Science Content Guide - RM.com

Chemistry
Multimedia Science School
11–16 Chemistry
Teacher’s Guide

Chemistry
Multimedia Science School 11–16 Chemistry Teacher’s Guide, v1
PN 1DC-010
© RM and PLATO Learning, Inc. 2007.
The Multimedia Science School range of software is distributed by RM under licence
from PLATO Learning, Inc.
PLATO ® is a registered trademark of PLATO Learning, Inc. PLATO Learning is a
trademark of PLATO Learning, Inc.
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trademarks of RM Education plc.
The trademarks that relate to other products mentioned in this document are
registered or unregistered trademarks owned by the relevant manufacturers and RM
is a permitted user.
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Telephone: 08450 700300
Fax: 08450 700400
www.rm.com
ii
Multimedia Science School

Chemistry
Contents
Using Multimedia Science School.........................................................1–1
Enhancing science teaching with MSS ........................................................1–1
Content delivery: VLEs and the Player......................................................1–4
Using Kaleidos VLE ........................................................................................1–4
Using another VLE..........................................................................................1–6
Using MSS Player ............................................................................................1–7
A note on licensing.........................................................................................1–7
Help and Support ...................................................................................1–8
Online Help......................................................................................................1–8
Support .............................................................................................................1–8
Contents of MSS 11–16 Chemistry.......................................................2–1
Topics and lessons covered .........................................................................2–1
Getting the most from MSS 11–16 Chemistry........................................2–3
Summary of Activities ...........................................................................2–4
Teacher’s Guide: 16–18 Chemistry
iii

Chemistry
iv
Multimedia Science School

Introduction
Using Multimedia Science School
Welcome to Multimedia Science School (MSS) – a selection of high-quality,
innovative and flexible multimedia resources to support the teaching and
learning of secondary science. These resources have been developed with
teachers and subject specialists to ensure practical application within the
classroom and curriculum.
MSS offers extensive resources in science for students aged 11 to 18 years
(English Key Stages 3, 4 and 5). All resources are curriculum-focused and
cover topics in biology, chemistry, physics and space science.
Seven separate packs are currently available:
Subject Age range Key Stage
Biology 11–16 3–4
Chemistry 11–16 3–4
Physics 11–16 3–4
Space 11–16 3–4
Biology 16–18 4–5
Chemistry 16–18 4–5
Physics 16–18 4–5
Enhancing science teaching with MSS
MSS ready-made lessons make use of a wide range of animations, video clips,
practice exercises, databases, graphs, models and simulations.
These interactive resources can transform the explanation of difficult
concepts such as the Haber process, the functions of the kidney, and terminal
velocity, engaging students and provoking effective thinking and learning.
While MSS material can never take the place of real experiments or
interaction in the classroom, it can enhance your science teaching
enormously. Simulations, for example, offer you a number of advantages:
• They allow you to repeat an experiment several times, quickly.
• They allow your students to perform virtual experiments that would
otherwise be too hazardous, impractical or expensive.
• They can help focus students’ attention on the outcomes of an
experiment rather than the method.
• They extend the experiment, by allowing you to change more variables.
Teacher’s Guide 1–1

Introduction
Skills-based teaching
• They provide automatic drawing of graphs.
• They can show what is invisible in an experiment (e.g., how molecules are
moving).
• They enable students to visualise principles and processes, helping them
to interpret the underlying concepts.
• They appeal to students with a preference for visual learning, and open
another route to understanding.
Multimedia Science School materials are an excellent choice for a skillsfocused
approach to science teaching. The hands-on simulations, experiments
and visualisations encourage independent enquiry, reflection, discussion and
creative thinking. The modular nature of the MSS material also lends itself well
to a personalised approach to learning, especially when delivered within a
flexible virtual learning environment such as Kaleidos VLE.
MSS activities directly support the development and use of key processes and
skills, to which they are referenced in the software. Through the application of
these skills and processes in specific contexts, students gain a greater
understanding of how science works.
Contents of an MSS pack
MSS content packs include the following materials for each topic covered:
• A set of ready-made Lessons, each built around one or more software
‘teaching tools’ – sets of animated pages, with explanatory text attached.
• A ‘Getting to know’ feature, which expands the illustration or model
used in the lesson. Though similar in appearance to the lesson text, the
Getting to know text shows you how to get the best out of the teaching
tools that underlie the lesson pages, rather than explaining the main
learning points. Also, the Getting to know screens are the basic screens
used to construct the lessons (the lessons themselves use specific versions
of these screens, with options and settings pre-selected for each lesson
scenario).
• A Background notes document, primarily for teacher use, provides a
detailed lesson overview. This describes the prior knowledge assumed on
the students’ part, lists the objectives the students will have achieved at
the end of the lesson, and offers timings and teaching tips for the running
of lessons. Background notes can be edited and printed as required.
• The MSS 11–16 content packs also include a Worksheet for each lesson,
designed for students to complete in conjunction with the lesson. Some
worksheets do not require simultaneous access to a computer; a note at
the top indicates how it should be used. Worksheets can be completed
on-screen, in exercise books or printed off, and are fully editable. The
MSS 16–18 content packs do not include worksheets.
1–2 Multimedia Science School

Introduction
Modes of use
Facilities and equipment
MSS has been designed for use by both teachers and students. Its user
controls and comprehensive support materials ensure that MSS content is
useful in a wide range of learning situations:
• Whole-class teaching: in the classroom, teachers can present anything
from a single animation to an entire lesson, using a projector and
interactive whiteboard or other screen.
• Semi-independent learning: the same ready-made lessons allow
students to work individually or in small groups, facilitated by a teacher.
• Independent learning: students can use the flexible interactive material
as a self-study resource to aid their understanding and encourage them to
take responsibility for their own learning.
• Revision and extension: MSS resources are suitable for catching up,
revising, and taking things further – and if installed on a suitable VLE, they
can be available at any time.
The flexibility of MSS allows you to adapt it for your preferred way of teaching
and the facilities available in your school.
• With a single computer you can, for example, give a presentation (via a
data projector), lead a class exploration of a concept, get a student to
demonstrate to the class, or rotate the use of the computer by small
groups or individual students.
• With a room full of computers, everyone can explore at their own pace.
• With an open-access study area, students can learn at a time and pace
that suits them.
MSS content is licensed for use in school by you, your colleagues and your
students, and also by teachers at home. This means that teachers from your
school can install MSS onto their personal computers, freeing them to review
and prepare lessons at home or elsewhere. For full details, please refer to
‘End User Licence Agreement’, Appendix I of the Multimedia Science School
Installation Guide.
Using MSS tools with custom settings
The educational value of MSS extends beyond the ready-made lessons
provided. The software teaching tools on which those lessons are based are
highly customisable, with various settings the user can adjust.
By opening an appropriate lesson and selecting Getting to know, you can
get access to the basic teaching tools and instructions on how to use them.
Then, by selecting various settings, you can present a demonstration that best
fits your teaching purpose.
Teacher’s Guide 1–3

Introduction
Content delivery: VLEs and the Player
Using Kaleidos VLE
STUDENT ACCESS TO MSS
MSS content is designed to be accessed from within Kaleidos VLE, and to take
full advantage of its benefits, such as objective-based tagging and efficient
resource management. It is also designed to be accessible in other compatible
SCORM-compliant VLEs – or, if you are working outside a VLE, by using the
MSS Player.
Kaleidos VLE is the VLE module of RM’s Kaleidos ® Learning Platform. It
enables you to locate and create learning materials of all kinds, build those
materials into libraries of lessons and courses, and then introduce these items
into the digital classroom environment. It also allows you to share resources
and to customise lessons and courses. It can give you and your students
access to resources outside lesson times and outside school.
Kaleidos VLE uses objective-based tagging: this means that activities can be
tagged with the names of objectives. You can search Kaleidos for suitable
material by simply searching on the objective, as well as by keyword.
Kaleidos VLE includes many other powerful features, such as creating and
electronically allocating tests and tasks; automatic marking and an electronic
mark book; monitoring students’ progress through their assignments; and
communication with individual students or groups about their assignments,
using built-in communication tools.
The MSS software is not compatible with Kaleidos VTLE v2.1 or earlier.
Students do not need to install Kaleidos or any special software to work on
MSS activities. They can access their MSS content in Kaleidos VLE using a
standard web browser such as Microsoft ® Internet Explorer ® 7, Firefox ® 2, or
Netscape ® Navigator 9. To run the activities they will need Microsoft Office
2000 or later, and the free downloads Adobe ® Reader ® v5 or later, Adobe
Shockwave Player ® and Adobe Flash Player ® . You can find full details of
requirements for PC and Mac computers in the Multimedia Science School
Installation Guide.
HOW TO ACCESS MSS CONTENT IN KALEIDOS VLE
To review the range of MSS materials in your content pack, the most
convenient way is to use the Sequence Summary window.
Note:
Because of RM’s ongoing development of the Kaleidos Learning Platform, you
may find that your Kaleidos VLE differs slightly from the illustration. However
the content import process will be similar.
1. Log on to the VLE module of Kaleidos Learning Platform as a Staff user.
Select Plan and organise content and then Content Packs.
2. Open your school folder and then the RM folder, by clicking the +
symbols.
1–4 Multimedia Science School

Introduction
3. Click the + next to the content pack you want.
4. Select the file marked with the Sequence Summary icon, and click the
Launch button in the right-hand pane.
A Sequence Summary window opens, allowing you to browse and view
the content conveniently.
Kaleidos VLE lets you find and use MSS content in other convenient ways. For
example, if you have built courses in Kaleidos using MSS resources, you can
browse through the list of courses to find and launch them; you can also use a
Search facility to find them.
Teacher’s Guide 1–5

Introduction
• When you have selected the MSS content you want, click the Launch
button to start it. Lessons may take a second or two to open.
VIEWING THE MSS LESSON AND RESOURCES
The lesson appears in your web browser window.
If you are using a Windows ® -based computer and the lesson does not fit in
the browser window, press F11 to switch to full-screen view: this creates
more screen space by hiding the browser’s menu bar, address bar, links and
status bar. To restore your browser to normal view, press F11 again.
MSS lessons do not have any ‘end’ or ‘logout’ button. To close a lesson, click
your browser’s close button.
Using another VLE
MSS is designed to be accessible in any SCORM-compliant VLE. However you
may find that not all its features are supported by your VLE. See the ‘Installing
MSS’ section of the Multimedia Science School Installation Guide for more
information.
HOW TO FIND MSS CONTENT IN OTHER VLES
For details of how to access lesson content in other VLEs, please ask your
network administrator or refer to your supplier’s documentation. RM regrets
that it is unable to help with problems relating to the access or operation of
MSS content on VLEs other than Kaleidos.
1–6 Multimedia Science School

Introduction
Using MSS Player
You can also browse and launch the MSS content by using the MSS Player
software provided. You may find that the Player is particularly useful for
previewing content and lesson planning from any computer.
You may install the MSS Player and content onto your hard disk or network,
or run the MSS Player and content direct from the CD. For full instructions,
see the Multimedia Science School Installation Guide.
ACCESSING MSS CONTENT FROM THE MSS PLAYER SCREEN
The resources listed on the Player screen depend on which subject pack you
have purchased. The screen looks similar to this:
The activities are organised by topic. You can browse the topics in the lefthand
pane. When you have selected a topic, you can open an activity by
clicking on its name in the right-hand pane.
A note on licensing
Before using Multimedia Science School, please ensure that you are
familiar with the terms of your licence, by reading the ‘End User Licence
Agreement’.
This forms Appendix I of the Multimedia Science School Installation Guide.
Teacher’s Guide 1–7

Introduction
Help and Support
Online Help
Support
Online help is available from all Lesson and Getting to know screens; this
explains how to use the controls. To access the help, click the Help link,
above the top right corner of the interactive screen.
For further help and technical support with Multimedia Science School,
contact RM Support. Be sure to have your RM Customer ID ready.
You can either:
• Visit www.rm.com/support
• Telephone 08709 202202 during office hours
(Monday–Friday 8 am to 6 pm)
For a range of educational products to complement your science teaching,
visit www.rm.com
1–8 Multimedia Science School

Chemistry
Contents of MSS 11–16 Chemistry
Built from teaching tools that include animations, simulations, mathematical
and graphical models, and short videos, the 22 MSS Chemistry lessons give
full coverage of a range of chemistry teaching topics for 11–16 year olds.
Topics and lessons covered
MSS lesson
Teaching tool used
11–14
(KS3)
14–16
(KS4)
Page
Atomic structure
An introduction to the Periodic Table Periodic Table
Element analyser
2–5
How electrons are arranged in atoms
Atom viewer
Group 1
2–8
Chemical bonding
Covalent bonding in giant lattices
Ionic and covalent
bonding
2–9
Covalent bonding in small molecules
Ionic and covalent
bonding
2–9
Ionic bonding
Ionic and covalent
bonding
2–10
Chemical equilibrium
The best way to make ammonia
Haber process
Element analyser
2–7
Chemical reactions
Making salts Patterns of reaction 2–5
Understanding changes Understanding reactions 2–5
Rates of chemical reaction
Collisions and rates Rates of reaction 2–7
Investigating rates of reaction Rates of reaction 2 2–4
Structure and properties
Changes of state States of matter 2–4
Teacher’s Guide: 11–16 Chemistry 2–1

Chemistry
MSS lesson
Teaching tool used
11–14
(KS3)
14–16
(KS4)
Page
Structure and properties (continued)
Electrolysis of copper chloride
solution
Electrochemistry
2–7
Viewing structures
Electrochemistry
Structure viewer
Periodic Table
2–11
Periodicity
First impressions of the halogens
Halogens
Periodic Table
Element analyser
2–8
Reactions of Group 1 Group 1
2–8
Reactivity of the halogens Halogens
2–9
Earth and its atmosphere
The Earth and its atmosphere Earth and atmosphere 2–6
Elements, compounds and mixtures
An introduction to the Periodic Table
Pure substances and mixtures
Periodic Table
Element analyser
Elements, compounds
and mixtures
2–5
2–4
Formulas and equations
Balancing equations
Equation balancer
Understanding reactions
2–6
Bonding and formulas
Formulas
Periodic Table
2–6
Products from crude oil
Investigating hydrocarbons
Structure viewer
Organic analyser
2–10
Separating crude oil
Structure viewer
Organic analyser
Oil
2–10
To browse MSS 11–16 Chemistry by topic, select the Activities by Topic
folder in the content pack.
2–2 Multimedia Science School

Chemistry
MSS 11–16 Chemistry lessons directly support the development and use of
these key processes and skills:
• Communication
• Experiments and evidence
• Investigative skills
• Measurement
To browse MSS 11–16 Chemistry by skill, select the Activities by Skill
folder in the content pack.
Getting the most from MSS 11–16 Chemistry
As with all Multimedia Science School activities, these chemistry materials
have been designed for a dual purpose. You can assign lessons with
worksheets to students for independent work or revision. Alternatively, you
can use part or all of the material in teacher-led classroom activities.
The educational value of MSS 11–16 Chemistry extends beyond the lessons.
Each lesson is based around one or more software teaching tools, many of
which are highly customisable, with various settings the user can adjust.
Look in the content table above to see how the teaching tools and lessons
match up. By opening the appropriate lesson, you can get access to the
teaching tool, with ‘Getting to know’ instructions on how to use it. You can
then select your own settings to best fit your teaching purpose.
Teacher’s Guide: 11–16 Chemistry 2–3

Chemistry
Summary of Activities
Investigating rates of reaction
Objectives:
• State the equation for the reaction between calcium carbonate
and hydrochloric acid
• Describe and evaluate three methods of measuring the rate of
this reaction, and suggest ways to overcome their limitations
• Conduct investigations into other variables that affect the rate of
reaction and explain the findings
Description
Uses three progressively more accurate methods of recording reaction rates, to explore the effects of
surface area, concentration of reactants, and temperature on the rate of a reaction.
Duration (lesson and worksheet together): 50 minutes
Topic: Rates of chemical reaction
Changes of state
Objectives:
• Explain how the movement and arrangement of particles change
when a solid melts, a liquid boils, a gas condenses and a liquid
freezes, as well as how the movement and arrangement of
particles change when sublimation takes place
• Interpret the temperature–time curves obtained when a change
of state takes place
Description
Uses an animation illustrating how the behaviour of particles changes as materials melt, evaporate,
boil, freeze and undergo sublimation.
Duration (lesson and worksheet together): 50 minutes
Topic: Structure and properties
Pure substances and mixtures
Objectives:
• Explain that a pure substance contains only one type of particle
• Recall that a pure substance has a fixed melting point and density
• Explain the shape of a cooling curve and deduce the freezing point
from the curve
• Recognise pure substances from their properties
Description
An investigation of what is meant by ‘pure’, distinguishing between pure substances and mixtures.
Duration (lesson and worksheet together): 30 minutes
Topic: Elements, compounds and mixtures
2–4 Multimedia Science School

Chemistry
An introduction to the Periodic Table
Objectives:
• Recall that the elements in Group 2 are metals, the elements in
Group 7 are non-metals, and in Group 4 the elements at the
top are non-metals and the elements at the bottom are metals
• Describe how elements change from metal to non-metal across
a period, and how gaseous elements are at the top right of the
table
Description
The lesson familiarises students with the basic structure of the Periodic Table.
Duration (lesson and worksheet together): 50 minutes
Topics: Atomic structure; Elements, compounds and mixtures
Understanding changes
Objectives:
• Explain what is meant by the terms ‘physical change’ and
‘chemical change’
• State that a chemical change occurs when gas is burnt in a
Bunsen burner (and that the total number of carbon, hydrogen
and oxygen atoms is the same in the products as in the
reactants)
Description
Uses a set of animations exploring the difference between physical and chemical changes.
Duration (lesson and worksheet together): 50 minutes
Topic: Chemical reactions
Making salts
Objectives:
• Name salts, and complete word and symbol equations for making
salts
• Recognise that there is a relationship between the name of the
‘acid bit’ of a salt and the parent acid
• Identify a general pattern that fits metal oxides and hydroxides
Description
Uses an interactive model exploring methods for producing salts, to reveal common patterns in the
reactions.
Duration (lesson and worksheet together): 50 minutes
Topic: Chemical reactions
Teacher’s Guide: 11–16 Chemistry 2–5

Chemistry
The Earth and its atmosphere
Objectives:
• Explain the processes which contributed to the formation of the
modern day atmosphere
• Describe the layered structure of the Earth
• Explain how the rock cycle leads to the formation of
sedimentary, igneous and metamorphic rocks
Description
Uses interactive animations to show the evolution of Earth and atmosphere from formation to 4500
million years ago, the Earth’s layered structure, how rock is recycled in the crust, and the formation
of the three major rock types.
Duration (lesson and worksheet together): This lesson lends itself to presentation as two or three
different lessons of 20-30 minutes each.
Topic: Earth and its atmosphere
Bonding and formulas
Objectives:
• State that different atoms can make different numbers of covalent
bonds, and name compounds with covalent bonds
• Describe the relationship between the group in the Periodic
Table and the number of bonds
• State that for simple negative ions the charge is the same as the
number of covalent bonds
Description
Uses a flexible model for exploring a range of covalent and ionic compounds, and for displaying their
names and formulas.
Duration (lesson and worksheet together): 50 minutes
Topic: Formulas and equations
Balancing equations
Objectives:
• Identify the reactants and products in a chemical reaction
• State that atoms are rearranged during a chemical reaction
• State that no atoms are created or destroyed during a chemical
reaction
• Write and balance symbol equations for reactions
Description
Uses an interactive model to demonstrate why chemical equations are balanced, and how to balance
them.
Duration (lesson and worksheet together): 50 minutes
Topic: Formulas and equations
2–6 Multimedia Science School

Chemistry
Collisions and rates
Objectives:
• Recall that particles must collide before they react, and that only
the surface particles of a solid can react
• State that with chunks of a solid, the rate of reaction increases
as the size of the chunks used gets smaller
• Explain that increasing temperature increases the reaction rate
by increasing collision frequency and percentage of collisions
Description
Uses a versatile and flexible simulation for exploring how simple collision theory can explain which
factors affect rates of reaction, as well as how activation energy and catalysts affect reaction rates.
Duration (lesson and worksheet together): 50 minutes
Topic: Rates of chemical reaction
The best way to make ammonia
Objectives:
• Explain how ammonia can be removed from the mixture of
nitrogen, hydrogen and ammonia, and why unreacted nitrogen
and hydrogen are recycled
• Recall that increasing the pressure increases the yield of
ammonia, and that increasing the temperature decreases the
yield
Description
Uses an animated model of the Haber process to explore the effects of changing pressure and
temperature on yield of ammonia.
Duration (lesson and worksheet together): 50 minutes
Topic: Chemical equilibrium
Electrolysis of copper chloride solution
Objectives:
• Explain that, at the anode, chloride ions each lose one electron
to form a chlorine atom and two chlorine atoms combine to
form a chloride molecule
• Explain that, at the cathode, copper is deposited when copper
(II) ions each gain two electrons to form copper atoms
• Recall that in electrolysis electrons flow from anode to cathode
Description
Diagrams and animations of the movement of ions and exchange of electrons illustrate why ionic
solutions can conduct electricity. The lesson follows the electrolysis of a copper chloride solution.
Duration (lesson and worksheet together): 50 minutes
Topic: Structure and properties
Teacher’s Guide: 11–16 Chemistry 2–7

Chemistry
How electrons are arranged in atoms
Objectives:
• Recall that the number of electrons moving around the nucleus
in an atom is the same as the charge on the nucleus
• Describe the pattern in the arrangement of electrons in shells
for the first 20 elements
• Link the difference in reactivity of three alkali metal elements
(lithium, sodium and potassium) with their electron
arrangements
Description
Uses animation to introduce electron arrangements, electron arrangement notation and shell
diagrams.
Duration (lesson and worksheet together): 50 minutes
Topic: Atomic structure
Reactions of Group 1
Objectives:
• Describe the appearance of the alkali metals
• Describe the reactions of alkali metals with air
• Describe the reactions of alkali metals with oxygen
• Describe and compare the reactions of alkali metals with water
Description
Includes photographs and descriptions of Group 1 metals, with videos of these metals being cut and
how they react with air, oxygen and water.
Duration (lesson and worksheet together): 50 minutes
Topic: Periodicity
First impressions of the halogens
Objectives:
• Recall that the elements in Group 7 of the Periodic Table are
halogens and have similar properties
• Recall that melting points and boiling points of the halogens
increase down the group, and use the melting points of chlorine,
bromine and iodine to predict the melting points of fluorine and
astatine
Description
Includes images, text and video clips, designed to familiarise students themselves with the halogens,
the trends in their physical properties and their uses.
Duration (lesson and worksheet together): 50 minutes
Topic: Periodicity
2–8 Multimedia Science School

Chemistry
Reactivity of the halogens
Objectives:
• Recall that chlorine, bromine and iodine dissolve in hexane to
form coloured solutions
• Explain reactions where a reactive halogen is added to a solution
of a less reactive halogen as a salt, and use displacement reaction
results to determine the order of halogen reactivity
• Recall how halogens react with iron and aluminium
Description
Includes photographs and descriptions of the halogens, with videos illustrating trends in their
reactivity.
Duration (lesson and worksheet together): 50 minutes
Topic: Periodicity
Covalent bonding in small molecules
Objectives:
• Identify a molecule as a neutral particle consisting of two or
more atoms joined by covalent bonds
• Describe a single covalent bond formed by sharing a pair of
outer-shell electrons between two non-metal atoms
• Distinguish between strong covalent bonds holding atoms
together inside molecules, and the relatively weak attraction
between molecules that accounts for low melting and boiling
points in simple molecular substances
Description
Uses animations to examine how non-metal atoms bond covalently by sharing electrons to form
simple molecules. Diagrams and ‘ball-and-stick’ models show all electron shells or only the outer-shell.
Duration (lesson alone, without accompanying worksheet): 20 minutes
Topic: Chemical bonding
Covalent bonding in giant lattices
Objectives:
• Describe how carbon atoms can bond together covalently in
two ways to give two different crystalline forms of the element
• Explain how a diamond lattice is formed when each carbon atom
is joined to four other carbon atoms around it
• Explain how a graphite lattice is formed
Description
Uses animations to explore how carbon atoms connected by covalent bonds lead to the formation of
the three-dimensional lattice structures of diamond and graphite.
Duration (lesson alone, without accompanying worksheet): 20 minutes
Topic: Chemical bonding
Teacher’s Guide: 11–16 Chemistry 2–9

Chemistry
Ionic bonding
Objectives:
• Explain that atoms combine to achieve complete outer electron
shells like the nearest noble gas
• Explain how the transfer of electrons from metal atoms to nonmetal
atoms leads to the formation of positive and negative ions
• Explain that ionic bonding between oppositely charged ions
leads to the formation a giant lattice of ions in an ionic crystal
Description
Uses animations to explore the bonding and structure in simple 1:1 ionic compounds, starting with
the transfer of electrons between atoms and progressing to a three-dimensional ionic lattice.
Duration (lesson alone, without accompanying worksheet): 20 minutes
Topic: Chemical bonding
Separating crude oil
Objectives:
• Explain that crude oil is a mix of substances, that methane is the
simplest hydrocarbon, and that hydrocarbons consist of differing
numbers of carbon and hydrogen atoms
• Outline how a fractionating tower works and what it produces
• Explain trends in hydrocarbon properties and how these
determine the different uses of hydrocarbons
Description
Uses an animation and interactive model to show the industrial separation of crude oil. Fractions can
be selected and their properties explored.
Duration (lesson and worksheet together): 50 minutes
Topic: Products from crude oil
Investigating hydrocarbons
Objectives:
• Systematically name the alkanes and alkenes, state their general
formulae, describe the trend in their boiling points, and describe
the regularity of their other properties
• State that the presence of the C=C bond is the essential
difference between the structures of alkanes and alkenes
• State the uses of the alkanes and alkenes
Description
This lesson examines the physical properties of the alkanes and alkenes, and the trends exhibited by
these properties. Substances can be displayed and compared as diagrams or 3-D models.
Duration (lesson and worksheet together): 50 minutes
Topic: Products from crude oil
2–10 Multimedia Science School

Chemistry
Viewing structures
Objectives:
• Explain how covalent molecules are formed, and that their
atoms share electrons; and how ionic substances are formed,
and that their atoms transfer electrons
• Explain that in metallic bonding the ‘mobile’ outer-shell
electrons allow metals to conduct electricity, and why other
giant structures do not conduct electricity
Description
Uses a set of three-dimensional models to investigate the relationship between the structure and
bonding of substances and their physical properties.
Duration (lesson and worksheet together): 50 minutes
Topic: Structure and properties
Teacher’s Guide: 11–16 Chemistry 2–11

Chemistry
PN: 1D7-832
2–12 Multimedia Science School