the thermal expansion of solids, liquids and gases
Identify and explain some of the everyday applications and consequences of thermal expansion
Experiments to show expansion of a metal rod and the ‘bar breaker’ demonstration. A large round bottom flask filled with (coloured) water and fitted with a long glass tube shows expansion of the water when heated gently.
The ‘fountain’ experiment shows the expansion of air and brings in good discussion of the effect of pressure difference to stretch the more able learners.
The fountain experiment:www.youtube.com/watch?v=AX5eVxxQgPc
Past paper question attached to this scheme of work includes:Unit 5: Question Core 1
P2 2.1(a).2 (S)
Show an appreciation of the relative order of magnitude of the expansion of solids, liquids and gases
Take a flask full of coloured water connected to a tube and immerse in hot water. The initial decrease in level of the water shows the expansion of the glass; the subsequent expansion of the liquid is greater and the water rises up the tube.
P2 2.1(b).1
P2 2.1(b).4
P2 2.1(b).5
Appreciate how a physical property which varies with temperature may be used for the measurement of temperature and state examples of such properties
Recognise the need for and identify a fixed point
Describe the structure and action of liquid-in-glass thermometers
Different types of thermometer can be used e.g. resistance thermometer, thermocouple pressure of a copper sphere of gas.
Calibrate an unmarked thermometer (mark 0 °C and 100 °C with rubber bands using an ice bath and a steam bath) and use it to measure an unknown temperature.
Past paper question attached to this scheme of work includes:Unit 5: Question Core 2
P2 2.1(b).2 (S)
P2 2.1(b).3 (S)
P2 2.1(b).6 (S)
Apply a given property to the measurement of temperature
Demonstrate understanding of sensitivity, range and linearity
Describe the structure of a thermocouple and show understanding of its use for
Discuss the properties which might be used and give examples, calibrate a thermocouple.
Sensitivity for a liquid-in-glass thermometer is measured in mm / °C. This makes it clear that it does not mean the speed of response or anything similar. A simple thermocouple can be constructed and used. State the advantages of a thermocouple thermometer over a liquid-in-glass thermometer.
Past paper question attached to this scheme of work includes:Unit 5: Question Extension 1
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measuring high temperatures and those which vary rapidly
P2 2.1(c).1
P2 2.1(c).3
Describe melting and boiling in terms of energy input without a change in temperature
State the meaning of melting point and boiling point
Heating and cooling curves can be plotted from experimental readings (e.g. timed temperature readings when heating ice until the water boils and during the solidification of stearic acid). Show that ice and water can only co-exist at the melting point, steam and water only at the boiling point.
An interesting animated mystery for learners to solve: www.teams.lacoe.edu/documentation/classrooms/gary/heat/activities/mystery/Mystery.html
Past paper question attached to this scheme of work includes:Unit 5: Alternative to Practical
P2 2.1(c).2 (S)
Distinguish between boiling and evaporation
Show boiling as an active process taking place at a fixed temperature. Show liquids other than water boiling at different fixed temperatures. Discuss boiling in terms of bubbles of vapour forming in the body of the liquid, evaporation as individual molecules leaving the surface of the liquid.
A useful website for teachers:www.pkwy.k12.mo.us/west/teachers/anderson/pack7/ boil / boil .html
P2 2.2(a).1 Describe experiments to demonstrate the properties of good and bad conductors ofheat
Many possible experiments such as heating the ends of different metal rods and either touching the cool ends (with care) or attaching small ball bearings with wax). Insulating properties of various materials can be investigated.
How does heat energy travel through metal:http://scienceuniverse101.blogspot.co.uk/2012/02/transmission-of-heat-energy.html
Past paper question attached to this scheme of work includes:Unit 5: Question Core 4
P2 2.2(a).2 (S)
Give a simple molecular account of the heat transfer in solids
Discuss the transfer of energy from molecule to molecule also compare conduction in metals (by free electrons) and insulating materials such as plastics.
P2 2.2(b).1 Relate convection in fluids to density changes and describe experiments to illustrate
Possible experiments include gently heating water with a crystal of potassium permanganate, the mineshaft experiment, hot air balloons made from balsa wood and tissue paper.
Information for teachers, which could be simplified for learners to show the power of physics:
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convection www.mantleplumes.org/Convection .html
Past paper question attached to this scheme of work includes:Unit 5: Question Core 4
P2 2.2(c).1 Identify infra-red radiation as part of the electromagnetic spectrum
Discuss radiation as the manner in which energy is transferred from the Sun to Earth and back this up with simple experiments showing radiation effects. It is better to formally identify this radiation as part of the electromagnetic spectrum in Unit 7 Waves.
P2 2.2(c).2 (S)
Describe experiments to show the properties of good and bad emitters and good and bad absorbers of infra-red radiation
Experiments comparing the absorption by and emission of radiation by light and dark materials such as silvered and blackened thermometer bulbs and Leslie’s cube respectively.
Heat radiation:www.schoolphysics.co.uk/age11-14/
P2 2.2(d).1 Identify and explain some of the everyday applications and consequences of conduction, convection and radiation
Discussion of major points such as insulating buildings, painting white in hot countries, the design of a saucepan. A simple investigation of efficiency of insulating materials is possible here. Solar heating / power cells.
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 6: Electricity 2
Recommended prior knowledgeThis unit follows on from Unit 2, Electricity 1; it could follow directly on, however there are advantages of breaking up the two sections. As said previously, learners find electricity hard and a single long unit would have the effect of putting off some learners. This section deals, amongst other things with electrical power and energy calculations and therefore must come after the second mechanics unit, in which energy and power are formally introduced. By returning to the topic of electricity it gives the opportunity to revisit the ideas met in Unit 2 and deepen learners understanding.
ContextThis part of the course completes the pure electricity topics that the Cambridge IGCSE syllabus covers. However, the ideas met in Electricity 1 and Electricity 2, are required for the units on electromagnetism and modern physics.
OutlineAs with the previous electricity unit, it contains ideas that do not immediately and directly relate to the familiar experience of many learners and the concepts learners tend to find somewhat vague and intangible. The teacher is likely to concentrate here on the experiments that can be used to underline the handling of information and obtaining the correct numerical answer rather than attempting to instill a philosophical and fundamental understanding of the ideas in the abstract. Calculation and formula manipulation are likely to emphasised. It is also a topic where the use of units and unit symbols will be important.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at: http://teachers.cie.org.uk
P4 4.3(d).1 Relate (without calculation) the resistance of a wire to its length and to its diameter
Revise the circuit work done in Unit 5 Electricity 1 including the equation V = IR
By using samples of nichrome or constantan wire of different lengths and diameters suitable resistance comparisons can be made.
Past paper questions attached to this scheme of work include:Unit 6: Question Core 2 Unit 6: Question Alternative to Practical 1 Unit 6: Question Alternative to Practical 2
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P4 4.3(d).2 (S)
Recall and use quantitatively the proportionality between resistance and the length, and the inverse proportionalitybetween resistance and the cross-sectional area, of a wire
Extend the experimental resistance work to give quantitative results. Past paper question attached to this scheme of work includes:Unit 6: Question Extension 1
P4 4.3(e).1 Sketch the V / I characteristic graphs for metallic (ohmic) conductors
Useful revision of graph drawing, remember that for a complete picture the p.d. and current must be considered in both directions.
Past paper question attached to this scheme of work includes:Unit 6: Question Core 3
P4 4.4.1
P4 4.4.3
P4 4.4.5
P4 4.4.6
P4 4.4.8
Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), ammeters, voltmeters,magnetising coils, bells, fuses, relays
Understand that the current at every point in a series circuit is the same
Give the combined resistance of two or more resistors in series
State that, for a parallel circuit, the current from the source is larger than the current in each branch
State that the combined resistance of two resistors in parallel is less than that ofeither resistor by itself
Learners can be given experience of these components as parts of working circuits (perhaps a circus arrangement), setting circuits up from given diagrams and drawing circuit diagrams of actual circuits.
Measure the current at different points in a series circuit.
This website shows the relationship between voltage, current (unfortunately called ‘amperage’) and resistance. Learners can change the resistance and voltage in a circuit, switch on and see the effect on the lamp:www.jersey.uoregon.edu/vlab/Voltage/
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P4 4.4.2 (S)
P4 4.4.4 (S)
P4 4.4.7 (S)
P4 4.4.9 (S)
Draw and interpret circuit diagrams containing diodes as rectifiers
Recall and use the fact that the sum of the p.d.s across the components in a series circuit is equal to the total p.d. across the supply
Recall and use the fact that the current from the source is the sum of the currents in theseparate branches of a parallel circuit
Calculate the effective resistance of two resistors in parallel
This work can then be extended with more able learners to circuits containing a diode (perhaps a ‘problem-solving’ exercise) and to a more detailed approach to series and parallel circuits.
Measurements of current in series and parallel circuits (e.g. with cells and lamps) could form the basis of the work on combinations of resistors. Demonstrate with ammeters that the current flowing into a junction equals that flowing out.
P4 4.5(a).1 Describe the uses of electricity in heating, lighting (including lamps in parallel) and motors
Dad electrical hazards in the home:www.youtube.com/watch?v=Ym1a9_aXEv8
P4 4.5(a).2 (S)
Recall and use the equationsP = I V and E = I V tand their alternative forms
Past paper question attached to this scheme of work includes:Unit 6: Question Extension 2
P4 4.5(b).1 State the hazards of:– damaged insulation– overheating of cables– damp conditions
The heating effect work can be extended to use a very thin wire (e.g. strand of iron wool in a circuit powered by two 1.5 V cells). A short piece of iron wool will ‘burn out’ illustrating the action of a fuse.
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 7: Waves
Recommended prior knowledgeAll learners should be aware of waves on the surface of water and have informally experimented with them in puddles or ponds. Many will be aware that sound is transferred by waves and even that pitch is frequency dependent. In this time of mass communication they will also have familiarity with radio and microwaves. However, they are unlikely to recognise that waves transfer energy from one place to another, indeed that waves are one of only two methods of transferring energy (the other being moving particles). Similarly they are unlikely to be aware of the family of radiation known as the electromagnetic spectrum. At this level the term ‘electromagnetic’ in this context is not required, however natural curiosity will prompt many learners to enquire and a simple explanation that it refers to vibrating electric and magnetic fields travelling through space should suffice, and, perhaps inspire them to research further.
The longitudinal vibration of air particles in a sound wave is unlikely to be understood and needs careful explanation. The difference between the vibrations in a sound wave and in electromagnetic waves can be used to illustrate the fundamental distinction between types of wave.
ContextIn this scheme of work it is recommended that Light is taught relatively early in the course, before Waves and Sound and without mentioning the wave nature of light. This wave nature can be introduced as the electromagnetic spectrum is discussed, a simple résumé of the rival theories of propagation of light (waves or particles?) might be deemed appropriate. Similarly infra-red radiation can be linked back to the study of transfer of thermal radiation and provides an opportunity to review some of that work.
Some learners will struggle with the idea of frequency and there will be those who find it difficult to rearrange the equation, v = fλ to obtain a correct answer.
Waves are often represented in diagrammatic forms and this unit can be used to emphasise the importance of clear and appropriate diagrams in explaining the subject both generally and in answering examination questions.
OutlineThis unit contains ideas that relate to the common experiences of many learners and it can be used to show that everyday phenomena can be more thoroughlyunderstood when a scientific explanation is offered.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref Learning objectives Suggested teaching activities Learning resources
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 8: Electromagnetism
Recommended prior knowledgeThe linking of magnetic fields and electrical circuits is a part of the course that learners find one of the most challenging. It is probable that learners will have encountered magnets and magnetism at a fairly young age and the basic rules of like poles repelling and so on will have been known for many years when the Cambridge IGCSE Physical Science course is begun. It is surprising, however, that learners are so commonly uncertain about which materials are ferromagnetic. Learners at this stage very often believe that aluminium and copper – and sometimes all metals – are ferromagnetic. The plotting of magnetic fields with iron filings, plotting compasses and other devices will probably have been dealt with earlier although what is actually shown by the patterns is not always properly understood. That repulsion is the only true test for a magnet, is also likely to have been met. Electromagnets will have been made and learners will be familiar with many standard examples of temporary, permanent and electro-magnets. Learners will need to have studied the Electricity 1 unit before embarking on this unit; they need to be familiar with current and voltage (and the distinction between them) before dealing with electromagnetism. Surprisingly, learners who might otherwise never confuse the terms motor and generator are sometimes tempted to do so when the motor effect and the dynamo effect are encountered within a short space of time. It is wise to separate them and to emphasise the distinction between what they do.
ContextSince learners find electromagnetism so challenging, it is probably best left to the end of the course; this ensures that they have the maximum possible understanding of most other topics and the proximity of the examination is likely to concentrate their determination and enthusiasm. Many learners are not especially clear about electromagnetic effects and wherever possible, they should be demonstrated by the teacher or performed by the learners themselves. The progression from inserting a magnet into a solenoid, to repeating the experiment with an electromagnet, to switching the electromagnet off instead of removing it from the solenoid and then switching it back on, and finally to using the electromagnet with an a.c. supply is a clear and helpful way of introducing the transformer.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref Learning objectives Suggested teaching activities Learning resources
Past question papers available at: http://teachers.cie.org.uk
P4 4.1.1 State the properties of magnets
Simple experiments with magnets to show attraction and repulsion, leading to investigation of the field patterns round bar magnets (individually and between attracting poles and between repelling poles).
This website called ‘Gallery of Electromagnetic Personalities’ contains brief histories of 43 scientists who have made major contributions, from Ampere to Westinghouse:
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P4 4.1.2
P4 4.1.3
P4 4.1.4
P4 4.1.5
P4 4.1.6
Give an account of induced magnetism
Distinguish between ferrous andnon-ferrous materials
Describe an experiment to identify the pattern of field lines round a bar magnet
Distinguish between the magneticproperties of iron and steel
Distinguish between the design and use of permanent magnets and electromagnets
Extend to show the direction of the field lines using a plotting compass.
Use a simple circus to show that most materials (even most metals) do not show (ferro-) magnetic properties.
Place a sheet of paper over a copper wire, sprinkle iron filings on the paper and pass a current through the wire. The filings will tend to line up across the wire – showing that a current has a magnetic effect.
Make and use a simple electromagnet.
Experiments to investigate the magnetisation and demagnetisation of samples of iron / steel by mechanical and electrical means.
Iron is considered to be magnetically soft whilst steel is magnetically hard.
www.ee.umd.edu/~taylor/frame1.htm
Past paper questions attached to this scheme of work include:Unit 8: Question Core 3Unit 8: Question Core 1Unit 8: Question Alternative to PracticalUnit 8: Question Core 2
P4 4.6(c).1
P4 4.6(c).3
State that a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by increasing the number of turns on the coil
Relate this turning effect to the action of an electric motor
Use a strip of aluminium foil running between the jaws of a strong horseshoe magnet to demonstrate the force on a current in a magnetic field.
Use two parallel strips of aluminium foil mounted a few mm apart vertically. Pass a current through them in the same direction and in opposite directions and watch them attract or repel; like currents attract and unlike currents repel.
Make a model motor and investigate the effect of changing the number of turns.
As with the generator, make a large and visible model with cereal packets and so on which does not work but is very clear to see.
Make sure that learners do not confuse split-ring (commutator) with slip rings.
Force on current carrying conductor:www.youtube.com/watch?v=14SmN_7EcGY
Past paper questions attached to this scheme of work include:Unit 8: Question Core 4Unit 8: Question Core 5
Direct current electric motor:www.youtube.com/watch?v=Xi7o8cMPI0E
Explanation of how the motor works, with helpful illustrations:www.howstuffworks.com/motor.htm
Model motor kits:
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www.practicalphysics.org/go/Experiment_334.html
P4 4.6(c).2 (S)
Describe the effect of increasing the current
Increase the current in the motor that has been made and watch it speed up.
P4 4.6(a).1(S)
P4 4.6(a).2(S)
P4 4.6(a).3(S)
Describe an experiment which shows that a changing magnetic field can induce ane.m.f. in a circuit
State the factors affecting the magnitude of the induced e.m.f.
Show understanding that the direction of an induced e.m.f. opposes the changecausing it
Experiment moving a permanent magnet in and out of a coil, connected to a very sensitive meter. This can be extended to show the same effect using an electromagnet moved in and out of the coil and then by simply switching the electromagnet on and off.
Extend the experiments above to show the effects of the strength of the field (use a stronger permanent magnet or increase the current in the electromagnet), the speed of movement and the number of turns per metre in the coil.
Do a ‘thought experiment’ showing that work must be done to generate an electric current otherwise the Law of conservation of energy is broken (move magnet towards coil - current induced – if current attracts magnet then magnet moves faster – larger current induced – therefore more force etc.) Back this up by getting the learners to pull a thick (1 cm) copper plate through the jaws of a strong magnet – or similar experiment.
Electromagnetic induction:www.ndt-ed.org/EducationResources/orwww.regentsprep.org/regents/physics/phys03/dinduction/default.htm
This is an outstanding clip showing magnetic levitation, you need to explain to learners that the spinning disc consists of a series of small strong magnets round the bottom of the spinning disc as in the illustration, which induce currents in the copper plate:
www.youtube.com/watch?v=316nJTkhBPs&feature=related
P4 4.6(b).1 (S)
P4 4.6(b).2
Describe a rotating-coil generator and the use of slip rings
Sketch a graph of voltage
Make a working model generator – use a commercial science kit generator.
Use a cathode ray oscilloscope (c.r.o.) to show the voltage output.
This website describes the working of an a.c. generator:www.pbs.org/wgbh/amex/edison/sfeature/acdc_insideacgenerator.html
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output against time for a simple a.c. generator
Make a large “generator” with cereal packets as magnets, a soup tin as the armature and mains wiring wrapped into a coil that connects to slip rings – it does not work but is much bigger and so easier for learners to see.
Past paper question attached to this scheme of work includes:Unit 8: Question Extension 1
P4 4.6(d).1 (S)
P4 4.6(d).2 (S)
P4 4.6(d).3 (S)
P4 4.6(d).4 (S)
P4 4.6(d).5 (S)
P4 4.6(d).6 (S)
P4 4.6(d).7 (S)
Describe the construction of a basic iron-cored transformer as used for voltage transformations
Show an understanding of the principle of operation of a transformer
Use the equation(Vp / Vs) = (Np / Ns)
Recall and use the equation Vp Ip = Vs Is(for 100% efficiency)
Show understanding of energy loss in cables (calculation not required)
Describe the use of the transformer in high-voltage transmission of electricity
Advantages of high-voltage transmission
Start by moving an electromagnet near a second coil connected to a voltmeter or c.r.o. to revise induction. Now switch off the current in the first coil and see the effect, switch it back on, successively switch it on and off. Finally with the second coil connected to a c.r.o. connect the first coil to an a.c. supply.
Make a working model transformer (two ‘C-cores’ with suitable wire windings) to introduce the ideas and follow with a demonstration (demountable) transformer.
Use a model transmission line and show that more energy gets through at a higher voltage; do not have high voltage wires uninsulated in the laboratory.
A simple worked example using specific values is often a clear way of showing the significance of high voltage transmission.
How transformers work:www.energyquest.ca.gov/how_it_works/transformer.htmlorwww.youtube.com/watch?v=VucsoEhB0NA
Past paper question attached to this scheme of work includes:Unit 8: Question Extension 2
P4 4.7(a).1
P4 4.7(a).2
Describe the production and detection of cathode rays
Describe their deflection in electric fields and magnetic
Learners try out the past paper question which is attached to this scheme of work for Unit 8.
Past paper question attached to this scheme of work includes:Unit 8: Question Extra Core
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P4 4.7(a).4
P4 4.7(a).5
fields
Deduce that the particles emitted in thermionic emission are negatively charged
State that the particles emitted inthermionic emission are electrons
P4 4.7(a).2 (S)
Distinguish between the direction of electron current and conventional current
P4 4.7(b).1
P4 4.7(b).3
Describe in outline the basic structure and action of a cathode ray oscilloscope (detailed circuits are not required)
Use and describe the use of a cathode ray oscilloscope to display waveforms
See website in the learning resources column. This website enables learners to control a wave on an oscilloscope screen:www.phy.ntnu.edu.tw/~hwang/oscilloscope/oscilloscope.html
P4 4.7(b).2 (S)
Use and describe the use of a cathode ray oscilloscope to measure p.d.s andshort intervals of time (detailed circuits are not required)
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Scheme of work – Cambridge IGCSE® Physical Science (Physics) (0652)
Unit 9: Atomic physics
Recommended prior knowledge
This unit is composed of two major sections: radioactivity and atomic and nuclear structure. It is likely that learners will be aware of the existence of radioactivity but beyond the common misapprehension that it is bad and dangerous they are unlikely to be well informed, although a few may be aware of its use in some medical procedures. Some will know that background radiation has been an omnipresent and unavoidable factor throughout history whilst others will believe that radioactivity is invariably man-made and a recently invented danger. It is important that the use of nuclear resources is taught in a balanced manner, emphasising both the positives and the dangers.
The concept of half-life is difficult and needs to be introduced with care and patience. Many learners firmly believe that after two-half-lives have passed, the radioactive sample has disappeared entirely.
Learners will have a much clearer view of the other part of this unit. Most will, in some way, have encountered the particle model of matter and will have met the fundamental atomic structure in the chemistry part of the course. We take this a stage further by investigating the changes in the nucleus when radioactive decay occurs.
ContextAlthough the particulate nature of atoms is fundamental to the study of physics, an understanding of the precise nature of those particles is not vital before other parts of the course are dealt with. When pressure or temperature are explained in terms of the particles within a substance, it doesn’t immediately matter if those particles are molecules or atoms, indeed we tend to treat the particles as unbreakable spheres. However, the chemistry part of the course will have developed learners’ awareness of the difference between molecules and atoms.
Individual practical work is unlikely to be possible in this unit, nevertheless, learners can be involved in taking readings during a teacher led demonstrations of, for example, radioactive decay.
OutlineThis unit contains ideas that are important in understanding the fundamental nature of matter and when studied it can make vague and hazy ideas much clearer. This unit really explores the fundamental nature of matter and there are genuine opportunities to really excite learners and bring the subject to life. For example, the tracks seen in the cloud chamber are made by particles which come not just from the inside of individual atoms, but from inside the very nucleus of that atom, which is tiny even on the atomic scale.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
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Past question papers available at: http://teachers.cie.org.uk
P5 5.1(a).1
P5 5.1(a).1
Show awareness of the existence of background radioactivity
Describe the detection of alpha-particles, beta-particles and gamma-rays
Use a Geiger tube to detect background radiation and α, β and γ radiations. Emphasise that these radiations are emitted from the nucleus.
This website has an interesting history of Marie Curie: www.aip.org/history/curie/contents.htm
P5 5.1(b).1
P5 5.1(b).2
P5 5.1(b).3
State that radioactive emissions occur randomly over space and time
State, for radioactive emissions:– their nature– their relative ionising effects– their relative penetrating
abilities
Describe their deflection in electric fields and magnetic fields
Show the presence of background radiation using a detector and explain that it varies from location to location. Show that it varies randomly over time.
Use a radiation detector with suitable absorbers to show penetrating abilities.
Use a diffusion type cloud chamber to show particle tracks and lead to discussion of ionising effects. A spark counter could also be used.
Emphasise the links between the properties (penetration, ionisation, deflection by magnetic or electric fields) and the nature (charge, relative size, particles / e-m radiation). Beware of unrealistic diagrams showing deflection of both alpha and beta radiation by the same field.
Past paper question attached to this scheme of work includes:Unit 9: Question Extension 1, 2 and 3
P5 5.1(c).1 State the meaning of radioactive decay, using word equations to represent changes in the composition of the nucleus whenparticles are emitted
Emphasise that a radioactive material decays nucleus by nucleus over time and not all at once.
IGCSE Physics Coursebook CD-ROM Activity Sheet 23.3
P5 5.1(d).1 Use the term half-life in simple calculations which might involve information in tables or decay curves
Extend to work from data involving long half-lives.Use a radioactive decay simulation exercise and if possible an experiment with a Geiger counter and short half-life isotope to plot decay curves.
This website has a good presentation to explain the meaning of the term ‘half-life’:www.colorado.edu/physics/2000/index.pl On the left-hand side click on Table of Contents.
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Scroll down to the bottom of the page and click on ‘Meaning of half-life’.
There is also a useful half-life simulation – a graph is plotted as an isotope decays (a variety of isotopes can be chosen).Click on Half-life.Or:www.youtube.com/watch?v=fToMbj3Xz2c
www.youtube.com/watch?v=PYn8vFmyGPM
www.youtube.com/watch?v=Tp2M9tndGG0
Past paper question attached to this scheme of work includes:Unit 9: Question Core 3
P5 5.1(e).1 Describe how radioactive materials are handled, used and stored in a safe way
This should arise naturally from the teacher demonstrations where these are permitted, and is best integrated within the unit as a whole extending discussion to cover industrial and medical issues.
P5 5.2(a).1
P5 5.2(a).2
P5 5.2(a).3
P5 5.2(a).4
P5 5.2(a).5
Describe the composition of the nucleus in terms of protons and neutronsUse the term proton number, Z
Use the term nucleon number, A
Use the term nuclide and nuclidenotation X
Use the nuclide notation in equations to show alpha and beta decay
Describe the structure of the atom, with electrons in orbitals around a nucleus which contains virtually all the mass of the atom.
Nuclear reactions and decay series could be discussed to provide a focus for this section.
Past paper question attached to this scheme of work includes:Unit 9: Question Core 1
P5 5.2(b).1 Use the term isotopes Explain that the proton number determines the number
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of electrons in the neutral atom and that this determines the chemical properties of the atom. Hence the proton number determines the chemical properties and so all atoms with the same proton number have the same chemical properties and so are atoms of the same chemical element.
P5 5.2(b).2 (S)
Give and explain examples of practical application of isotopes
Use many examples, concentrating on those that learners will know something about, e.g. medical treatment and diagnosis, smoke alarms etc.
Also include a few industrial examples e.g. checking whether juice cartons are sufficiently full, checking for faulty welding joints in pipelines.
This website has useful information on medical imaging, radioactive dating and detection of radioactivity:www.library.thinkquest.org/3471/medical_imaging.html
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