Chemistry for Queensland Units 1 & 2 Sample Lesson plan 6.4
Lesson plans: Module 6 Properties and structure of materials
Pages 2–31
Recommended
• 6.1 Properties of ionic compounds
• Science understanding
• Explain natural radioactive decay in terms of stability.
• Science as a human endeavour
• Appreciate the significant contributions of scientists such as Marie Curie, Irene Curie-Joliot, Lise Meitner and Otto Hahn who furthered our understanding of radiation and nuclear stability.
• 6.2 Properties of metallic substances
• 6.3 Properties of simple covalent molecules
• Science understanding
• Explain natural radioactive decay in terms of stability.
• Describe alpha, beta positive, beta negative and gamma radiation, including properties of penetrating ability, charge, mass and ionization ability.
• Science as a human endeavour
• Explore advances in medical treatment and imaging that have come from a deepening understanding of the properties of nuclear radiation.
• Science understanding
• Solve problems using balanced nuclear equations.
• 6.3 Properties of giant covalent networks
SAMPLE
• Science understanding
• Explain how an excess of mass, protons or neutrons in a nucleus can result in alpha, beta positive and beta negative decay.
• Describe spontaneous alpha, beta positive and beta negative decay using decay equations.
• Explain how a radionuclide will, through a series of spontaneous decays, become a stable nuclide.
• 6.3 Testing for saturation
• Science inquiry
• Investigate shielding effects and/or the relationship between intensity and distance from a radioactive source.
60
• 6.4 Physical properties of different substances
• Science inquiry
• Investigate shielding effects and/or the relationship between intensity and distance from a radioactive source.
Chemistry 2025 v1.0 General senior syllabus links
Topic 2: Properties and structure of materials
Science understanding
Bonding and properties
• Describe the properties of ionic, covalent and metallic compounds, e.g. melting and boiling point, thermal and electrical conductivity, strength and hardness.
• Explain that the type of bonding within ionic, metallic and covalent substances determines their physical properties.
• Explain the properties of ionic compounds by modelling ionic bonding as ions arranged in a crystalline lattice structure with strong electrostatic forces of attraction between oppositely charged ions.
• Discriminate between ionic and metallic bonding.
SAMPLE
• Explain the properties of covalent compounds by modelling covalent bonding as the sharing of an electron pair in the region between two nuclei with a strong electrostatic force of attraction between both nuclei.
• Discriminate between covalent molecules, giant covalent networks and allotropes of carbon.
• Explain that hydrocarbons, including alkanes (saturated), alkenes (unsaturated) and benzene, have different chemical properties that are determined by the nature of the bonding within the molecules.
• Analyse data to determine the properties, structure and bonding of ionic, covalent and metallic compounds.
Science as a human endeavour
• Appreciate that the development of nanomaterials is important to meet a range of contemporary needs and have specific properties related to the size of the particles (1–100 nm).
• Consider the benefits and potential risks associated with the use of nanomaterials in consumer products, health care, transportation, energy and agriculture.
Science inquiry
• Investigate the properties of ionic, metallic, and covalent compounds.
• Investigate tests to distinguish alkanes and alkenes.*
*Note: Simulations may be used.
Unit objectives
1. Describe ideas and findings about the properties and structure of materials.
2. Apply understanding of properties and structure of materials.
3. Analyse data about properties and structure of materials.
4. Interpret evidence about properties and structure of materials.
5. Evaluate processes, claims and conclusions about properties and structure of materials.
6. Investigate phenomena associated with properties and structure of materials.
Supporting resources (available via Oxford Digital)
• Module 6 Prior knowledge quiz
• Worked solutions
• Lab technician notes and risk assessments
• Videos
Things to know before teaching Module 6 Properties and structure of materials
Prior knowledge
This module builds on knowledge and skills gained from Module 3 Introduction to bonding. To assess prior knowledge, ask students to complete the Module 6 Prior knowledge quiz before they start the module. This will help them identify gaps in their understanding and address them before engaging with more complex content.
It might be helpful to review the following:
1. Ionic bonding
2. Covalent bonding
3. Metallic bonding.
General teaching tips
There is a lot of content to cover in this module. It is recommended to use class time for completing practicals, activities and working on formulas. Assign sections for reading as homework. See also the general teaching tips from Chapter 1 if you haven’t done so already.
Ensure students know how to access the fully worked solutions to Check your learning questions, and why these are only available at the teacher’s discretion.
SAMPLE
By now students should have realised that the modules in the student book are ‘chunked’ into small, understandable increments (Lessons 6.1, 6.2 and so on). These help the teacher see natural breaks in the content. This enables students to reflect on the ideas presented by way of the Check your learning questions. This halt to new content at strategic points permits students to have time to think about what they have just experienced.
Lesson 6.4: Properties of giant covalent networks
Pages 21–26
Total time: 60 minutes
Learning intentions and success criteria
By the end of this lesson, students will be able to do the following:
LEARNING INTENTION
Know what giant covalent molecular networks are.
Understand the structure and properties of giant covalent networks.
SAMPLE
SUCCESS CRITERIA
• I can identify examples of giant covalent networks.
• I can describe the structure of giant covalent networks as crystalline lattices with strong covalent bonds that extend through the crystal.
• I can recall typical properties of giant covalent networks.
• I can explain the properties of giant covalent networks in relation to their strong covalent bonds.
• I can discriminate between covalent molecular and giant covalent network bonding.
• I can analyse data to determine the structure and properties of giant covalent networks.
Understand the structure and properties of some allotropes of carbon.
• I can describe the structure of some allotropes of carbon, such as graphite and diamond.
• I can explain the properties of some allotropes of carbon, such as graphite and diamond.
Chemistry 2025 v1.0 General senior syllabus links
• Unit 1: Chemical fundamentals – structure properties and reactions
• Topic 2: Properties and structure of materials (Bonding and properties)
• Science understanding
o Discriminate between covalent molecules, giant covalent networks and allotropes of carbon.
o Explain that hydrocarbons, including alkanes (saturated), alkenes (unsaturated) and benzene, have different chemical properties that are determined by the nature of the bonding within the molecules.
o Analyse data to determine the properties, structure and bonding of ionic, covalent and metallic compounds.
• Science inquiry
o Investigate the properties of ionic, metallic, and covalent compounds.
Teacher considerations
• Encourage students to keep their own glossary of terms which they can continue to build as they progress through the student book. Students should be encouraged to add their own key terms and definitions, if they do not appear in the book.
Classroom activities
Starter activity: Lesson overview
5 minutes Teacher considerations
• You may like to display a printed version of the learning intentions and success criteria on the board or write them on the board for students to refer to as they complete the lesson.
Instructions for students
• Read through the learning intentions and success criteria for the lesson.
• Make sure that you understand what each cognitive verb means.
6.4A Classroom activity: What are physical properties of substances? 15 minutes Teacher considerations
SAMPLE
• Refer students back to Module 3 Introduction to bonding and Lesson 6.3 Properties of simple covalent molecules if they need support answering the questions.
Instructions for students
• Revise your understanding of covalent bonding and physical properties by answering the following questions:
o Recall what a physical property is.
o List some examples of physical properties.
o Get into groups of three and assign each person in your group one of the following physical properties: melting point, thermal/electrical conductivity, hardness. Individually:
– explain what the property is
– describe how the structure of a covalent substance affects the property.
o Get back into your groups and share your answers.
• Alternatively, complete the Module 6 Prior knowledge quiz.
Feeling unsure?
• Go back to Module 3 Introduction to bonding and Lesson 6.3 Properties of simple covalent molecules to revise your understanding.
Oxford Digital
• Learning intentions and success criteria
Oxford Digital
• Module 6 Prior knowledge quiz
6.4B Classroom activity: Can you explain the properties of giant covalent networks?
15 minutes
Teacher considerations
• By this point, students should be familiar with the different physical properties as they have learnt about them in the previous lessons. However, it is always good to double check. Do not move on from 6.4A Classroom activity until all students are comfortable with physical properties.
Instructions for students
6.4C Classroom activity: What are the properties of the allotropes of carbon?
20 minutes
Website
• ClickView video: Covalent bonding in carbon compounds
SAMPLE
• Read through the information on pages 21–24, stopping before “What are allotropes of carbon?”
• Create summary notes based on what you have learnt. Don’t forget to identify and define key terms.
Feeling unsure?
• Watch the ClickView video on Covalent bonding in carbon compounds. Dig deeper
• Write a summary, no more than 25 words, that captures the most important point/s from the information you have read. Get into groups of three and compare your sentences with your peers. Decide whether you agree or disagree on what is/are the most important point/s. Practise communicating your feedback in a kind and constructive way!
Teacher considerations
• To better engage students, consider demonstrating an electrical circuit using graphite (pencil drawn on paper) to conduct electricity. Alternatively, students can construct the electrical circuit themselves. Students can also compare other inks (e.g. pen ink) and determine whether they conduct electricity. Following the demonstration or practical, the class can discuss the properties of graphite that allow it to conduct electricity.
Instructions for students
• Recall what an “allotrope” is.
• Access the Allotropes of carbon: 3D molecules simulation through Oxford Digital.
Website
• eChalk: Allotropes of carbon: 3D molecules
• Ed Informatics: Why is graphite soft and diamond hard if both are pure carbon?
• PBS Learning Media: Treasures of the Earth | Molecular structures
Review and consolidate 5 minutes
• Use the drop-down menu to select a carbon structure. Click and drag to interact with the 3D model and observe the different lattice structures of the allotropes.
• For each allotrope, describe the number and types of carbon–carbon bonds.
Feeling unsure?
• Read about graphite and diamond on the Ed Informatics website, then answer the questions at the base of the page.
• Watch the video on the PBS Learning Media website, Molecular Structures of Diamond and Graphite.
Dig deeper
SAMPLE
• Select two of the carbon structures to explore in more detail. Research and compare their structure and properties. Create a graphic organiser that communicates what you have learnt.
• Explore nanomaterials in by reading and completing the questions in Real-world chemistry.
• Complete the Challenge and investigate the potential to turn graphite into diamond. In groups, discuss if you think this is possible. Then, research this and identify whether it is possible. Evaluate and reference your sources.
• Diamonds come in all different shapes. Remembering that diamond is a single covalent molecule, research how different shaped diamonds can exist. What does this mean about the structure of the diamond?
• Have a go at the Skill drill in your student book. of diamond and graphite
Teacher considerations
• Run through the key ideas with students. You can do this as a class discussion, or provide students with a question that they must answer as an exit ticket. The following dot points may help:
o Giant covalent networks consist of many covalent bonds between atoms and generally cannot conduct electricity (although there are exceptions such as graphite). They also have very high melting points. They can conduct heat. They are generally very hard, except graphite which is very soft.
o Allotropes are forms of the same element that have a different structure. The allotropes of carbon include diamond, graphite, amorphous carbon, the fullerenes and graphene.
• Check for any misconceptions and correct them before moving on.
Oxford Digital
• Real-world chemistry: Nanomaterials
• Challenge: Making diamonds
• Skill drill: Developing a research question from a claim
Additional activities
• It is a good idea to assign reading the practical for homework. It will help save class time, since students should come into the lesson with some idea of what they will be doing, and the risks involved in the experimental work.
Instructions for students
• Before the end of class, you will discuss the key ideas that you have learnt in the lesson. Make sure feel confident with:
o linking the structure of giant covalent networks to their properties
o describing examples of allotropes of carbon and their properties.
• Your teacher will then assign you with some homework.
Homework 30 minutes Teacher considerations
• Make sure students know where to find the required readings in Oxford Digital.
SAMPLE
Instructions for students
• Complete all of the Check your learning activities in Lesson 6.4.
• Read through Practical 6.4 and make sure you have a rough idea of what you will be doing. Read through the risk assessment for the practical.
