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KS3 CHEMISTRY QUIZZES Doc B's revising KS3 SCIENCE Doc Brown's Chemistry I appreciate SAT levels have gone, but I hope these KS3 chemistry Quizzes will still be of some use. Although I've already produced some combined KS3 chemistry quizzes, I welcome suggestions from teachers so I may produce useful compilation KS3 chemistry quizzes suitable for any school doing KS3 chemistry and any KS3 chemistry scheme of work now that the KS3 chemistry levels and KS3 chemistry SAT exams have gone. Copying of the KS3 chemistry quizzes is NOT permitted but you can printout the KS3 chemistry questions to use in class or for homework. The first part of the page is the most important - the links to the KS3 Chemistry multiple choice quizzes. The rest of the page is lots of guidance for doc b to help design the most useful KS3 Chemistry quizzes For after KS3 SCIENCE ... GCSE 9-1 Chemistry Notes * GCSE 9-1 Biology Notes * GCSE 9-1 Physics Notes KS3 Chemistry and Earth Science Multiple Choice Questions The KS3 Chemistry Questions are selected at random from big databases. PLEASE NOTE: (1) <= back on the link bar returns you to the previous web page. (2) Don't use the usual refresh button on the upper browser to repeat the quiz, use the REPEAT QUIZ - fresh Q's on the quiz link bar. (3) A small proportion questions are deliberately very challenging and more like GCSE level, but only the odd one! and most cover the full range of ability of KS3 science students. Multiple choice quizzes for KS3 CHEMISTRY & Earth Science (other quizzes are listed further down the page) Currently being re-edited and extended to cover the 2018+ National Curriculum for KS3 Science Chemistry I've left the old work scheme references 7E-H, 8E-H and 9E-H for my own reference. By each quiz link is a summary of the quiz content.
QCA TOPIC in KS3 CHEMISTRY word-fill worksheets and crossword puzzles KS3 science-CHEMISTRY 7E Acids and alkalis
The BIG hard
on-line crossword puzzle
matching pair quiz
The
7E crossword and word-fill
KS3 science-CHEMISTRY 7F Simple chemical reactions
The BIG hard on-line
crossword
puzzle
The
7F crossword and word-fill
KS3 science-CHEMISTRY 7G Particle model of solids, liquids and gases
The BIG hard on-line crossword
puzzle 3 linked
matching pair
exercises on the states of matter
The
7G crossword and word-fill
KS3 science-CHEMISTRY 7H Solutions (solubility, salt purification and chromatography etc.)
The BIG hard
on-line crossword puzzle
The
7H
crossword and word-fill
KS3 science-CHEMISTRY 8E Atoms and elements
The
BIG hard on-line
crossword
puzzle
The
8E crossword and word-fill KS3 science-CHEMISTRY 8F Compounds and mixtures
The BIG hard
on-line crossword puzzle
The
8F crossword and word-fill
KS3 science-CHEMISTRY 8G Rocks and weathering
The BIG hard
on-line crossword puzzle
The
8G crossword and word-fill
KS3 science-CHEMISTRY 8H The Rock Cycle
The BIG hard
on-line crossword puzzle
The
8H crossword and word-fill
KS3 science-CHEMISTRY 9E Reactions of metals and metal compounds
The BIG hard on-line
crossword puzzle
The
9E crossword and word-fill
KS3 science-CHEMISTRY 9F Patterns of reactivity
The BIG hard on-line
crossword puzzle
The
9F crossword and word-fill
KS3 science-CHEMISTRY 9G Environmental chemistry
The BIG hard on-line
crossword puzzle
The
9G crossword and word-fill
KS3 science-CHEMISTRY 9H Using chemistry
The BIG on-line
crossword puzzle
The
9H crossword and word-fill
SEE ALSO the KS3 Science Quiz compilations
National Curriculum KS3 Science CHEMISTRY specification Subject content KS3 Chemistry Pupils should be taught about: KS3 chemistry: The particulate nature of matter (National Curriculum KS3 science-chemistry)
KS3 chemistry: Atoms, elements and compounds (National Curriculum KS3 science-chemistry)
KS3 chemistry: Pure and impure substances (National Curriculum KS3 science-chemistry)
KS3 chemistry: Chemical reactions (National Curriculum KS3 science-chemistry)
KS3 chemistry: Energetics (National Curriculum KS3 science-chemistry)
KS3 chemistry: The Periodic Table (National Curriculum KS3 science-chemistry)
KS3 chemistry: Materials (National Curriculum KS3 science-chemistry)
KS3 chemistry: Earth and atmosphere (National Curriculum KS3 science-chemistry)
AQA KS3 Science Chemistry Specification AQA KS3 chemistry 3.5 Matter 3.5.1 Particle model Relate the features of the particle model to the properties of materials in different states AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
3.5.2 Separating mixtures Devise ways to separate mixtures, based on their properties AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
3.5.3 Periodic table Sort elements using chemical data and relate this to their position in the periodic table AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
3.5.4 Elements Compare the properties of elements with the properties of a compound formed from them AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
3.6 Reactions 3.6.1 Metals and non-metals Use experimental results to suggest an order of reactivity of various metals AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
AQA KS3 chemistry 3.6.2 Acids and alkalis AQA KS3 chemistry Devise an enquiry to compare how well indigestion remedies work AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
AQA KS3 chemistry 3.6.3 Chemical energy AQA KS3 chemistry Investigate a phenomenon that relies on an exothermic or endothermic reaction AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
AQA KS3 chemistry 3.6.4 Types of reaction AQA KS3 chemistry Investigate changes in mass for chemical and physical processes AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
AQA KS3 chemistry 3.7 Earth AQA KS3 chemistry 3.7.1 Earth structure Model the processes that are responsible for rock formation and link these to the rock features AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
AQA KS3 chemistry 3.7.2 Universe Relate observations of changing day length to an appropriate model of the solar system AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
AQA KS3 chemistry 3.7.3 Climate Investigate the contribution that natural and human chemical processes make to our carbon dioxide emissions AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
AQA KS3 chemistry 3.7.4 Earth resources Predict the method used for extracting metal based on its position in the reactivity series AQA KS3 chemistry Know
AQA KS3 chemistry Apply
AQA KS3 chemistry Extend
OCR Twenty First Century Science knowledge and understanding expected before GCSE Chemistry Chapter C1 Air and water What you will learn about air and water from KS3 Chemistry before GCSE sciences From study at Key Stages 1 to 3 you will learn:
Chapter C2: Chemical patterns What you will learn about Chemical Patterns from KS3 Chemistry before GCSE sciences From study at Key Stages 1 to 3 you will learn :
Chapter C3: Chemicals of the natural environment What you will learn about chemicals of the natural environment from KS3 Chemistry before GCSE sciences From study at Key Stages 1 to 3 you will learn
C4 Material choices What you will learn about material choices from KS3 Chemistry before GCSE sciences From study at Key Stages 1 to 3 you should:
Chapter C5 Chemical analysis What you will learn about chemical analysis from KS3 Chemistry before GCSE sciences From study at Key Stages 1 to 3 you should:
Chapter C6 Making useful chemicals What you will learn about Making useful Chemicals from KS3 Chemistry before GCSE sciences From study at Key Stages 1 to 3 you should:
multiple choice quizzes for KS3 chemistry, revision notes for KS3 chemistry courses, practice questions for KS3 chemistry pupils help for ks3 chemistry students, syllabus summaries for ks3 chemistry, online questions for ks3 chemistry pupils, what do I need to know for my ks3 chemistry tests? revision for ks3 chemistry exams ks3 chemistry revision free detailed notes on ks3 chemistry to help revise ks3 chemistry revision notes on ks3 chemistry revision free detailed notes on ks3 chemistry free online website to help revise ks3 chemistry how to succeed in questions on ks3 chemistry a good website for free questions on ks3 chemistry
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QUIZ 7E "Acids and
alkalis"
Summary
7Ewf1-4
on pH
answers
type in element
symbol/name quiz
20 Question multiple choice QUIZ on ORGANISMS, BEHAVIOUR and HEALTH
20 Question multiple choice QUIZ on
CHEMICAL and MATERIAL BEHAVIOUR
20 Question multiple choice QUIZ on ENERGY, ELECTRICITY and FORCES
20 Question multiple choice QUIZ on THE ENVIRONMENT, EARTH and UNIVERSE
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Doc Brown's KS3 Chemistry - KS3 SCIENCE-Chemistry QCA Unit 7E Acids and alkalis KS3 Chemistry In the unit you should learn how to ...
Its handy if you ...
Some important words for you to understand, use and spell correctly
What are acids and alkalis like and where do we use them?
How can acids and alkalis be identified and distinguished from each other?
Is there a range of acidity and alkalinity?
What happens when an acid is added to an alkali?
Where is neutralisation important?
KS3 Chemistry
About the unit
In this unit pupils:
learn
about acids and alkalis as classes of chemicals with distinct properties and
uses
use
indicators to classify solutions as acidic, alkaline or neutral
use the
pH scale to compare the acidity and alkalinity of different solutions
begin
to explore neutralisation
In scientific enquiry pupils:
recognise
hazards and use information sources to assess risks associated with acids and
alkalis
make
and present qualitative observations
interpret
qualitative observations, making comparisons and identifying simple patterns investigate the effectiveness of different antacids, controlling appropriate variables
KS3 Chemistry
Where the unit fits
in
This unit uses ideas developed in the key stage
2 programme of study. It builds on unit 6C More about dissolving and unit 6D
Reversible and irreversible changes in the key stage 2 scheme of work.
This unit introduces pupils to chemicals,
reactions and practical techniques which are likely to be new to them, through
using a range of acids and alkalis encountered in familiar and laboratory
contexts. It lays the foundation for work on reactions of acids in unit 9E
Reactions of metals and metal compounds and work on carbonate rocks in unit
8G Rocks and weathering and unit 8H The rock cycle.
KS3 Chemistry
Expectations At the end of this unit
in terms of scientific enquiry
most pupils will:
obtain and present qualitative results in a way which helps to show patterns;
describe how to deal with hazards relating to acids and alkalis; suggest how to
investigate a question about antacids, planning and making a fair comparison
some pupils will not have made so much progress and will: obtain and present qualitative results;
describe some hazards of acids and alkalis; explain how they made a fair
comparison in their investigation into antacids
some pupils will have progressed further and will: explain how their conclusions match the
evidence obtained and suggest ways in which the data collected could be
improved
in terms of materials and their properties
most pupils will:
name
some common acids and alkalis and classify solutions as acidic, alkaline or
neutral, using indicators and pH values; describe what happens to the pH of a
solution when it is neutralised; describe some everyday uses of acids, alkalis
and neutralisation
some pupils will not have made so much progress and will: name some common acids and alkalis; state some
everyday uses of acids and alkalis and classify solutions using indicators
some pupils will have progressed further and will: explain how a neutral solution can be obtained
and relate the pH value of an acid or alkali to its hazards and corrosiveness
KS3 Chemistry
Prior learning
It is helpful if pupils:
know
that solids can dissolve and form solutions
have
experience of mixing materials and seeing that new materials are formed as a
result of a reaction
KS3 Chemistry
Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
work
with acids and alkalis
plan
their own investigations into antacids
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teachers guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Chemistry
Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
names
of laboratory acids and alkalis, eg
hydrochloric acid,
sodium hydroxide
names
of classes of chemical,
eg acid, alkali
words
with different meanings in scientific and everyday contexts, eg indicator, solution, neutral, react,
equation
words
with similar but distinct meanings,
eg
harmful, corrosive, caustic
words
and phrases relating to scientific enquiry, eg hazard, risk, pH range, evaluate, strength of evidence
Through the activities pupils could:
ask
questions to gain clarification and further information,
eg why, how, what then
find
information, eg using contents, index,
glossary, key words, hotlinks
KS3 Chemistry
Resources
Resources include:
household
acids and alkalis (not bleaches), together with containers
Hazcards
and transport hazard warnings identifying hazards associated with acids and
alkalis
range
of plant material from which indicator dyes can be extracted, eg red cabbage, blackcurrants
pH
sensor linked to a computer
advertisements
for products, eg for skin and hair care,
which refer to pH
indigestion
remedies
reference
sources, including ICT sources, providing information about domestic and
everyday uses/problems relating to acids and alkalis
KS3 Chemistry
Out-of-school
learning
Pupils could:
use the
internet to search for information, using key words about uses and hazards of
acids and alkalis
observe
hazard signs on transport vehicles and in public places
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Doc Brown's KS3 Chemistry - KS3 SCIENCE Unit 7F Simple chemical reactions KS3 Chemistry In this unit you should learn how to ...
Its handy to ...
Some important words for you to understand, use and spell correctly
What is a chemical reaction?
How do acids react with metals?
How do acids react with carbonates?
What new substances are made when materials burn in air or oxygen?
What is produced when fuels burn?
What is needed for things to burn?
KS3 Chemistry
About the unit
In this unit pupils:
are
introduced to the idea that chemical change results in new substances that are
different from the ones from which they were made
explore
some simple chemical reactions of acids in which a gas is made
explore
burning as a chemical reaction involving a gas, air or oxygen
identify
hydrogen and carbon dioxide as substances made during some of these reactions
work
with gases to understand that gases are real materials
begin
to use word equations as shorthand descriptions of reactions
In scientific enquiry pupils:
learn
techniques for testing for gases, using laboratory equipment effectively and
taking action to control risks
present
observations in ways which enable patterns to be seen
make
generalisations from observations
suggest
and evaluate explanations of observations investigate the role of air in the burning of a candle
KS3 Chemistry
Where the unit fits
in
This unit uses ideas developed in the key stage
2 programme of study. It builds on ideas introduced in unit 5C Gases around
us and unit 6D Reversible and irreversible changes in the key stage 2 scheme
of work.
This unit relates closely to unit 7E Acids and
alkalis and these can be used together as an introductory unit in year 7, in
which pupils use equipment and techniques they may not have encountered in key
stage 2.
An approach to teaching about energy is
included in the Teachers guide and
in the About the unit section of unit 7I Energy resources.
Unit 9E Reactions of metals and metal
compounds and unit 9F Patterns of reactivity include further work on the
reactions of acids and on burning as a chemical change. Unit 9H Using
chemistry includes work on the conservation of mass in chemical reactions,
including burning. KS3 Chemistry Expectations At the end of this unit
in terms of scientific enquiry most pupils will: obtain and present qualitative results, identifying patterns in these; work safely with acids and when burning materials; suggest how to test an idea about burning, obtaining results which can be represented as a line graph
some pupils will not have made so much progress and will: obtain and present qualitative results,
describe some hazards of acids and of burning; work safely with acids and when
burning materials; test an idea about burning and present results some pupils will have progressed further and will: evaluate how well ideas about burning match the data collected
in terms of materials and their properties
most pupils will:
identify
that some new materials are formed during a chemical reaction and generalise
that hydrogen is formed when acids react with metals, carbon dioxide when acids
react with carbonates, and oxides when materials burn; describe tests for
carbon dioxide and hydrogen and describe burning as a reaction with oxygen
some pupils will not have made so much progress and will: identify some products of chemical reactions
and state that oxygen or air is needed for burning
some pupils will have progressed further and will:
predict that carbon dioxide and water will be
made when a hydrocarbon burns and use word equations to represent reactions in
which materials burn
KS3 Chemistry
Prior learning
It is helpful if pupils:
know
that there are many gases
have
explored changes in which new materials are formed and which cannot easily be
reversed
have
used the pH scale as a measure of acidity and alkalinity
KS3 Chemistry
Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
work
with acids
observe
materials burning in oxygen
burn
liquid fuels
plan
their own investigation into burning a candle
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teachers guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Chemistry
Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
names
of gases,
eg hydrogen, oxygen, carbon
dioxide, methane
names
of other elements and compounds,
eg
carbon, zinc, calcium carbonate
words
and phrases describing chemical reactions,
eg
reactant, product, word equation
words
and phrases relating to scientific enquiry,
eg
line graph, generalisation, evaluate
Through the activities pupils could:
collaborate
with others to share information and ideas, and solve problems
group
sentences into coherent paragraphs with subheadings as appropriate
KS3 Chemistry
Resources
Resources include:
corroded
metals
building
materials including carbonate rocks,
eg
chalk, marble
carbonated
water
computer
and software to produce information leaflet
cards
on which are written words, phrases and statements about chemical reactions
KS3 Chemistry
Out-of-school
learning
Pupils could:
visit a
fire station open day to hear talks and see fire-prevention displays
consider
how burning is used in celebrations, eg
candles, bonfires, fireworks
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Doc Brown's KS3 Chemistry - KS3 SCIENCE Unit 7G Particle model of solids, liquids and gases KS3 Chemistry In the unit - you should learn how
Its handy if you
Some important words for you to understand, use and spell correctly:
How can we explain evidence from typical experiments?
How are theories created?
What are the differences between solids, liquids and gases?
How can the particle model explain the differences between solids, liquids and gases?
How can the particle model explain other phenomena?
KS3 Chemistry
About the unit
In this unit pupils:
learn
how the particle model can be used to explain differences between solids,
liquids and gases
explore
how experimental evidence relates to theories and models
In scientific enquiry pupils:
use the
particle model to explore the interplay between scientific theories and
evidence evaluate whether evidence supports or refutes explanations of phenomena
KS3 Chemistry
Where the unit fits
in
This unit uses ideas developed in the key stage
2 programme of study. It builds on unit 4D Solids, liquids and how they can be
separated, unit 5C Gases around us, unit 5D Changing state and unit 6C
More about dissolving in the key stage 2 scheme of work.
This unit lays the foundation for subsequent
work on particles.
Pupils will have many opportunities in later
units to try to explain phenomena in terms of particles, eg dissolving in unit 7H Solutions, changes of state in unit 8I
Heating and cooling, digestion in unit 8A Food and digestion, crystal size
related to rate of cooling in unit 8H The rock cycle, the behaviour of gases
in unit 9L Pressure and moments.
KS3 Chemistry
Expectations At the end of this unit
in terms of scientific enquiry
most pupils will:
describe and explain observations, using the particle model
some pupils will not have made so much progress and will: describe observations and try to offer
explanations for them
some pupils will have progressed further and will: compare explanations of a phenomenon and
evaluate whether evidence supports or refutes them
in terms of materials and their properties
most pupils will:
classify materials as solid, liquid or gas; explain their classification of
some difficult materials; describe materials as being made of particles and
describe the movement and arrangement of these, and begin to use the particle
model to explain phenomena,
eg the mixing
of liquids, the expansion of a metal bar
some pupils will not have made so much progress and will:
classify materials as solid, liquid or gas and
recognise that materials are made of particles
some pupils will have progressed further and will:
use the particle model to explain a range of
phenomena
KS3 Chemistry
Prior learning
It is helpful if pupils:
have
experience of identifying solids, liquids and gases and describing the
properties of each
know
that the same material can exist as a solid, liquid and gas
have
observed that melting solids and freezing liquids are the opposite of each
other
have
observed situations in which evaporation and condensation take place
KS3 Chemistry
Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
carry
out a range of experiments which may be hazardous
observe
gases which are toxic and corrosive
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teachers guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Chemistry
Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
words
with a precise meaning in scientific contexts,
eg evidence, theory, model
words
and phrases relating to the particle model,
eg
particle, diffusion, gas pressure, vibration
words
relating to scientific enquiry,
eg
evidence, data
KS3 Chemistry
Resources
Resources include:
simulation
software, three-dimensional models to illustrate particle arrangement and
movement in solids, liquids and gases
cards/information
sheets for a murder mystery or other problem-solving game
KS3 Chemistry
Out-of-school
learning
Pupils could:
look
for stories (not necessarily in a scientific context) in newspapers, magazines
and on television and radio where evidence is collected and considered, so that
they appreciate the variety of situations in which evidence is important
look
for domestic and everyday contexts where gases, liquids and changes of state
feature, in order to broaden their experience of the states of matter
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Doc Brown's KS3 Chemistry - KS3 SCIENCE Unit 7H Solutions KS3 Chemistry In this unit you should learn to ...
Its handy if you ...
Some important words for you to understand, use and spell correctly ...
How can we tell whether a liquid is a mixture?
How much salt can we get from rock salt?
What happens to the solute when a solution is made?
How can we separate solvents from solutes?
How can chromatography separate and identify substances in mixtures?
Is there a limit to the amount of solid that will dissolve in a liquid?
What else affects solubility?
KS3 Chemistry
About the unit
In this unit pupils:
extend
their knowledge of dissolving and the separation of the components of a
solution and relate this to particle theory
begin
to distinguish between a pure substance and a mixture
apply
the particle model of solids, liquids and gases in a range of contexts
In scientific enquiry pupils:
make
measurements of temperature and mass
describe
and interpret patterns in graphs and chromatograms
make
predictions from graphs and data about solubility investigate how a sample of pure salt can be obtained from a sample of rock salt, evaluating the method in terms of salt obtained
KS3 Chemistry
Where the unit fits
in
This unit develops work on solids, liquids and
separating mixtures in the key stage 2 programme of study. It builds on unit 4D
Solids, liquids and how they can be separated, unit 5C Gases around us,
unit 5D Changing state, unit 6C More about dissolving and unit 6D Reversible
and irreversible changes in the key stage 2 scheme of work.
The unit builds on ideas introduced in unit 7G
Particle model of solids, liquids and gases.
Pupils will have many opportunities in later
units to try to explain phenomena in terms of particles,
eg changes of state in unit 8I Heating and cooling, digestion in unit
8A Food and digestion, crystal size related to rate of cooling in unit 8H
The rock cycle, the behaviour of gases in unit 9L Pressure and moments.
KS3 Chemistry
Expectations At the end of this unit
in terms of scientific enquiry
most pupils will: make
measurements of temperature and mass; present experimental results as line
graphs, pointing out patterns; describe observations and explain these;
identify patterns in data about solubility, and make predictions from these;
interpret data from chromatograms; use scientific knowledge and understanding
to plan how to separate pure salt from rock salt
some pupils will not have made so much progress and will: make measurements of temperature and mass;
produce simple line graphs of results and point out patterns in these; separate
a sample of salt from rock salt
some pupils will have progressed further and will:
make measurements of temperature and mass;
interpret and explain the significance of data from chromatograms; evaluate
their method for obtaining pure salt in terms of the mass obtained
in terms of materials and their properties
most pupils will:
classify some solids as soluble or insoluble and explain the meaning of the
term saturated solution; describe how mixtures can be separated by
distillation and chromatography and begin to use the particle model to explain
what happens when a solid dissolves in water, explaining why mass is conserved
some pupils will not have made so much progress and will: name some soluble and insoluble solids;
describe how pure water can be obtained from sea water and how different
colours can be separated from some inks
some pupils will have progressed further and will: use the particle model to explain a range of
phenomena
KS3 Chemistry
Prior learning
It is
helpful if pupils:
have
had experience of dissolving solids in water and know that not all are soluble
have
separated mixtures of solids and liquids
know
that not all liquids contain water
know
that all materials are made up of very small particles
KS3 Chemistry
Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
plan
and carry out an investigation of their own
use
highly flammable and harmful substances
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teachers guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Chemistry
Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
words
and phrases relating to dissolving,
eg
solution, solute, solvent, soluble, insoluble, saturated solution
words
and phrases relating to the separation of mixtures, eg filtration, distillation, chromatography, chromatogram
words
and phrases relating to explanations using the particle model,
eg particle, attracted, mixing, mingling
words
and phrases relating to scientific enquiry,
eg
prediction, evaluate, interpret
words
with similar spelling but different meanings, and use them in a consistently
correct way, eg affect, effect
KS3 Chemistry
Resources
Resources include:
prepared
data about:
the
solubility of different solids in water
the
solubility of solids in different solvents
the
variation of solubility of solids in water with temperature (as tables and
graphs)
chromatograms
for interpretation
software
simulation of particles in mixtures
secondary
sources showing uses of chromatography,
eg
caffeine determination in drinks, identifying traces of photoallergens (causing
irritation) in germicides and soaps, identification of sugars in urine,
identification of traces of drugs in horses
KS3 Chemistry
Out-of-school
learning
Pupils could:
find
out where distilled water is used and about other uses of distillation look at labels of household liquids to find out whether they are pure liquids or mixtures
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Doc Brown's KS3 Chemistry - KS3 SCIENCE Unit 8E Atoms and elements KS3 Chemistry In this unit you should learn ...
Its handy if you ...
Some important words for you to understand, use and spell correctly
How many different materials are there?
What are elements made from?
What are elements like?
How do we get all the other materials?
How can we represent the changes when new materials are made?
KS3 Chemistry
About the unit
In this unit pupils:
learn
that the huge range of materials is made from a relatively small number of
elements
learn
that each element is composed of one sort of atom only
explore
the characteristics of some elements
use the
particle model to describe what happens when elements combine
In scientific enquiry pupils:
model
differences between particles in elements and non-elements
organise
and sequence information from secondary sources choose an approach to find out whether a substance is an element or not
KS3 Chemistry
Where the unit fits
in
This unit relates closely to unit 7G Particle
model of solids, liquids and gases and unit 7H Solutions, in which the
particle model is introduced and developed. However, if teachers wish to
introduce the idea of particles through elements and compounds, it could be
taught before these units.
The unit provides a foundation for unit 8F
Compounds and mixtures, unit 9E Reactions of metals and metal compounds and
unit 9F Patterns of reactivity.
The historical impact of ideas about atoms is covered in unit 21 Scientific
discoveries in the history scheme of work
KS3 Chemistry
Expectations At the end of this unit
in terms of scientific enquiry
most pupils will:
select information about elements and their properties from a range of
secondary sources; describe how to deal with hazards when preparing oxides;
identify an approach to finding out whether a material is an element or not and
explain how their results provide appropriate evidence
some pupils will not have made so much progress and will: find information from selected secondary
sources about elements and their properties; describe some hazards in preparing
oxides and describe the results of their investigations
some pupils will have progressed further and will: select secondary sources to provide the
information needed about elements and their properties; identify limitations of
evidence obtained about whether a substance is an element or not, where
appropriate, suggesting alternative explanations
in terms of materials and their properties
most pupils will:
recognise
that there is a small number of elements and name some of these; explain that
compounds are made when atoms of different elements join together; begin to use
symbols for elements and to represent reactions in word equations
some pupils will not have made so much progress and will: name some elements and represent these by
symbols; distinguish between symbols for elements and formulae for compounds;
name a wide variety of materials
some pupils will have progressed further and will: identify elements whose properties do not fit
the general pattern of metals and non-metals; begin to represent compounds by
formulae
KS3 Chemistry
Prior learning
It is helpful if pupils:
understand
the differences between solids, liquids and gases
have
seen and described changes of state
know
how models can be used to explain phenomena
KS3 Chemistry
Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
observe
reactions of a variety of elements
plan
and carry out an investigation of copper carbonate
Model risk assessments used
by most employers for normal science activities can be found in the publications
listed in the Teachers guide.
Teachers need to follow these as indicated in the guidance notes for the
activities, and consider what modifications are needed for classroom
situations.
KS3 Chemistry
Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
scientific
words,
eg element, compound, atom,
molecule, symbol, formula
names
of elements and compounds, eg oxygen,
carbon dioxide, sodium,
chlorine,
sodium chloride
words
and phrases with different meanings in scientific and everyday contexts,
words
relating to scientific enquiry,
eg data
search, predicting products of reactions
Through the activities pupils could:
discuss
and question what they are learning
undertake
independent research using knowledge of how texts and databases are organised
and of appropriate reading strategies
KS3 Chemistry
Resources
Resources include:
model-building-brick
system
a
collection of materials, including biological materials, eg leather, bone, wood
access
to information sources, eg CD-ROM,
internet, data books, which can be searched
paper/card
cubes or thick paper from which cubes can be made
large
periodic table which can be placed on a table or floor
individual
copies of the periodic table for pupils
copies
of pupils periodic tables in other languages
samples
or photographs of a wide variety of elements
models,
or photographs of models, of a range of molecules, including very large
structures, eg DNA and enzymes
software
simulations of chemical reactions
KS3 Chemistry
Out-of-school
learning
Pupils could:
ask grandparents and other older people about materials that were used for clothing and utensils before plastics and synthetic fibres became so widely available
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Doc Brown's KS3 Chemistry - KS3 SCIENCE Unit 8F Compounds and mixtures KS3 Chemistry In this unit you will learn to ..
Its handy if you ...
Some important words for you to understand, use and spell correctly
How are elements and compounds different?
How do compounds differ from the elements from which they are made?
Do compounds react chemically?
Are there other sorts of material besides elements and compounds?
KS3 Chemistry About the unit In this unit pupils: distinguish between elements and compounds and how they are represented by symbols and formulae recognise chemical change as a process in which atoms join together in new ways distinguish between compounds and mixtures distinguish between chemical reactions in which new compounds are formed and the formation of mixtures In scientific enquiry pupils: decide how many measurements are needed for reliable results present data as graphs interpret and draw conclusions from observations and graphs investigate temperature changes as liquids cool KS3 Chemistry Where the unit fits in This unit builds on unit 8E Atoms and elements. Work on temperature, melting points and boiling points relates to unit 8I Heating and cooling.
This unit relates closely to unit 7G Particle model of solids,
liquids and gases and to
Ideas in this unit about mixtures are picked up in unit 8G Rocks
and weathering and Consideration of air as a mixture relates to unit 8B Respiration and unit 9B Fit and healthy. This unit, together with unit 8E Atoms and elements, provides the foundation for unit 9E Reactions of metals and metal compounds, unit 9F Patterns of reactivity, unit 9G Environmental chemistry and unit 9H Using chemistry. KS3 Chemistry Expectations At the end of this unit
in terms of scientific enquiry most pupils will: make observations and measurements of mass and temperature; present results as line graphs and interpret these using scientific knowledge and understanding some pupils will not have made so much progress and will: make observations and measurements of mass and temperature and, with help, present these as line graphs some pupils will have progressed further and will: explain how scales they chose for graphs enabled them to present results effectively; make suggestions of additional work to test conclusions of their investigations in terms of materials and their propertiesmost pupils will: distinguish between elements, compounds and mixtures in terms of the particles they contain; name and describe some common mixtures and use knowledge about separation techniques to suggest how they might be separated; identify melting and boiling points as the fixed temperatures at which elements and compounds change state, and use the particle model to explain changes of state some pupils will not have made so much progress and will: name some common elements, compounds and mixtures and distinguish between representations or models of these; describe how some mixtures could be separated and recognise changes of state in elements and compounds some pupils will have progressed further and will: explain their criteria for classifying materials as elements, compounds or mixtures; represent some compounds by formulae and explain what these show about the numbers and types of atom present; describe how mixtures do not change state at fixed temperatures KS3 Chemistry Prior learning It is helpful if pupils: can name some elements know that there are approximately 100 elements which are the building blocks for all materials know that elements are composed of tiny particles called atoms know that compounds are formed when atoms of different elements join have explored a number of chemical reactions have made and separated mixtures KS3 Chemistry Health and safety Risk assessments are required for any hazardous activity. In this unit pupils: carry out a number of chemical reactions plan and carry out their own investigation of temperature changes Model risk assessments used by most employers for normal science activities can be found in the publications listed in the Teachers guide. Teachers need to follow these as indicated in the guidance notes for the activities, and consider what modifications are needed for individual classroom situations. KS3 Chemistry Language for learning Through the activities in this unit pupils will be able to understand, use and spell correctly: words with precise
scientific meaning,
eg element, compound,
mixture, atom, composition, pure names of compounds,
eg sodium carbonate, calcium chloride,
hydrochloric acid Through the activities pupils could: organise facts/ideas/information in an appropriate sequence group sentences into paragraphs which have a clear focus link ideas and paragraphs into continuous text that is organised and coherent KS3 Chemistry Resources Resources include: cards showing the symbols of elements and compounds and corresponding descriptions labels from bottles of mineral water, showing composition samples of rocks that are mixtures samples of everyday
materials that are mixtures,
eg milk
powder, cola sources of information, eg video clips, about the composition of
air and the uses of its constituents,
eg
British Oxygen leaflets database software and other data sources showing melting points and boiling points of elements and compounds temperature sensor and software simulation software illustrating particles present in elements, compounds and mixtures Out-of-school learning Pupils could: look at labels on household materials and on clothes to find out what they are made from and to identify the names of chemical compounds
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Doc Brown's KS3 Chemistry - KS3 SCIENCE Unit 8G Rocks and weathering KS3 Chemistry In this unit you will ...
Its handy if you ..
Some important words for you to understand, use and spell correctly
What are rocks made of?
How does rain cause rocks to weather?
How do changes in temperature cause rocks to weather?
What happens to weathered pieces of rock?
KS3 Chemistry
About the unit
In this unit pupils:
learn
about rock texture as one of the key characteristics of different rock types
model
rock texture
learn
about the processes of weathering, erosion, transportation and sedimentation
relate
processes, eg evaporation and dissolving,
involved in rock formation to processes observed in other contexts
consider
processes operating on different timescales
In scientific enquiry pupils:
consider
how evidence from sedimentary layers and from fossils has led to changes in
ideas about the development of the Earth
frame
questions to be investigated
make
qualitative observations, including using time-lapse photography to record
gradual changes, evaluating methods used
present
data in an appropriate way
use
scientific knowledge and understanding to explain observations investigate a question about sedimentation
KS3 Chemistry
Where the unit fits
in
This unit builds on unit 3D Rocks and soils
in the key stage 2 scheme of work.
The two units about Earth science draw on work
about pH in unit 7E Acids and alkalis, work on evaporation in unit 7H
Solutions, work on mixtures in unit 8F Compounds and mixtures and work on
changes of state in unit 8I Heating and cooling.
This unit relates to unit 2 The restless earth
earthquakes and volcanoes, unit 7 Rivers a fieldwork approach and unit 8
Coastal environments in the geography scheme of work.
The unit provides a foundation for work on the
rock cycle in unit 8H The rock cycle. Ideas about weathering are revisited in
unit 9G Environmental chemistry. Together with unit 8H The rock cycle, this
unit lays the foundation for work in key stage 4 on rock formation and deformation
and on processes involving tectonic plates.
KS3 Chemistry
Expectations At the end of this unit
in terms of scientific enquiry
most pupils will:
describe evidence for a sequence of geological events; suggest a question to be
investigated about the movement of sediment and, with help, identify an
appropriate approach; use ICT to make and record observations and explain these
using scientific knowledge and understanding
some pupils will not have made so much progress and will: describe changes in rocks or rock fragments
over time; with help, identify a question about movement of sediment to be
investigated and use ICT to make and record observations related to the
question
some pupils will have progressed further and will:
use evidence from several sources to describe a
sequence of geological events
in terms of materials and their properties
most pupils will:
describe rock specimens in terms of texture and relate this to properties such
as porosity; describe the physical and chemical processes by which rocks are
weathered and transported and relate these to features of the environment;
describe and explain the processes by which layers of sediments are produced
some pupils will not have made so much progress and will: describe rock specimens and recognise that
different rocks have different textures; describe some effects of weathering
and recognise sedimentary layers
some pupils will have progressed further and will: relate processes of chemical weathering to the
reactions of particular grains with acids; relate sedimentary layers to the
processes by which they were produced
KS3 Chemistry
Prior learning
It is helpful if pupils:
know
that there are rocks under the surface of the Earth and that soils come from
rocks
can
name some examples and uses of rocks
know
that solids, liquids and gases are made of particles and about differences
between the way particles are arranged in solids and liquids
have
experience of determining the pH of a solution and relating this to acidity or
alkalinity
know
that dissolved solids are left behind when water evaporates
KS3 Chemistry
Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
plan
and carry out an investigation into sedimentation
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teachers guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Chemistry
Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
words
and phrases for physical processes associated with rock formation,
eg chemical weathering, abrasion,
sedimentation
words
and phrases for timescales over which change occurs, eg millions of years, millennia
names
for specific rocks,
eg granite,
limestone, sandstone
words
and phrases relating to geological features, eg sedimentary layers, porosity
words
and phrases relating to scientific enquiry,
eg
time-lapse photography, sequence of events
KS3 Chemistry
Resources
Resources include:
a
collection of rocks, either one available commercially or one compiled by the
department, eg conglomerate, sandstone,
limestone, chalk, mudstone, shale, slate, marble, quartz, granite, gabbro,
basalt, pumice, obsidian, some of which are typical of their type and some
of which have unusual features
access
to pictures, CD-ROMs, internet sites showing geological landscapes and events, eg volcanic eruptions, both explosive and
lava, and simulations of geological events which occur over many millennia
examples
of fossils or fossilised materials
materials
for modelling rivers
digital
camera for recording changes over a period of time
secondary
sources illustrating the work of Mary Anning
KS3 Chemistry
Out-of-school
learning
Pupils could:
read
books about the Earth and its history and newspaper articles about weather
conditions (floods and high winds) or volcanic eruptions
watch
television programmes or videos about the Earth, which will help them
understand how rocks are formed
visit
science museums to see displays about the Earth and its rocks as well as
simulations which will help them to imagine the effects of earthquakes and the
forces involved
visit
other museums and art galleries to see how rocks are used
read
science fiction texts about earlier geological ages
visit
the seashore to observe shingle, sand, river estuaries and cliffs, or hills to observe peat and rock formations,
eg limestone pavements
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Doc Brown's KS3 Chemistry KS3 SCIENCE Unit 8H The rock cycle KS3 Chemistry In this unit you should ...
Its handy to know ...
Some important words for you to understand, use and spell correctly
How is sedimentary rock formed?
Are all limestones different?
What is different about metamorphic rocks?
Where do igneous rocks come from?
What is the rock cycle?
KS3 Chemistry
About the unit
In this unit pupils:
learn
about the major rock-forming processes
learn
how rock-forming processes are linked by the rock cycle
use the
concept of rock texture as one of the key characteristics of igneous,
sedimentary and metamorphic rocks
relate
processes observed in other contexts, eg
crystallisation, to processes involved in the rock cycle
consider
processes operating on different timescales
In scientific enquiry pupils:
model
rock-forming processes
investigate
a technique for comparing the composition of limestones, evaluating different
approaches investigate differences between igneous rocks using both first-hand and secondary data
KS3 Chemistry
Where the unit fits
in
This unit builds on unit 8G Rocks and
weathering and work on the particle model in
This unit relates to work in unit 2 The
restless earth earthquakes and volcanoes, unit 13 Limestone landscapes of
England and unit 21 Virtual volcanoes and internet earthquakes in the
geography scheme of work.
This unit, together with unit 8G Rocks and
weathering, provides the foundation for work in key stage 4 on rock formation
and deformation and processes involving tectonic plates.
KS3 Chemistry
Expectations At the end of this unit
in terms of scientific enquiry
most pupils will:
suggest how they could investigate the carbonate content of a limestone rock;
interpret data from secondary sources and their own observations of rocks and
about differences between volcanoes and relate this to processes of formation;
draw conclusions from their data and describe how their own conclusions are
consistent with the evidence obtained
some pupils will not have made so much progress and will: describe the results of their investigation;
use data from secondary sources and identify differences between different
rocks
some pupils will have progressed further and will: evaluate data obtained, indicating how
confident they are in their conclusions
in terms of materials and their properties
most pupils will:
describe and explain how sediment becomes sedimentary rock; describe the
conditions under which metamorphic rock is formed and how igneous rocks
crystallise from magma; relate crystal size to rate of cooling; describe some
distinctive features of igneous, sedimentary and metamorphic rocks and use
these to distinguish between the rock types
some pupils will not have made so much progress and will:
name the three types of rock and give some
examples of each; describe some characteristics of each rock type; explain that
high temperature and pressure can change existing rocks into different types of
rocks
some pupils will have progressed further and will:
explain in terms of the particle model how
different rates of cooling lead to different crystal sizes; bring together
physical and chemical processes to explain the formation of different rock
types and the rock cycle; relate composition to the process of formation
KS3 Chemistry
Prior learning
It is helpful if pupils:
know
that there are rocks under the surface of the Earth and that soils come from
rocks
can
name some examples of rocks and describe their textures
can
describe weathering processes and explain how sediment is formed
know
that solids, liquids and gases are made of particles and about the differences
between the way particles are arranged in solids and liquids
KS3 Chemistry
Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
plan
and carry out their own investigations into the composition of limestone and
into the differences between igneous rocks
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teachers guide. Teachers need to follow these as indicated
in the guidance notes for the activities, and consider what modifications are
needed for individual classroom situations.
KS3 Chemistry
Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
names
of rock types,
eg igneous, metamorphic,
sedimentary
names
of rocks, eg granite, pumice, shale
words
and phrases describing properties of rocks,
eg
relative density, iron rich, crystals, aligned, porous
names
of materials and processes associated with volcanic processes, eg magma, lava, volcanic ash, erupt
Through the activities pupils could:
describe
and evaluate how work was undertaken and what led to the conclusions
KS3 Chemistry
Resources
Resources include:
a
collection of rocks, either one available commercially or one compiled by the
department, eg conglomerates, sandstone,
limestone, chalk, mudstone, shale, slate, marble, quartz, granite, gabbro,
basalt, pumice, obsidian, some of which are typical of their type and some
of which have unusual features
data
showing relative density and composition of igneous rocks, eg basalt, pumice, obsidian
data
showing where volcanoes of different kinds are found
cards/labels
showing processes and examples of products of the rock cycle
KS3 Chemistry
Out-of-school
learning
Pupils could:
read
books about the Earth and its history and newspaper articles about weather
conditions (floods and high winds) or volcanic eruptions
watch
television programmes or videos, including feature films, about the Earth,
which help them understand how rocks are formed
visit
science museums to see displays about the Earth and its rocks and simulations,
which will help them to imagine the effects of earthquakes and the forces
involved
visit
other museums and art galleries, garden centres and builders yards, to see how
rocks are used
read
science fiction texts about earlier geological ages
visit
the seashore to observe shingle, sand, river estuaries and cliffs, or hills to
observe peat and rock formations,
eg
limestone pavements
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Doc Brown's KS3 Chemistry KS3 SCIENCE Unit 9E Reactions of metals and metal compounds KS3 Chemistry In this unit you should learn
Its handy if you ..
Some important words for you to understand, use and spell correctly ..
Why are metals useful?
What happens when metals react with acids?
How do acids react with metal carbonates?
What evidence is there of a chemical reaction between acids and metal oxides?
What is a salt?
KS3 Chemistry
About the unit
In this unit pupils:
explore
the properties of metals and non-metals
learn
that different acids react in similar ways with metals, with metal carbonates
and with metal oxides
represent
elements by symbols and compounds by formulae
use
word and symbol equations to describe these reactions
In scientific enquiry pupils:
describe
patterns in qualitative data about reactions
use
patterns in reactions to make predictions about other reactions devise and evaluate a method for preparing a sample of a specified salt
KS3 Chemistry
Where the unit fits
in
This unit builds on unit 8E Atoms and
elements and unit 8F Compounds and mixtures.
In unit 7E Acids and alkalis, pupils will
have observed neutralisation reactions, and in unit 7F Simple chemical
reactions, they will have identified that there are chemical reactions between
acids and metals and between acids and carbonates. However, they are unlikely
to have considered the other products of these reactions. With some pupils,
teachers may wish to concentrate on some of the new topics, extending
activities, and with others to spend more time on revision of previous work. This unit lays the foundation for unit 9F Patterns of reactivity.
KS3 Chemistry
Expectations At the end of this unit
in terms of scientific enquiry
most pupils will: make
observations and use these to identify similarities in chemical reactions; use
preliminary work to decide on a method for preparing a salt and suggest ways in
which their method could be improved
some pupils will not have made so much progress and will: make observations of chemical reactions, and
show that there are patterns in these; identify where they found difficulties
in preparing a salt
some pupils will have progressed further and will: explain the steps they took to prepare a
high-quality sample of a salt
in terms of materials and their properties
most pupils will:
describe how metals react with acids and how acids react with metal carbonates,
metal oxides and alkalis; identify evidence which indicates that a chemical
reaction has taken place; represent reactions by word equations, identify
patterns in these and produce general equations; name a variety of salts and
describe the uses of some of them
some pupils will not have made so much progress and will: identify that hydrogen is produced when many
metals react with acids, and carbon dioxide when acids react with carbonates,
and describe tests for hydrogen and carbon dioxide; state that the production
of a new material is evidence of a chemical reaction
some pupils will have progressed further and will: represent chemical compounds by formulae and
combine these into symbol equations; use knowledge of reactions to make
predictions about other reactions
KS3 Chemistry
Prior learning
It is helpful if pupils:
can
name some metals, understanding that they are elements, and can give some of
their characteristics
know
that atoms join together in different ways when chemical reactions take place
have
represented some elements and compounds by symbols and formulae
understand
that chemical reactions can be represented by word, particle and symbol
equations
have
carried out tests to identify hydrogen and carbon dioxide
KS3 Chemistry
Health and safety
Risk assessments are required for any hazardous
activity. In this unit pupils:
explore
the properties of metallic and non-metallic elements
use
solutions of acids, alkalis and metal salts, which may be hazardous
evaporate
salt solutions prepared in a variety of ways
plan
and carry out an investigation into the preparation of a salt
Model risk assessments used by most employers
for normal science activities can be found in the publications listed in the Teachers guide. Teachers need to follow
these as indicated in the guidance notes for the activities, and consider what
modifications are needed for individual classroom situations.
KS3 Chemistry
Language for learning
Through the activities in this unit pupils will
be able to understand, use and spell correctly:
names
of compounds, including salts, eg
magnesium sulphate, copper carbonate, copper nitrate, sodium chloride, potassium nitrate, recognising that the whole name
is needed to specify a compound
words
with different meanings in scientific and everyday contexts,
words
and phrases relating to scientific enquiry,
eg
visible change, evidence of reaction
Through the activities pupils could:
organise
content into a whole piece of writing with the relationship between points
and/or paragraphs clearly signalled
structure
paragraphs to develop points by using evidence and additional facts
KS3 Chemistry
Resources
Resources include:
information
about metals
cards
showing names of acids, alkalis, metal carbonates, metal oxides and metals
cards
showing names of salts that can be safely prepared
information
about hazards of salts and starting materials for their preparation
two
accounts of the preparation of a salt, one that effectively evaluates the
method and product, eg mass, appearance
of crystals, and one that does not
secondary
sources providing information about the uses of salts
KS3 Chemistry
Out-of-school
learning
Pupils could look for examples of:
metal
corrosion in the locality
the use
of metal compounds in everyday products
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