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The New Forest Small School

SCIENCE

Schemes of Work

For Children Aged 11 to 16

CONTENTS

1. Aims and Learning Outcomes a. General Aims and Learning Outcomes 2

b. Key Stage 3 Aims c. Key Stage 4 Aims 2. Inclusion of All Pupils a. Setting suitable learning challenges b. Responding to pupils’ diverse needs c. Overcoming potential barriers to learning and assessment for individuals and groups of pupils d. Inclusion in Science 3. Science, Personal Development and Every Child Matters a. Enjoy and Achieve b. Be Healthy c. Stay Safe d. Achieve Economic Wellbeing e. Make a Positive Contribution 4. Skills a. General and Functional Skills b. PLTS i. Independent Enquirers ii. Creative Thinkers iii. Team Workers iv. Self-Managers v. Effective Participators vi. Reflective Learners vii. Embedding PLTS 5. Cross-Curriculum Dimensions 6. Assessment a. Key Stage 3 b. Key Stage 4 c. Qualification Titles and Levels 7. Science Lessons and Resources a. Typical Structure of Lessons b. Resources 8. Key Concepts 9. Key Processes 10. Summary of Science Content 11. Science Schemes of Work

1. AIMS AND LEARNING OUTCOMES a. General Aims & Learning Outcomes

The fundamental aims of the Science programme for secondary aged children are summarised as follows: 3

Successful Learners

 The relevance of science at a global, national, local and personal level can inspire pupils to develop enquiring minds and become successful learners who enjoy learning, make progress and achieve.

 The investigative and practical nature of the subject provides opportunities for pupils to explore and learn through various approaches. In addition, the science programme of study supports the development of essential: literacy, numeracy and ICT skills.

 Science encourages pupils to think creatively and be resourceful, through processing information, reasoning, questioning and evaluating, in order to solve a range of scientific problems. The programme of study illustrates how scientists work both independently and by collaborating in multi-disciplinary groups to achieve success.

Confident Individuals

 The science programme of study develops confident individuals who are able to live safe, healthy and fulfilling lives. The investigative and practical nature of the subject provides opportunities to assess and manage risk. The study of science enables pupils to make informed decisions about many aspects of their lives. These include those related to healthy lifestyle choices, such as decisions about substance abuse and sexual health, and those related to sustainability, such as decisions about global climate change.

Responsible Citizens

 The science programme of study illustrates the importance of using science responsibly in order for science and those using science to make a positive contribution to society. It provides opportunities for pupils to consider scientific and technological developments and the advantages and disadvantages that scientists, individuals and society need to think about before making decisions that will affect the future. It enables pupils to consider the ethical and moral implications of science and the importance of sustainable development. The study of science also takes into account different societal and cultural approaches, allowing pupils to appreciate its diverse global dimension and recognise the contributions made by men and women from all over the world to the development of the subject. b. Key Stage 3 Aims

 To provide a chronological continuation of the Science studies carried out in Key Stage 2.

 To inspire in pupils a fascination and wonder towards the Universe we inhabit, by exploring the key processes of life in all their extraordinary, and often mind expanding beauty and detail.

 To help pupils understand even complicated scientific processes through extensive discussion and by using analogues examples that relate to the children’s own lives.

 To continue to develop essential learning skills such as literacy, numeracy and ICT skills as well as general skills such as enquiry, creativity, communication and independent and collaborative work through the key processes of enquiry and study.

 To develop pupils’ ability to ask pertinent questions, evaluate evidence, detect bias, identify and analyse different interpretations, and learn how to substantiate any arguments and judgements they make. 4

 To assist in the building of each child’s confidence and self-worth as they become increasingly independent and are open to the excitement and inspiration offered by human achievements.

 To help pupils develop the ability to present their ideas in a coherent manner whereby they are able to substantiate and justify their arguments.

 Through the extensive use of group discussion and the increasing use of different media for researching and presenting their work developing in all children the confidence to perform effectively and to appreciate the ideas of others and the value of working with others with different perspectives.

 To develop pupils ability to think and work democratically and in an active and responsible manner.

 To prepare pupils with a firm scientific grounding and the necessary skills required to successfully move on to the GCSE courses in Physics, Chemistry and Biology in Key Stage 4. c. Key Stage 4 Aims

 To undertake the full GCSE courses in Physics, Chemistry and Biology.

 To develop the pupils further interest in, and enthusiasm for, science.

 To develop a critical approach to scientific evidence and methods.

 To acquire and apply skills, knowledge and understanding of how science works and its essential role in society.

 To work cooperatively, independently, practically and to learn how to explore and investigate.

 To think, communicate and question scientifically, with precision, logic and creativity.

 To acquire scientific skills, knowledge and understanding necessary for progression to further learning.

2. INCLUSION OF ALL PUPILS a. Setting suitable learning challenges

 We aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The school curriculum programmes of study set out what most pupils should be taught at each key stage – but we teach the 5

knowledge, skills and understanding in ways that suit our particular pupils’ abilities at any given time. This may mean choosing knowledge, skills and understanding from earlier or later key stages so that individual pupils can make progress and show what they can achieve. Where it is appropriate for pupils to make extensive use of content from an earlier key stage, there may not be time to teach all aspects of the age- related programmes of study. A similarly flexible approach is applied to take account of any gaps in pupils’ learning resulting from missed or interrupted schooling (for example, that may be experienced by travelers, refugees, those in care or those with long-term medical conditions, including pupils with neurological problems, such as head injuries, and those with degenerative conditions).

 For pupils who have been traumatised by previous experiences or schooling and need to follow a gentler pace provision is made to ensure these pupils receive time in the school day to rebuild their confidence and enthusiasm for learning. In certain circumstances this may lead to a reduction in homework, a lessening of written work in class or attendance on a part time basis. However these provisions are carefully monitored and regularly reviewed by staff in consultation with the pupil and parents.

 For pupils whose attainments fall significantly below the expected levels at a particular key stage, a much greater degree of differentiation is necessary. In these circumstances, teachers may need to use the content of programmes of study as a resource or to provide a context, in planning learning appropriate to the age and requirements of their pupils.

 For pupils whose attainments significantly exceed the expected level of attainment in English during a particular key stage, teachers plan suitably challenging work. As well as drawing on work from later key stages or higher levels of study, teachers may plan further differentiation by extending the breadth and depth of study within Science or by planning work that draws on the content of different subjects. b. Responding to pupil’s diverse learning needs

 When planning, teachers set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils from all social and cultural backgrounds, pupils from different ethnic groups including travelers, refugees and asylum seekers, and those from diverse linguistic backgrounds. We are aware that pupils bring to the school different experiences, interests and strengths, which will influence the way in which they learn. Teachers plan their approaches to teaching and learning so that pupils can take part in lessons fully and effectively.

 To ensure that we meet the full range of pupils’ needs, teachers are aware of the requirements of the equal opportunities legislation that covers race, gender and disability.

 Teachers take specific action to respond to pupils’ diverse needs by creating effective learning environments, securing pupil’s motivation and concentration, providing equality of opportunity through teaching approaches, using appropriate assessment approaches and by setting flexible targets for learning.

 We also trust that if all of the above is set in place individual children will invariably begin to fulfill their potential. Targets for learning are not written in stone and take into consideration that each child learns at a different pace. c. Overcoming potential barriers to learning and assessment for individuals and groups of pupils

A minority of pupils will have particular learning and assessment requirements which go beyond the provisions described above and, if not addressed, can create barriers to learning. These requirements are likely to arise as a consequence of a pupil having a special 6 educational need or disability or may be linked to a pupil’s progress in learning English as an additional language.

Pupils with special educational needs We provide access to learning for pupils with special educational needs by:

a. Providing for pupils who need help with communication. Language and literacy. b. Planning, where necessary, to develop pupils’ understanding through the use of all available senses and experiences. c. Planning for pupils’ full participation in learning and in physical and practical activities. d. Helping individuals to manage their emotions, particularly trauma and stress, and to take part in learning.

Pupils with disabilities The school takes specific action to enable effective participation of pupils with disabilities by:

a. Planning appropriate amounts of time to allow for the satisfactory completion of tasks. b. Planning opportunities, where necessary, for the development of skills in practical aspects of Science. c. Identifying aspects of programmes of study and attainment targets that may present specific difficulties for individuals.

Pupils who are learning English as an additional language  The school takes specific action to help pupils who are learning English as an additional language by:

a. Developing their spoken and written language b. Ensuring access to curriculum and to assessment d. Inclusion in Science

To overcome any potential barriers to learning in Mathematics, some pupils may require:

 Support to overcome difficulties with mobility or manipulative skills so that they can participate as fully and as safely as possible in experimental work. Support could be provided (for example, by adapting or using alternative activities, adapting equipment or by using specialist items, including ICT, or providing adult or peer support)

 Additional time to compensate for difficulties in managing visual information, particularly when making observations and accessing information in experimental work or through the use of microscopes.

 Support in lessons about light so that despite their visual impairment pupils are able to gain as much access as possible to the activities (for example, by use of ICT, by using their knowledge that many light sources produce heat).

 Support in lessons about sounds so that despite their hearing impairment pupils are able to gain as much access as possible to activities (for example, by the use of oscilloscopes and sound level meters to provide visual demonstrations).

In Assessment: 7

 Pupils who are unable to use equipment and materials, including those who are visually or hearing impaired, may be unable to achieve certain aspects of the level descriptions. When a judgement against level descriptions is required, assessment of progress should discount these identified aspects.

3. SCIENCE, PERSONAL DEVELOPMENT AND EVERY CHILD MATTERS

Personal development is an essential aspect of the New Forest Small School’s curriculum and Science has an important role to play in this area. The Science Schemes of Work provide opportunities to plan sequences of work, learning outcomes and teaching approaches that support personal development through Every Child Matters outcomes. a. Enjoy and Achieve

 Science is a subject that fires pupils' curiosity about phenomena in the world around them, providing enjoyment through a sense of awe and wonder.

 The investigative and practical nature of science, and the opportunities it offers for working with others, engages and motivates pupils and increases their understanding of the world. In addition, pupils enjoy exploring the contemporary applications and implications of science and its effect on their lives on a personal, local, national and global scale. b. Be Healthy

 The study of science allows pupils to make informed decisions about healthy lifestyle choices, including issues related to substance abuse and sexual health. Pupils learn about growth, development, behaviour and health and how they can be affected by diet, drugs or disease .The science programme of study provides opportunities for pupils to consider the importance of a balanced diet complemented by regular exercise; the effect of alcohol, tobacco and other drugs on the human body; and the consequences of bacterial and viral infections. Pupils also learn about preventative measures people can take against sexually transmitted infections. c. Stay Safe

 The investigative and practical nature of science provides opportunities for pupils to assess and manage risk. They become familiar with the risks associated with handling chemicals and biological materials. They also learn to manage the dangers associated with experimental techniques, such as those involving electricity and intense heat and light sources. Knowledge and understanding of scientific procedures inform personal and collective decisions related to maintaining a safe environment. d. Achieve Economic Wellbeing

 The contribution of science to technological advances and innovation is at the heart of changes in the global economy. Studying science plays an essential role in contributing to young people's long-term economic wellbeing because it helps them develop practical and investigative skills, including the ability to obtain, analyse, evaluate and communicate data and information. These skills are essential in the workplace, whether in a scientific or non-scientific career.

 The science programme of study encourages pupils to consider the varied career opportunities, both within science and in other areas that are provided by science qualifications, allowing pupils to see how they can contribute to the future success of the economy. 8 e. Make a Positive Contribution

 The nature of scientific understanding, based on critical interpretation of observational and experimental evidence, allows pupils to develop their own opinions and become active contributors. They question and discuss issues that may affect their own lives, the development of societies and the future of the world. They learn to realise the consequences of their actions, consider ethical and moral issues and recognise how they can contribute in a positive way to global sustainability.

4. SKILLS a. General and Functional Skills

The study of Science provides pupils with a broad range of opportunities for developing different skills important for learning and for life beyond the classroom. Pupils are encouraged to apply their different skills in everyday situations as they spend time planning and developing their work, make choices and decisions, and think creatively and independently.

 The school develops the key skills necessary to be functional in science – representing, analysing, interpreting, evaluating, communicating and reflecting.

 The schemes of work in Key Stage 3 lay the groundwork for pupils to apply their science to real contexts in Key Stage 4, whilst introducing pupils to a range of real life uses of science.

 There is plenty of opportunity for pupils to communicate effectively in class discussions, in-group activities as well as through their written work.

 Pupils are given broad scope to express themselves clearly and succinctly whilst developing their own point of views through careful analysis, reasoning and persuasion.

 Science incorporates the development of many cross-curricular skills including skills essential to History, ICT, Geography, Mathematics, English, PSHE and Art and Design. Although cross-curricular activities take place in each lesson, time is also given in the timetable for thematic days, activity weeks and events.

 Pupils are always encouraged to read and understand information and instructions, then to use this understanding to act appropriately. b. PLTS

The study of Science also supports PLTS (Personal, Learning and Thinking Skills), whereby the pupils are able to develop the ability to become independent enquirers, creative and reflective thinkers, team workers, self-managers and effective participants.

i. Independent Enquirers

Through the study of science pupils identify questions to answer and problems to solve. They make predictions based on their current knowledge and understanding. They plan and carry out practical and investigative activities, to obtain, record and analyse data from primary and secondary sources, and evaluate scientific evidence and working methods. Pupils then make informed and reasoned decisions based on the available scientific evidence. The programme of study specifies that pupils should also be given the opportunity to pursue an independent enquiry into an aspect of science of personal interest.

ii. Creative Thinkers 9

Creativity is an important part of the scientific process. Scientific ideas are developed by approaches that use a combination of experimentation, evidence and creativity. This encourages pupils to think creatively by generating and exploring ideas and making their own connections. Pupils try different ways of tackling a problem and work with others to find imaginative solutions. Pupils also explore how the creative application of scientific ideas can bring about technological developments, and appreciate the importance of creativity and innovation in enterprise. iii. Team Workers

Scientific investigation is predominantly undertaken by groups of scientists with different specialisms working in collaboration. Pupils studying science carry out group practical and investigative activities. They learn to work confidently with others, decide on appropriate distribution of tasks and take responsibility for their own contribution. Pupils listen to and take account of different views and, through peer review, provide constructive support and feedback. They form trusting relationships, resolving issues to reach agreed outcomes. The communication of science to various audiences may also necessitate a collaborative approach. iv. Self-Managers

Work in science gives pupils the chance to organise themselves and show personal responsibility, initiative, creativity and enterprise with a commitment to learning and self- improvement. They are encouraged to actively embrace change, respond positively to new priorities, cope with challenges and look for new opportunities to apply and use their knowledge, understanding and skills. v. Effective Participators

The ability to communicate scientific information and contribute to presentations and discussions about scientific issues requires pupils to actively engage with issues that affect them and those around them. Pupils learn to think practically and with logic, using rational arguments to influence and persuade, and reach workable solutions. This then encourages them to play a full part in the life of their school and wider community by taking responsible action to bring improvements to others as well as to themselves.

vi. Reflective Learners

The study of science provides opportunities for pupils to become reflective learners by developing their evaluation skills. Pupils can use these skills to evaluate the strengths and weaknesses of themselves and others, setting realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Peer review is a fundamental aspect of science.

vii. Embedding PLTS

A range of PLTS can be embedded in any sequence of work whilst planning. For example, students might be asked to carry out an investigation to find out the water content of an apple. This would involve students:

 INDEPENDENT ENQUIRERS - Identifying questions to answer and problems to solve, planning and carrying out research. 10

 CREATIVE THINKERS – Work out a technique for determining the dry mass of an apple, using either secondary sources or preliminary work

 EFFECTIVE PARTICIPATORS – Proposing practical ways forward, breaking the problem and analysis down into manageable steps.

 SELF-MANAGERS – Consider the available apparatus, identify the hazards and decide what they would need to do to minimise the risks from each of these.

 REFELECTIVE LEARNERS – Discussing and writing up their findings, reflecting on and communicating what they have learnt, selecting appropriate scientific representations.

 INDEPENDENT ENQUIRERS – Consider how many measurements they would need to make to have confidence in their results.

 TEAM WORKERS – Investigate how much water is in different apples or different fruits and then compare the results with other groups.

5. CROSS-CURRICULUM DIMENSIONS

Cross-curriculum dimensions provide important unifying areas of learning that help young people make sense of the world and give education relevance and authenticity. They reflect the major ideas and challenges that face individuals and society. Subjects and topics are not taught in isolation but with constant reference to other subjects in the curriculum or other topics areas in Science. At all times children are encouraged to see and investigate the connections between different disciplines as well as the connections with their own lives.

Cross-curriculum dimensions include the key areas of identity and cultural diversity, healthy lifestyles, social participation, enterprise, global dimension and sustainable development, technology and the media, and creative and critical thinking.

Dimensions are incorporated into the school timetable by:

 Outlining the connections across subjects where there are common issues or areas of learning

 Specifically timetabled thematic days, activity weeks and events

 General activities integrated into the school day routine

 Educational visits

 Using experts from outside of the school to stimulate discussion and debate

6. ASSESSMENT a. Key Stage 3 Assessment

In Key Stage 3 the children are assessed in a multitude of different ways. The emphasis is on non-pressurised and often fun means of assessing children’s ability and mathematical understanding in a way that benefits the individual child. Assessment is a means by which the school gains a greater understanding of how to help each pupil develop and find success. Therefore assessment can vary from pupil to pupil as we try to avoid setting children up to fail 11 and seek the most useful and pragmatic way to help our pupils succeed. Most assessment is carried out on a daily basis through extensive class discussions involving all pupils, through 1 to 1 tuition and through careful observation. Each child is assessed with reference to their own unique abilities and skills.

Pupils at the New Forest Small School are assessed in the following ways, although each assessment procedure is tailored, as much as possible, to the individual child’s specific needs:

 Daily assessment through teacher observation.

 Teacher assessment through extensive and in depth class discussions.

 One to one assessment through individual tuition carried out during free choice and during independent tasks carried out in lesson.

 Weekly homework.

 Regular quizzes and challenges.

 At the end of each half term pupils take a short, fun test.

 Assessments through project work in Year 7.

 Assessment through end of year exams for Years 8 and 9 pupils.

 Regular staff meetings where the general progress of each child is discussed and whereby a greater understanding of each child’s assessment needs is gained.

 Regular discussions with each child’s parents to assess the child’s progress both at home and at school. b. Key Stage 4 Assessment

In Key Stage 4 pupils begin their GCSE courses in Biology, Chemistry and Physics with AQA examination board. Consequently much of the assessment is specific to this course. However most of the assessment procedures listed above continue to apply to Key Stage 4 pupils. Only 4 of the units below are assessed and pupils.

Specific to Key Stage 4 assessment are the following procedures:

Please see AQA Biology, Chemistry and Physics GCSE Specification Schemes of Assessment c. Qualification Titles and Levels

These qualifications are shown on a certificate as AQA GCSE in Biology, Chemistry and Physics. Candidates who gain Grades D to G will have achieved an award at Foundation Level 1. Candidates who gain Grades A* to C will have achieved an award at Intermediate Level 2. 7. SCIENCE LESSONS AND RESOURCES a. Typical Structure of Lessons

Although Science lessons can vary in structure according to the requirements at the time the general pattern of Science lessons are as follows:

i. Introduction 12

 Remind class of last topic area explored and relate to current topic.

 Discuss and explore.

 Practical Application – discuss how topic area is applied in every life.

 Making Connections – connections between topic and other topic areas and subjects.  ii. Main Activity (involving one or more of the following)

 Experiment.

 Drama – Pupils enact areas of topic.

 Group Work – Set small groups an area to explore.

 Individual research.

 Media – use video clips / programmes and/or computer programmes and websites.

 Record through text and illustrations. Record using their own words.

iii. Conclusion

 Concluding discussion, recapping the main points.

 Short quiz.

 Setting of homework. b. Resources

The following resources are used in class where and when appropriate:

 Interactive Whiteboard

 AQA Science Resources

 Science Books

 Science Worksheets

 ICT Equipment

 Science CD ROMs

 Internet Science Learning Sites

 General Science Equipment for Experiments 8. KEY CONCEPTS

There are a number of key concepts that underpin the study of Science. These key concepts are applied across the Science Schemes of Work and are therefore incorporated into the general topic areas of Biology, Chemistry and Physics.

1. Scientific Thinking

a. Explaining Phenomena 13

i. Developing Scientific Awareness ii. Assessing Conflicting Evidence iii. New Explanations and Ideas b. Testing Theories i. Testing Through Observation ii. Testing Through Experiments iii. Critically Analysing and Evaluating Evidence

2. Applications and Implications of Science

a. Technological Developments i. Past Technologies ii. Understanding New Technologies iii. Understanding Changes Caused by Technology b. Ethical and Moral Implications i. Balancing the Advantages and Disadvantages of New Developments ii. Examining Moral Issues iii. Making Ethical Decisions iv. Considering and Analysing Alternatives v. Developing Convincing Arguments

3. Cultural Understanding

a. Historical and Cultural Roots of Science i. Ancient Science ii. Western Science iii. Eastern Science iv. Global Problems and Issues Resolved Scientifically v. The Scientific Origins of Different Practical Applications vi. The Continuing Development of Science

4. Collaboration

a. Sharing Developments i. Across Scientific Disciplines ii. Across National Boundaries iii. Internationally Recognised Conventions and Terminology iv. Abstract Representations b. Scientific Groups i. Laboratories ii. Science Teams iii. Working Together

9. KEY PROCESSES

These key processes are the essential skills that are necessary for the study of Science. These key processes are applied across the Science Schemes of Work and are therefore incorporated into the general topic areas of Biology, Chemistry and Physics.

1. Practical and Enquiry Skills

a. Using a Range of Scientific Methods and Techniques b. Assessing Risk and Working Safely 14

c. Practical and Investigative Activities

2. Critical Understanding of Evidence

a. Data i. Obtaining Data ii. Recording Data iii. Analysing Data iv. Using Primary and Secondary Sources v. Using ICT Sources vi. Connections between Different Data b. Evaluating Scientific Evidence and Working Methods

3. Communication

a. Using Appropriate Methods to Communicate Information i. Diagrams ii. Graphs iii. ICT iv. Presentations v. Discussions

4. Interpreting and Evaluating

a. Forming Convincing Arguments i. Based on Findings ii. Analyse of Findings iii. Evaluation of Findings iv. Consideration of Assumptions Made v. Empirical Evidence vi. Difference Between Evidence and Proof vii. Checking Appropriateness and Accuracy of Results and Conclusions viii. Making Conclusions ix. Making General Statements x. Creating Possible Solutions to Problems b. Finding Patterns and Exceptions i. Patterns ii. Predictability iii. Exceptions iv. Random Processes v. Unpredictability c. Context i. Original Context ii. Does the Original Context Support or Refute Conjectures d. Interpreting and Evaluating Other’s Data i. Other Pupil’s Data ii. Media’s Data iii. Advertising Data iv. Environmental Data e. Using Alternative Strategies 10. SUMMARY OF SCIENCE CONTENT

1. General Science 2. Biology 3. Chemistry 4. Physics 5. Astronomy 15

11. SCIENCE SCHEMES OF WORK

YEAR 7

All Year

4. PHYSICS 16

1. Motion, Work & Energy Project

a. Newton’s Laws of Motion i. Law of Inertia ii. Law of Constant Acceleration iii. Law of Conservation of Momentum b. Work & Energy c. Law Of Conservation of Energy d. Potential and Kinetic Energy – Difference between Speed and Velocity e. Formulas for Potential and Kinetic Energy f. Acceleration g. Momentum h. Centripetal & Centrifugal Forces i. Angular Momentum j. Torque k. Formulas for Work and Energy l. Friction i. The Effects of Friction ii. Air, Surface and Water Friction iii. Conversion of Kinetic into Thermal Energy iv. Formulas for Friction

2. Gravity Project

a. Introduction & Overview b. Newton’s Law of Gravitation - Difference between Mass and Weight c. Formula for Newton’s Law d. Using the Force of Gravity e. Gravity in Space

3. Universal Forces Project

a. Gravity b. Electro-Magnetism c. Strong Nuclear Force d. Weak Nuclear Force e. Grand Unified Theories – Superstring Theory

Autumn Term

2. BIOLOGY

4. Brain and the Nervous System

a. Introduction & Overview b. The Brain & Spinal Cord c. The Brain’s Nerve Cells 17

5. The Immune System

a. The Lymphatic System b. The Skin c. Bolstering the Immune System

3. CHEMISTRY

6. Atoms

a. The Bohr & Schrödinger Models b. Inside the Atom – Electrons, Protons & Neutrons c. Isotopes

7. Elements

a. The Periodic Table b. Sulphur c. Phosphorus

4. PHYSICS

8. Heat & Temperature

a. Definition of Heat b. Properties and Behaviour of Heat c. Common Temperature Scales d. Absolute Zero a. Superconductivity b. Four Laws of Thermodynamics e. Entropy

5. ASTRONOMY

9. Stars

a. Creation of Stars b. Supernovas c. Lifecycle of Different Types of Stars d. Neutron Stars

Spring Term

2. BIOLOGY

10. Human Reproduction

a. Sexual Intercourse b. The Female Reproductive System c. Menstruation & Menopause d. The Male Reproductive System 18

e. Pregnancy & Birth

3. CHEMISTRY

11. Elements

a. Sodium b. Magnesium c. Potassium d. Silicon e. Zinc f. Mercury

4. PHYSICS

12. Einstein and Relativity

a. The Theory of Special Relativity b. E = mc2 – Relationship between Mass and Energy c. General Relativity

13. Nuclear Physics

a. Nuclear Fusion – Stars b. Fission c. Nuclear Power & Bombs – Splitting the Atom d. Radioactivity e. Lasers

5. ASTRONOMY

14. Black Holes

a. The Theory of Black Holes b. How Might Black Holes Be Created

Summer Term

2. BIOLOGY

15. The Human Mind & Psychology

a. The Absorbent Mind of the Infant b. The Relativity of Perception c. Mind Patterns d. Sigmund Freud & Psychoanalysis 19

e. Carl Jung’s Psychology f. Neuroses g. Psychoses h. The Mind of a Damaged Brain

3. CHEMISTRY

16. Compounds

a. Artificial Compounds – Plastic, Soap etc…

4. PHYSICS

17. Quantum Physics

a. Quantum Mechanics b. Quarks c. The Uncertainty Principle

5. ASTRONOMY

18. Galaxies

a. Irregular Galaxies b. Large Magellanic Cloud c. Local Group of Galaxies d. Super Clusters & Colliding Galaxies

19. Empty Space & Dark Matter

a. Empty Space b. Background Radiation c. Dark Matter

YEAR 8

Autumn Term

1. GENERAL SCIENCE

1. How Science Works

a. Practical Investigations i. Overview 20

ii. Making observations iii. Hypotheses and Predictions iv. Fair test v. Good practical technique vi. Practical Contexts vii. Individual Investigations viii. Group Investigations b. Analysis i. Tables ii. Graphs iii. Trends & Patterns iv. Justifying and Explaining Answers c. Evaluation i. Types of Variable ii. Accuracy iii. Precision iv. Sensitivity v. Reliability vi. Validity d. Distinguishing Between Valid Research and Unsupported Opinion i. Checking for Bias ii. Checking Data iii. Checking Use of Data iv. Context v. Level of Research vi. Controversies

4. PHYSICS

20. Magnetism and Electromagnetism

a. Repulsion and Attraction b. Magnetic Field i. Overview ii. Domain Theory iii. Earth’s Magnetic Field c. Making Magnets d. Electromagnets i. Theory ii. Making Electromagnets iii. Testing Electromagnets

21. Electricity

a. Series Circuits b. Parallel Circuits c. Current d. Voltage e. Resistance f. Energy Transfers in a Circuit i. Batteries / Cells ii. Recyclable Batteries iii. The relationship between Current, Charge and Time g. Electrical Power 21

i. The relationship between power , energy and time h. Fuses, Plugs and Household Wiring i. Direct and Alternating Current

Spring Term

2. BIOLOGY

22. Cells, Tissues, Organs and Organ Systems

a. Characteristics of Life b. Types of Cells i. Plants ii. Animals c. Using a Microscope and Making Slides d. Tissues e. Organs f. Organ System g. What Processes are Happening in Cells?

23. Healthy Eating – Diet and Digestion

a. A Balanced Diet b. Food Tests c. What Nutrients are Used for in the Body d. Measuring the Energy in Food e. Healthy Eating Plans f. Mechanical Digestion g. Chemical Digestion – Enzymes h. Absorption i. Effect of Temperature and PH on Enzymes j. Cholesterol and Statins k. Healthy Levels of Salt

3. CHEMISTRY

24. Particles

a. Particles in Matter i. Solids ii. Liquids iii. Gases iv. Plasma

b. States of Matter i. Freezing ii. Melting iii. Evaporation iv. Boiling v. Condensing vi. Subliming c. Endothermic and Exothermic Reactions d. Solubility and Solutions e. Conservation of Mass f. Diffusion g. Expansion and Contraction of Gases with Temperature 22

25. Acids and Bases

a. Acids b. Bases and Alkalis c. PH Scale d. Reaction of Carbonates with Acids e. Neutralisation f. Making and Using Salts i. Crystallisation

26. Physical and Chemical Changes

a. Using the Particle Model to Explain Changes of State b. Cooling Curves c. Investigating Evaporation d. Pure Substances and Mixtures e. Separating Mixtures f. Practical Investigations into Physical and Chemical Changes g. Fuels and Burning h. Oxidisation i. Combustion j. Respiration k. Food Spoilage l. Rusting

4. PHYSICS

27. Light

a. How Light Travels b. What Happens when Light Meets an Object? c. Reflection d. Refraction e. What is a Spectrum? f. Colour and Changing Colour

28. Sound

a. How Sounds are Made b. How Sound Travels i. Through Solids ii. Through Liquids iii. Through Gases c. How We Hear Sound d. Inside the Ear e. How Sound Can be Dangerous Summer Term

2. BIOLOGY

0 30. Coordination and Control

a. Skeleton i. Bones ii. Joints iii. Ligaments 23

iv. Tendons b. Antagonistic pairs of muscles c. The senses d. Reflexes e. Sensitivity – density of nerve endings f. Measuring reaction rates g. Hormones h. The female menstrual cycle i. Contraception and fertility drugs j. Homeostasis

3. CHEMISTRY

31. Rocks and Buildings

a. Atoms, elements and compounds – the particle game b. The Periodic Table c. Limestone and its uses d. Thermal decomposition of carbonates e. Concrete beams

4.PHYSICS

32. Speeding Up, Slowing Down

a. Speed, distance, time. b. Measuring speed c. Experiment to measure how the steepness of a slope affects the speed of a toy car. d. Speed/time and distance/time graphs i. Stationary ii. Steady slow iii. Steady fast iv. Acceleration v. Deceleration e. How forces change speed f. How we can increase speed i. Streamlining ii. Air and water resistance. g. How parachutes work.

2. BIOLOGY

33. Controlling Infectious Diseases

a. Pathogens i. Bacteria b. Viruses c. Fungi d. How pathogens cause disease i. Toxins ii. Reproducing inside cells 24

e. Important people in our fight against disease i. Semmelweiss ii. Pasteur iii. Fleming iv. Lister v. Koch f. How pathogens enter the body g. How pathogens spread. h. Barrier defences against disease, blood clotting. i. The immune system, white blood cells and their actions j. Medicines k. Antibiotics l. Antibiotic resistance m. Drug testing n. Vaccination o. MMR debate

5.ASTRONOMY

34. Gravity and Space

a. Gravity b. Satellites

Year 8 Summer Exam

Year 9

Autumn Term

2.BIOLOGY

35. Adaptations for Survival

a. Animal adaptations for hot and cold climates b. Surface area:volume cooling practical 25

c. Adaptations of plants i. For dry/arid climates ii. For wet climates iii. For lack of light d. Competition e. Between Animals f. Between Plants

3.CHEMISTRY

36. Rocks and Metals

a. Reactivity Series i. Reacting metals with water ii. Reacting metals with acids iii. Displacement reactions b. Extracting metals i. Reacting metals with carbon ii. Electrolysis c. Extracting iron d. Properties of iron and steels e. Alloys and their properties f. Transition metals g. Aluminium and Titanium h. Using Metals

4.PHYSICS

37. Energy and Electricity

a. Types of Energy and Energy changes b. Conservation of Energy c. Efficiency d. Transformation of Electrical Energy e. How electrical cells work f. The National Grid g. How is electricity generated? h. Renewable methods of electricity generation i. Solar Cells ii. Nuclear Power i. Energy and the Environment

2. BIOLOGY

38. Drug Abuse

a. Revision of Human Body Systems i. Breathing system ii. Gas Exchange iii. Respiration iv. Circulatory System v. Heart vi. Blood Plasma 26

vii. Blood Cells viii. Carriage of Oxygen b. Categories of Drug c. How Drugs work d. Synapses e. Effect of drugs on synapses f. Effect of Caffeine – practical g. Cigarette smoking h. Cannabis i. Effects of cannabis j. Comparison between cigarettes and cannabis

Spring Term

2.CHEMISTRY

39. Crude Oil

a. What is crude oil b. Separation of crude oil by fractional distillation c. Alkanes d. Combustion of a fuel e. Pollution from burning fossil fuels f. Global Warming – reminder i. Acid rain ii. Global dimming iii. Alternative Fuels e.g. Hydrogen iv. The Stern Review

4. PHYSICS

40. Levers, Pressure and Moments

a. Levers i. Pivot ii. Moment or Turning effect = force X distance iii. Antagonistic muscles produce a turning effect at joints iv. Counterbalance b. Counterbalance c. Pressure i. Pressure = force/area ii. Examples with footwear. d. Pneumatic pressure i. Gases under pressure ii. Hydraulic pressure e. Pressure of liquid and depth or height i. Effect of gravity Summer Term

2. BIOLOGY

41. Photosynthesis and Food

a. Photosynthesis b. What is needed for photosynthesis? c. Starch tests on leaves d. Products of photosynthesis 27

i. Oxygen ii. Glucose iii. Uses of products by the plant e. Adaptations of the leaf for efficient photosynthesis f. Plants respire g. Plant uses of minerals h. Uptake of water and minerals i. Osmosis ii. Active Transport iii. Root hairs i. Fertilisers i. Chemical ii. Organic j. Pesticides i. Weed killers / herbicides ii. Insecticides j. Biological Control

3. CHEMISTRY

42. The Changing World

a. Structure of the Earth – revision b. Rock Types c. The rock cycle d. The restless Earth i. Earthquakes ii. Volcanic eruptions e. The Earth’s Atmosphere in the past f. The Earth’s Atmosphere now g. The carbon cycle h. Earth issues i. Tectonic plates ii. Hot spots for earthquakes and volcanic activity

2. BIOLOGY

43. Variation

a. Classification i. Kingdoms ii. Phyla b. Inheritance i. Genetic Information ii. Genes iii. Chromosomes iv. Karytope c. Sexual vs Asexual reproduction i. Asexual reproduction ii. Advantages and disadvantages of asexual reproduction iii. Sexual reproduction - revision iv. Advantages and disadvantages of sexual reproduction d. Selective Breeding e. Cloning i. Cloning plants ii. Cloning animals f. Genetic Engineering g. Making choices about Gene Technology 28

YR 9 Summer Exam

Year 10

Autumn Term

2. BIOLOGY

Specification: Twenty First Century Science Suite J630 – current syllabus (2010)

Biology Units B1, B2 and B3

Unit Lesson title and Activities, Resources Links codes content practicals B1 You and Your Genes B1.1 What are genes Draw and label Internet SE 6b Cells as and how do they animal cell. the basic units affect the way that Look at of living organisms diagrams and things. develop? e.m. photos of cells. SE8 The gene DNA is in the Look at structure theory of nucleus of the of DNA. Look at inheritance cell. What are karyotypes. genes, chromosomes B1.2 and DNA? Production of different proteins cause our characteristics.

Why can people look like their parents, brothers, sisters, but not be identical to them?

In human body cells there are 46 chromosomes in Genetic 23 pairs. diagrams Genetic question sheets. Homologous pairs HW: Genetic of chromosomes. questions Meiosis to produce sex cells. Chromosome numbers, body cells, sex cells and fertilisation. 29

Monohybrid inheritance, genetic diagrams. Dominant and recessive genes.

B1.2 Inheritance of Look at Male Male karyotype diagram SE8 The gene Male/Female, karyotype. Internet theory of Pedigrees Pedigrees to analyse inheritance Internet research Sex on SRY gene chromosomes. and sex Sex determination. determination, the Pedigree effect of the SRY analysis. gene. HW: Pedigree Pedigree analysis analysis and – how internet research characteristics are on SRY and sex inherited in determination. families. Inheritance differs depending on whether the allele is dominant or recessive. B1.3 How can and should genetic information be used? How can we use our knowledge of genes to prevent disease?

Variation Measure heights, lengths Examples of of middle continuous and fingers, survey discontinuous ear lobes, variation eg thumbs etc. height, finger Tally charts. length, ear lobes Draw graphs. attached or unattached, thumbs curved or not, tongue rolling, blood groups. Continuously inherited characteristics are inherited by several genes. Discontinuously inherited characteristics involve one or few genes. The effect 30

of the environment.

B1.3 Genetically Genetic Internet SE8 The gene Inherited diagrams of You tube videos – Ultra theory of Diseases inheritance of Violet, Toddler having inheritance Cystic Fibrosis CF and HD. physical treatment for and Huntington’s cystic fibrosis. Disease. Why is HD so Symptoms and regularly passed Inheritance. on? Treatment. HW: prepare for debate on genetic testing. B1.3 Genetic Testing Debate Student Diagram of DNA structure IaS 6.4 – 6.7 DNA structure research and Making Debate: presentations Internet decisions Intro: Genetic about Science testing, Decision making sheet and Info. about CF Use decision Technology and HD making sheet to For and against debate possible genetic testing for outcomes of CF genetic testing For and against or not for cystic genetic testing for fibrosis. HD

B1.3 Your genes but IaS 6.4 – 6.7 who decides? Your genes but Making What is genetic who decides? decisions screening? sheet – discuss. about Science Who decides and whether to screen Stereotype of Technology for an allele or the karyotype not? sheets – read False negative and discuss, and false positive. answer Possible effects of questions. having a genetic HW: p24 Que 14 profile done. – Explain why Lifestyle choices. you Treatment of agree/disagree conditions. with setting up a Life insurance. DNA database. Job prospects. Or research into Forensic science sex – solving crimes. chromosome Stereotype of the abnormalities. karytype - XYY

www.anthro.palomar. edu/abnormal/abnormal

for sex chromosome abnormalities. B1.3 Can you choose Discussion Internet IaS 6.4 – 6.7 31

your child? Making IVF – what is it? Case studies Case studies sheet. decisions HFEA – Human sheet, analyse about Science fertilisation and and discuss. and embryology Technology authority – who HW: Questions are they and what p27 (Biology text do they do? book) or gene Embryo selection therapy – what is it, how research. does it work, ethical issues.

Case studies. B1.3 Gene Therapy Discussion. CF Trust website What is gene Look at You www.cftrust.org.uk therapy? Tube clips on CF How is gene Trust website www.marrow.org for SCID therapy done? How successful is HW: Think about it? the ethical What is considerations of allowed/not doing gene allowed in the therapy into sex law? – body cells or fertilised cells/sex eggs. Write cells/fertilised down good and egg. bad points.

Examples – Cystic fibrosis, SCID. B1.4 What are stem B5.3 Growth cells, and why and could they be Development useful in treating some diseases?

Asexual reproduction and clones. Asexual Take cuttings of Plants eg Geraniums, reproduction – plants and clone African Violets, what it is and potato eyes. carnations. Spider plant/s. examples of Potatoes with eyes. organisms that do Compost. Pots. Hormone it. rooting liquid/powder. Clear plastic bags. What clones are. Look at photos Rubber bands. Labels. Natural and of identical artificial clones. twins. Photos of identical twins. Clones are genetically identical to each other and their parent. Differences between clones due to the environment. Diagrams of cloning to 32

Artificial clones produce Dolly and photos are made when of Dolly and Molly – the nucleus from sheep she was cloned an adult cell is from. transferred to an empty unfertilised egg eg Dolly the Sheep B1.4 Embryonic Stem B5.3 Cells Embryonic stem SE 6b Cells as cells are the basic units unspecialised Look at Diagrams of embryonic of living cells which can diagrams and stem cells and adult stem things. develop into any slides. Why are cells. type of cell – the specialised totipotent, cells different? Microscope slides of Source = embryos specialised cells and and umbilical cord microscopes or photos of blood. specialised cells Adult stem cells (revision). eg bone marrow – pluripotent cells. Cells become specialised during the early development of the organism. Stem cells can be used to treat illnesses – examples. Ethics about cloning embryos to produce large numbers of stem cells to treat illnesses – human cloning, Discussion. therapeutic cloning.

3. CHEMISTRY

Specification: Twenty First Century Science Suite J630 – current syllabus (2010)

Chemistry units C1, C2 and C3

Unit Lesson title and content Activities, Resources Links code practicals C1 Air Quality 33

C1.1 Which chemicals make up SE 1 air, and which ones are Chemicals pollutants? How do I make sense of data about air SE 2 pollution? Chemical Change Composition of the air on Earth. IaS 1 Data and their Compare with other limitations planets and with Earth through time. Set up tights Tights. Plastic IaS 2.1, 2.3 practical to see bottles/cups/glass. – 2.5 Human activity adds CO, effects of rain Outside spot. pH Correlation NOx and SO2 to the water, compare indicator paper. and cause atmosphere. different places Also extra CO2 and small pupils live. IaS 6.3 solid particles eg carbon, Making soot. Daily decisions Some of these pollutants observations of about are directly harmful to an object left science and humans and some are outside, eg car or technology harmful to the garden object – environment. for coating with dust etc. Clean at the beginning of the observations – great if it rains in the week.

Questions p11 Chemistry text book. C1.1 The pollutants and their SE 1 effects Chemicals Chemical composition of Draw diagrams of the pollutants. the molecules, SE 2 use molymods if Chemical appropriate. Change

Effects of the pollutants on IaS 1 Data humans – asthma – NO2, Acid rain and their hayfever - pollen, heart diagram/flow limitations conditions – CO. Effects of chart. the pollutants on the IaS 2.1, 2.3 environment, Acid Rain – – 2.5 SO2. Correlation and cause

IaS 6.3 Making decisions about science and technology C1.1 Analysing data on air SE 1 pollution Chemicals How are pollutants measured? IaS 1 Data Analysing and explaining Analysing and Data about air and their 34

data about air pollution. explaining data pollution: p14 – 15 limitations about air Chemistry and pollution. internet. IaS 2.1, 2.3 Draw graphs of Analysing – p16 – – 2.5 data and explain 17. Questions p17 Correlation trends. and cause

Questions p17. IaS 4.2 The Scientific Community C1.2 What chemical reactions SE 1 produce air pollutants? Chemicals What happens to these pollutants in the SE 2 atmosphere? Chemical Change Reactions with carbon Combustion Glassware, Coal is mainly carbon. demo/practical – including filter IaS 1 Data Petrol, diesel and fuel oil using cobalt funnel, and tubing. and their are hydrocarbons. Natural chloride paper to Tap. Oil/ethanol limitations gas is mainly methane. test for burner/ Bunsen Combustion of fuel. production of burner. Cobalt IaS 2.1, 2.3 water and chloride paper. – 2.5 limewater to test Dessicating Correlation Atoms are rearranged for production of chamber (silica and cause during the chemical CO2. gel, salt). Ice. reaction. Limewater. IaS 4.2 The Equations. Scientific Conservation of atoms Diagrams of Community during the reaction. molecules in reactions. IaS 6.3 Implications for air quality Molymod Making – where do the gases and representations. decisions particles produced go? about Questions p19 science and Chemistry. technology C1.2 Reactions with Sulphur Burn Sulphur in Fume Hood. SE 1 and Nitrogen presence of Sulphur. Chemicals oxygen to Deflagrating Sulphur in fuels produce SO2. spoon. Gas jar. SE 2 burns/combusts in Collected oxygen. Chemical presence of oxygen to Bunsen burner. Change release SO2, smelly acidic pH paper. gas. IaS 1 Data and their Nitrogen in fuels limitations burns/combusts in presence of oxygen to IaS 2.1, 2.3 produce NO, then is – 2.5 oxidised to NO2. Correlation and cause Products of combusting fuels have to go IaS 6.3 somewhere: Making decisions SO2, NO and NO2 (NOx) Build up acid rain about react with rain water to flow science and produce acids - sulphuric, chart/diagram. technology nitrous and nitric. Carbon dioxide reacts with rain 35

water to produce carbonic acid. These acids fall as acid Questions on p23 rain. and 25 Particulate carbon/soot Chemistry. coats surfaces and is breathed in. CO2 is used by plants for photosynthesis.

C1.3 Is air pollution harmful to SE 1 me, or to my environment? Chemicals Hayfever, asthma. Data linking air quality to Analyse data SE 2 increase of incidence of linking air quality Chemical these conditions. and Change hayfever/asthma. IaS 1 Data and their limitations

IaS 2.1, 2.3 – 2.5 Correlation and cause C1.4 What choices can we SE 1 make personally, locally, Chemicals nationally or globally to improve air quality? SE 2 Efficient engines. Chemical Catalytic converters. Internet research. Change Use of powdered lime to remove SO2 from IaS 1 Data emissions from power and their stations. limitations Cleaner fuels. Policies and limits on IaS 2.1, 2.3 emissions to reduce air – 2.5 pollution. Correlation Kyoto treaty – 1997 and cause Move towards sustainable IaS 4.2 The development. Summary pages Scientific 34 + 35 Community Chemistry. IaS 6.3 Making decisions about science and technology 4. PHYSICS

Specification: Twenty First Century Science Suite J630 – current syllabus (2010)

Physics Units P1, P2 and P3

Unit Lesson title and content Activities, practicals Resources Links codes P1 The Earth in the Universe 36

P1.1 What do we know about the Previous Earth and Space? material studied with Time and Space Nicholas Alp. Timeline of events from the Physics book p10 Big Bang to now. SE 14 a,b Our place in the The Earth Space objects – sizes and universe sheet. distances, from moons to P11 Physics. SE 15 The clusters of galaxies. Solar Distinguish between planets, Internet system moons, the Sun, comets, Internet research, asteroids. Sizes and motions potential space SE16 The – orbits or other. project. Universe

IaS3 Developing Explanation s

IaS4 The Scientific Community P1.1 Deep time Look at fossils. Fossils. SE 14 a,b Explain how they are The Earth James Hutton’s observations formed. Photos of fossils and explanations. and rock layers. SE 15 The Kimmeridge Solar The rock cycle. bay/equivalent system observations How fossils are formed. SE16 The The fossil record. Animations of the rock Rock cycle Universe cycle online. animations online. IaS3 Radioactive dating. Draw or label the rock Developing cycle. Explanation The age of the Earth – older s than the oldest rocks which Radioactive dating are about 4 thousand million calculations. IaS4 The years old (formed 3900 Scientific million years ago). Community

P1.1 Continental Drift SE 14 a,b The Earth Structure of the earth Label diagram of the Diagram of the structure of the earth. structure of the IaS3 Theories about how earth. Developing mountains are formed – Explanation Cooling earth shrinking and s wrinkling, but radioactivity prevents core of Earth IaS4 The cooling. Stick together maps of Scientific continents. Community Wegener’s Continental Drift Maps of Read cartoon p15 continents sheet, Fossil evidence support Physics scissors, glue.

Comparing animal species on P15 Physics neighbouring continents no 37

longer in land contact.

Mapping the seafloor – magnetic field reverses occasionally and this changes the polarity of the rocks. This can be mapped to show stripes which mirror each other either side of an oceanic ridge. Evidence for Questions 1 – 3 p 14 the seafloor spreading. and 4 – 5 p17 Physics.

Thickness of the seafloor sediments further away from oceanic ridges is thicker – more evidence for seafloor spreading.

Development of new theories when new evidence is found.

P1.1 Plate tectonics Internet research of A3 plans of the SE 14 a,b where the plates meet, world. The Earth Explanation of plate tectonics where are there mountain ranges, Internet. IaS3 GPS detects the movement where is there high Developing of the continents. incidence of Animations of Explanation earthquakes and plate tectonics. s Plate tectonics explains parts volcanic eruptions? of the rock cycle, mountain Populations in these http://pubs.usgs.g IaS4 The building, most earthquakes areas and how affluent ov/ Scientific and volcanoes. these areas are. gip/dynamic/ Community understanding Earthquakes and volcanoes. . html#anchor19291 953 P1.1 The Solar System – danger! Look at pictures of Internet SE 14 a,b meteors etc. The Earth Objects that can hit the earth: P22 – 23 Physics Meteors, meteorites, micro- Look at pictures of SE 15 The meteorites, asteroids, craters. Solar comets. system Look at table of sizes They can hit the Earth’s and ages of craters – SE16 The surface with speeds of 12 – p23 Physics. Universe 70 km/s IaS3 Impact craters as evidence. Developing Explanation s Radioactive dating of meteorites and rock samples IaS4 The from Earth, the Moon, and Scientific Mars show that none are Community older than 5000 million years therefore the Solar System is Questions 1 – 4 p23 probably that old. Physics.

An asteroid collision and volcanic eruptions as 38

possible causes of mass extinctions including dinosaurs. Questions 5 – 7 p25.

Discuss using evidence to explain observations or events. Anomalies and opposing theories. P1.1 What are we made of? SE 14 a,b The Earth The stars and the Earth are made of the same 92 Look at emission Emission spectra SE 15 The elements. Analysed by spectra, including Solar emission spectra. those of the star system Arcturus and the Sun. Nuclear Fusion. Compare them. SE16 The The Sun does nuclear fusion Universe of Hydrogen to make Helium. Draw diagrams of how This happens at very high nuclear fusion IaS3 temperatures and gives out happens. Developing lots of energy. Explanation s How a star is born and how it dies. IaS4 The Scientific Fusion of nuclear makes the Community larger elements. All chemical elements larger than Lifecycle of stars hydrogen and helium were diagram made in earlier stars. Powerpoint containing images of galaxies and nebulae taken from the Hubble telescope. P1.1 Are we alone? SE 14 a,b The Earth Light travels at 3 x 108 m/s or Calculation of the Calculators 300, 000km/s. distance of the Sun SE 15 The Light from the Sun takes just from Earth (revision) Solar over 8 minutes to reach system Earth. We see the Sun as it was 8 SE16 The minutes ago. Universe We see other stars as they were many years ago. IaS3 Developing Working out star distances Explanation using parallax and s brightness. Explain both. IaS4 The Difficulty in observations Scientific causes uncertainty of the Community distance of the stars – Shapley and Curtis debate. Calculate a light year in metres What a light year is – the 9.46 x 1015m distance travelled by light in 39

one year. SETI project/research.

Techniques astronomers use Questions 1 – 3 p29 to detect planets.

SETI P1.1 Telescopes SE 15 The Solar How telescopes work Make telescopes out Convex and system of two convex lenses. concave lenses. Ray boxes and SE16 The Look at images from power packs, not Universe The Hubble telescope the Hubble telescope essential. IaS4 The What has been found out Powerpoint. Scientific using powerful telescopes Internet. Community including the Hubble telescope. P1.1 How did the Universe begin? SE 14 a,b The Earth The Big Bang theory. Evidence for it: SE 15 The Cosmic background Solar microwave radiation. system

Motion of the galaxies SE16 The suggests that the universe is Universe expanding. Balloon with galaxies IaS3 Hubble’s Law – more distant drawn on. Developing galaxies are moving away Balloon inflator Explanation from us faster. s

Red shift – the amount of red IaS4 The shift shows how fast galaxies Scientific are moving away. Community Estimations of the age of the universe. Powerpoint. What is the ultimate fate of Look at powerpoint the universe? The Big Crunch showing and or the Big Yawn? explaining redshift. Observations of the supernovae indicate the rate of expansion is increasing. The ultimate fate of the universe is difficult to predict. Summary sheets Scientific papers and peer Look at Scientific p34 and 35 review. papers. Physics. Spring Term

2. BIOLOGY

B2 Keeping Healthy

B2.1 What’s Up Doc

Different diseases What diseases/ Biology p38 – 39 Biology 40

conditions have studied last Pathogens, the students had? Internet year. microorganisms Draw a body Students SE 10 The Body’s barriers to shape with the germ theory of pathogens barriers to Microscopes, lamps, disease pathogens getting slides of Lifestyle diseases in to the body. microorganisms. are different. Look at slides of Questions p39 bacteria. Diagrams and e.m photos of viruses. Diagrams and photos of fungi. Photo of a tape worm. B2.1 Microbe attack

Growth curves of Look at growth Biology p40 – 41 Work done last bacteria curves and year explain what is Internet Exponential happening, SE 7c growth, asexual annotate Information sheet given Maintenance reproduction, diagram. with antibiotics. of Life binary fission. Film of bacteria Actimel/Yakult/ Roles of white dividing. Bio yoghurt information blood cells. about the bacteria Diagram of inside. Immune system immune system, label. How are antibiotics produced? Film of white What antibiotics blood cell actions. do. Find names and Side effects of effects of different antibiotics. antibiotics.

Look at information sheet given with antibiotics for side effects.

Explain susceptibility to thrush after a course of antibiotics.

Questions p41 B2.1 Everybody need antibodies, not antibiotics!

Antibiotics do not How many Biology p42 – 43 kill viruses. colds/flu have the 41

students had this Students Antigens year? Last year? Internet Antibody attack on What medication viruses. did they take? Role of phagocytes. What other conditions are Immunity. caused by Memory cell viruses? function. Primary and Look at film and secondary immune diagrams of response. antibody attack on viruses. Mutation of viruses. Draw viruses with antigens on, matching antibodies attacking.

Explain why you can get several colds in one year, and why last year’s flu vaccine will not help you this year.

Questions p43

B2.2 Vaccines

Vaccination Which Biology p44 – 45 program vaccinations have students had, Students What are vaccines, when? how are they Internet produced? Look at vaccination How do vaccines program table work? p44.

Are vaccines safe? Look at diagram p44 – how a Cost effectiveness vaccine works. of having a vaccine. Discuss how a vaccine is Why new flu produced. vaccines are made every year. Analyse the costs and benefits of What are AIDS Tom having the and HIV? flu vaccine – p45 Why we do not table. Are there have a vaccine for any HIV. disadvantages? 42

Look at data about HIV and AIDS.

Questions p45 B2.2 Whose choice is it? The MMR debate IaS 6.5 – 6.7 Making Epidemic and Discuss the P46 – 49 Biology decisions pandemic. meanings of the 2 about Science terms. Internet and Effect of a drop in Technology vaccination rate. Look at photos Students p46 – figure Why the headings government reversed. encourages vaccinations. Discuss whether the government is MMR debate right to encourage Effect of the vaccinations. autism scare on the incidence of Look at data re whooping cough. the MMR vaccine. Effect of the MMR vaccine on the Questions p47 incidence of measles.

What is autism? Discuss autism.

Evidence for and Discuss the against the MMR evidence for and vaccine being against MMR linked with autism. vaccine linkage with incidence of The smallpox autism. vaccination program. Look at data to do with the Should people be smallpox forced to have vaccination vaccinations? program.

Discuss who should decide on whether people are vaccinated.

Question p48 - 49 B2.3 The end for antibiotics?

Discovery of Look at film or Internet. penicillin story of discovery of penicillin. Biology p50 – 51 Antibiotic 43

resistance Look at data on Cows antibiotics activity. MRSA. Superbugs, multidrug resistant Antibiotics in bacteria, MRSA. cows activity.

How rapidly the Decide how to antibiotic resistant reduce the bacteria can contact between multiply. bacteria and antibiotics. What increases the incidence of Questions p51 superbugs.

How we can stop/reduce the incidence of superbugs.

Possible sources of new antibiotics. B2.3 Drug testing

What would the Ask the students Biology p52 – 55 IaS 4.1 – 4.2 students like a new what they would Scientific drug to be like? like to know Students. Community about a new drug The stages in drug and what it IaS 2.3 – 2.7 development and should be like Correlation drug testing. before they took and Cause. it. Clinical trials – control, random Look at stages of groups or matched drug groups, blind and development and double blind. trials, p52 – 53 Biology Ethical questions. Debate on whether animals should be used in drug trials.

Is it right to use a placebo in clinical trials?

Questions p53 B2.4 Circulation Biology last year. Blood vessels Look at and Hearts from butcher revise the IaS 2.3 – 2.7 Circulation structure of the Dissection kit. Correlation circulatory Board and Cause. Heart structure system. (basic, revision) Alternative work for Dissect a heart. students who do not Role of coronary want to dissect/watch. arteries. Compare blood 44

Atheroscleroma vessels. Look at Biology p56 – 57 coronary arteries. Heart disease Look at diagrams Heart attack and photos of arteries with Causes of heart cholesterol build disease. up, plaques.

Discuss the causes of heart disease and ways of reducing the risk of heart disease.

Remember health, diet and fitness program for Homer Simpson.

Questions p57 B2.4 Causes of Disease – how do we know?

Effect of smoking Look at photos of Internet. IaS 2.3 – 2.7 on lungs. black lungs. Correlation Biology p58 – 59 and Cause. Link between Smoking smoking and lung machine. Large plastic bottle cancer. Cigarettes, in packet. Warnings on side Cotton wool Evidence showing of packets. Tubing correlation and cause. Look at data linking number of cigarettes smoked and incidence of lung cancer.

Discuss sample size of studies.

Discuss evidence that smoke changes the DNA in lung cells. Explain how this can lead to formation of a tumour.

NB. Be sensitive with handling of this issue.

Questions p59 45

B2.4 What makes a good study?

Sample size Discuss what is Biology p60 – 61 Survey/s done needed to get in Maths. Choosing samples reliable data. Students – matching, IaS 4.1 – 4.2 random, extra Discuss which School children, friends, Scientific information. questions they neighbours. Community would Examples: ask/measure in a Home laptops. Framingham study group of people they are choosing British Regional for a health Heart Study study/other.

Design a study/ health or otherwise.

Survey the other pupils/friends and neighbours.

Analyse their studies. Present the results to the group. Evaluate each other’s studies.

Questions p61

3. CHEMISTRY

C2 Material Choices C2.1 Choosing the right SE3 material Materials and their What is wrong with Look at the chocolate P38 – 41 Chemistry. properties the chocolate shoes advert p38 shoes? Chemistry Internet. IaS 2.2 What is wrong with Correlation 46

them? Materials around the and cause school room, What features would clothes, shoes, bags. IaS 6.1 -6.4, Why is latex from you like in a material 6.7 Making rubber trees better? for shoes? decisions Fit for purpose, the about material for shows Questions p39 science and needs to be Chemistry. technology hardwearing, waterproof, a solid at room temperature, elastic, flexible, tough.

What are polymers? Their molecules are long chains of Research into the atoms. uses of polymers. Natural polymers include cotton, silk P40 – 41 Chemistry. and wool. Synthetic polymers include polythene, nylon, neoprene.

Polymers have many uses. C2.1 Testing times Materials to SE3 test/make into a Materials and Manufacturers and Choose from a range tent/coat their designers use of materials those properties materials depending useful to make a Range of fibres of on their properties tent/coat. different IaS 1 Data and cost. Explain their reasons. Stretchiness and their limitations Meanings of strong, Test the extension of Masses Strong in tension different fibres. Newton meter/s IaS 2.2 (tensile strength) Present and analyse Metre rules Correlation Strong in the data. and cause compression Which would be (compressive suitable for a rope for strength) mountain climbing, Stiff tying a boat to a Flexible wall/pontoon, bungee Hard jumping? Soft Density Questions p43 Engineers test Chemistry samples of materials for these properties.

C2.3 Zooming in SE3 Materials and A woollen jumper is Put fabrics under Range of fabrics their very different from a hand (Hand lenses) properties silk shirt. Both lenses/microscopes. Microscopes. natural polymers. IaS 1 Data Properties depend P44 – 45 Chemistry and their on (large to small): limitations Physical weave of a 47

fabric IaS 2.2 Microscopic shape Correlation and texture of the and cause fibres The molecules that make up the polymer.

Silk has smooth straight fibres that slide across each other.

Wool fibres have a rough surface that is covered in scales. The wool fibres cling to each other in the thread and make the threads cling together. Questions p45 Scale: millimetres. Chemistry Micrometres, nanometres.

The sizes of molecules. C2.2 Polymers SE3 Materials and The discovery of Draw ethane their polythene. monomers, then properties polyethene/polythene. Polymers are long IaS 1 Data chains of repeating Make polythene with Organic molymods and their links. Each link is a molymods. limitations small unit Examples of (monomer). Look at examples of polythene – bags, IaS 2.2 Poly = many polythene – bags, nail neoprene (wet suit Correlation varnish remover booties/wet suit), and cause Discovery of bottle, milk bottle, Nylon – fishing neoprene. tablet bottle, twine? suncream bottle. Clothing. Production of nylon neoprene (wet suit as an alternative to booties/wet suit), silk. Nylon – fishing twine? Nylon is a polymer of Clothing. Observe 2 chemicals: their properties. (diamine and adipic acid, a dicarboxylic acid) It is a polyamide, like proteins. The two types of monomer alternate in the chain. The sticking together of small monomers to make large one is polymerization. 48

C2.2 Molecules big and SE3 small Materials and their Longer molecules Break wax Wax candle properties make stronger Bend a polythene polymers. bottle,eg nail varnish Polythene bags IaS 1 Data Wax has short remover bottle, milk Polythene bottles and their molecules and is bottle, tablet bottle, Cooked spaghetti limitations brittle. suncream bottle. and macaroni/eq. Polythene has long Ask them to explain IaS 2.2 molecules. They are why they think they Correlation all tangled up with behave differently. and cause each other so it is difficult to break. IaS 6.1 -6.4, 6.7 Making Low density decisions polythene (LDPE) LDPE makes about has branched polythene bags. science and chains. HDPE makes bottles technology like milk bottles. High density Compare them. polythene (HDPE) has straight chains Use bowls of cooked tightly packed spaghetti and together. macaroni as model? It is made as a crystalline polymer on a regular surfaced solid catalyst.

HDPE is stronger and denser than LDPE and melts at a higher temperature. C2.3 Designer stuff http://www.wisegeek. SE3 com/what-is- Materials and Natural rubber is Look at rubber vulcanized- their very flexible. It wears erasers and rubber rubber.htm properties away easily, good for gloves. What is the rubbing away pencil difference? Rubber gloves. IaS 1 Data marks, but not for Also rubber tyres. Rubber erasers. and their much else. limitations

Vulcanized rubber is IaS 2.2 mixed with sulphur Make slime, out of PVA glue. Correlation and treated with heat PVA glue, crosslink Borax – sodium and cause and pressure. It is with Borax. tetraborate. much stronger – Food dye. IaS 6.1 -6.4, gloves, tyres. Look at samples of Beakers. 6.7 Making Developed by uPVC (pipes, Stirring rods. decisions Charles Goodyear. guttering) and Cloths. about (Goodyear rubber plasticized PVC, Newspapers. science and and tires named clothes/toys? What technology after him). are their different Samples of uPVC properties? (pipes, guttering) Cross – links and plasticized PVC, Sulphur makes Look at samples of clothes/toys? cross-links between cling film – PVC and the long rubber plasticizers, Samples of cling film 49

molecules. polythene (less – PVC and clingy). Discuss their plasticizers, Softening up different properties polythene (less An oily liquid can be and the health clingy) added to PVC as a concerns people had plasticizer. The small about the mobile molecules of the oily plasticizers. liquid get between the long PVC molecules so they can slide past each other more easily. The polymer is softer and more flexible.

Cling film – first made from plasticized PVC. The small molecules were able to move through the polymer and into the food, especially fatty foods like cheese. Now the placticizers used are much less likely to move from the polymer to the food. C2.3 Smart Materials SE3 Materials and How gortex works. It Look at diagram p52. Diagram p52 their has layers. The layer properties of PTFE, if stretched Put water on gortex Gortex water proof becomes porous. I garment. Explain jacket/ leggings. IaS 1 Data can allow single what is happening. and their water molecules but limitations not a whole water Photo of racing drop. Therefore drivers, in their IaS 2.2 sweat can pass out protective clothing. Correlation but rain drops cannot and cause get in. IaS 6.1 -6.4, Kevlar 6.7 Making A strong but Look at photo of decisions lightweight polymer racing drivers, what about with a high MPT. does their clothing science and How Kevlar is made need to be able to technology and what it is used do? for. The polymer is dissolved in conc. sulphuric acid and forced through small holes to make fibres. Kevlar is 5 times stronger than steel. It is used for bullet proof vests and to reinforce tyres. 50

Nomex – similar – is used in protective clothing for racing drivers.

Velcro was made like burrs/seed pods. Little hooks to trap Look at Velcro – how loops. does it work? What was its inspiration? Picture p53 Chemistry. C2.2 Is it sustainable? C2.3 Modern lifestyles Read the Easter P54 – 57 Chemistry Geography depend on natural Island story – p54 resources, for Chemistry. What went Internet SE3 warmth, light, wrong? What should Materials and materials. they have done? Pupil knowledge their We have to think properties whether we can Questions p55 replace them and Chemistry. IaS 1 Data whether we can and their sustain this lifestyle. limitations

The Easter Island IaS 2.2 story. Correlation and cause Life Cycle Assessment IaS 6.1 -6.4, 6.7 Making Cradle, use and decisions grave for Pick one about manufactured goods. manufactured good to science and Eg TV. do cradle, use, grave technology analysis for eg iPod, Aim to try and cut the freezer, trainers. rate we use natural resources that are not renewable. Slow down the flow of materials from resources to waste.

WEEE – Waste Electrical and Electronic Equipment

Eg Sony’s vegetable plastic cover for the DVD player – biodegradable. Find other examples of products made with biodegradable plastics/materials.

Design a 51

sustainable school: Water Food Heating Sewage Electricity Gas Recycling of materials Look at the equipment currently available and come up with a scheme that would be affordable. C2.2 Life Cycle of a Geography C2.3 Synthetic Polymer SE3 Detail of cradle to Materials and grave of plastic Make a flow chart or P58 – 59 Chemistry their drinks bottles. poster of cradle to properties grave of the plastic A3 paper Combustion of sports bottles. IaS 1 Data plastics – products. and their Consider what can be limitations Problems with done and what should landfill. be done. IaS 2.2 Correlation Outcome of an LCA and cause for a material will Questions p59 depend on the IaS 6.1 -6.4, product made. 6.7 Making decisions Course of action will about depend on social science and and economic technology context. C2.3 Anti-bacterial towels P60 – 61 Chemistry Experimental – a more sustainable design. alternative? P62 – 63 Chemistry SE3 Materials and Comparison of Read and analyse their ordinary gym towels information p60 – 61 properties and those treated Chemistry. IaS 1 Data with anti-bacterial and their agent. Discuss limitations Analyse IaS 2.2 Analysis of whether Correlation the anti-bacterial Questions p61 and cause agent saves energy, Chemistry IaS 6.1 -6.4, and affects Summary pages 62 - 6.7 Making biodegradability 63 decisions 4. PHYSICS

Radiation and Life SE 5a The Chemical Sunlight, the atmosphere and cycles of life life

UV light causes skin cancer Discuss information P38 – 39 Physics SE 12 Skin produces melanin a about UV, vitamin D, Radiation brown pigment to protect the skin colour, skin 52 skin from UV radiation. cancer. SE 14c The People from sunnier/hotter Earth countries are more likely to Look at data on have protective brown skin. incidence of skin IaS 2.1, cancer. Discuss risks 2.3-2.7 Human skin absorbs sunlight and benefits. Correlation to make vitamin D from the and Cause fat under the skin. Discuss correlation, factor and cause in IaS 5 Risk Vitamin D strengthens bone sunlight and cataracts. (absorption of calcium) and muscles. Boosts the immune system. Prevents the growth and spread of cancers.

Darker skin makes it more difficult for the body to make vitamin D. In regions of the world where it is not so sunny there is an advantage in being fair skinned. Sunlight and Life SE 5a The Chemical When a material absorbs light Write the equation for P40 – 41 Physics cycles of or any kind of em. radiation, it photosynthesis. Where life takes its energy and the do the green plants get radiation ceases to exist. the materials they SE 12 need to do Radiation Green plants absorb red and photosynthesis? blue light from sunlight – SE 14c The selective absorption. They What do plants so with Earth reflect green light. The green the products of leaves use the light energy to photosynthesis? IaS 2.1, do photosynthesis. 2.3-2.7 The green pigment is Write the equation for Correlation chlorophyll in chloroplasts. aerobic respiration. and Cause Plants store the starch made Note the equation is and use some later in the reverse of IaS 5 Risk respiration. photosynthesis.

The electromagnetic Look at em spectrum. spectrum. Look at transmission The atmosphere absorbs of radiation by the much of X-rays and UV but atmosphere. transmits visible light and a lot of radio radiation.

Ozone protection Write the equations of Layers of the atmosphere ozone and oxygen splitting and reforming. The ozone layer protects life on Earth from UV radiation. What are CFC’s and Ozone absorbs UV radiation. where do they come UV breaks the bonds in from? ozone (O3) and O2. Ozone is regenerated by O2 and 53 oxygen atoms joining together.

Ozone Holes CFC’s from fridges and aerosol propellants, also NOx from aeroplanes burning fuel, break down the ozone layer. This creates thin areas over the poles called holes.

What we are doing to reduce the release of CFCs. Radiation models Light work done last Radiation has a source that Look at diagrams of year emits it. It has a journey, it visible light getting to radiates. Radiation can be the retina at the back SE 12 transmitted or absorbed. of the eye via different Radiation Radiation can be reflected. routes. P42 – Physics. Reminder of practical Detectors can make invisible work done last year. radiation visible/audible/hot. Look at photo p43, note scattering.

Identify source, For all em radiation there is a journey and detector in source, a journey and a examples of em detector. radiation eg TV, radio controlled car, Communication: Radiation interactive white Projector, remote can carry information from board, torch, projector, for it, IWB, radio, source to detector by having remote for projector, torch, remote coded patterns. Simplest is radio, microwave controlled car if on/off – binary, 1,0. oven, radiation from available. Digital radio and TV remote granite/polonium. use this. Look at digital P42 – 43 Physics ‘wave’. Demonstrate remote for projector. Torch. Internet Radio. Play with radio controlled car if available.

Questions p43 Absorbing electromagnetic Energy radiation changes

When materials absorb em SE 5a The radiation they gain energy. Look at diagrams p44. P44 – 45 Physics Chemical What happens depends on Discuss the different cycles of the energy absorbed. energy changes Internet life occurring. Metal aerials absorb radio Pupil knowledge SE 12 and microwave radiation. It Radiation causes patterns of electric current in the aerial. IaS 2.1, 2.3-2.7 A fire transfers heat (and Correlation 54 light) to its environment. The and Cause material absorbing the radiation, its particles vibrate IaS 5 Risk faster so the material warms up.

In photosynthesis, light radiation energy is used to make the chemical reactions of photosynthesis occur. Light radiation makes chemical reactions happen in the retina of the eye.

Radiation with a large amount of energy can cause molecules to break into ions. These take part in other reactions and can damage cells.

Radiation arrives in energy photons – energy packet of radiation.

Ionizing and non – ionizing radiation Look at diagrams p45 – different ways of Gamma, X-rays and UV rays representing how are high energy. Their radiation travels. photons have a lot of energy and can ionize.

Visible, infrared, microwave and radio radiation are lower Consider uses of the energy and non-ionizing. different types of Main effect is warming. The radiation, considering lower the photon energy, the their energy level and lower the heating effect. whether they ionize or not, also how much they can penetrate. Using Radiation SE 12 How a microwave oven works Discuss how the Microwave oven – Radiation microwave oven can be at home. works. IaS 2.1, Food/drink to 2.3-2.7 Microwave something heat/cook Correlation at home – where is the and Cause rotating bit. P46 – 47 Physics IaS 5 Risk Explain how the food/drink was heated/cooked

Is there any validity in the sick jokes about pets in the microwave?

Questions p46 + 47 55

Physics.

Is there a health risk? SE 12 The effect of microwave Discuss how safe the P48 – 51 Physics Radiation radiation from mobile phones students think mobile and mobile phone masts. phones and their Internet IaS 2.1, masts are. What so 2.3-2.7 Perceived risk they base this on? Students Correlation Actual risk Look at small print experience and Cause Precautionary principle – if from mobile phones. the costs of some activity IaS 5 Risk may turn out to be greater Look at internet than any benefit, it makes discussion/reports of sense to restrict or stop the research re the activity. dangers of mobile phones and their masts.

Discuss the difference between perceived and actual risk. Discuss precautionary principle.

Examples such as crossing the road. Flying. Diving. Eating junk food. Using cosmetics/hair products etc.

Ask how we work out whether to trust results Are results of studies of studies. reliable? Look at table p50

P51 Physics. Discuss the significance of the How great is the risk? increase in risk. Working out how significant an increase in risk is. Questions p49 + 51 Physics. X-Ray Safety

X-Rays are a form of ionizing Discuss what X-rays Students. SE 12 radiation. are, Radiation Useful to see bones and find Uses of X-rays. Physics p52- 53. out whether the bones are Dangers of X-ray IaS 2.1, broken, or lungs intact etc. exposure. 2.3-2.7 They damage cells. Correlation Correlation discovered Discuss correlation and Cause between number of X-rays a and cause. mother had and cancer in her IaS 5 Risk children. How would they Mechanism – X-ray photons reduce the danger? can ionize molecules in body, disrupt the chemistry of body Discuss ALARA – 56 cells and cause cancer – hopefully the students Cause. have come up with it. ALARA principle. Questions p53 Physics. Global Warming

Evidence that the Earth’s Discuss the evidence. Students Light, temperature is increasing. studied last Look at data of Physics p54 – 55 year. Why most scientists think that temperature and CO2 CO2 levels in the atmosphere levels. http://www.umich. C1 Air are the cause. edu/~gs265/societ Quality Discuss why scientists y/greenhouse.htm The greenhouse effect think the CO2 levels SE 5a The are causing the Chemical Greenhouse gases include increase in cycles of CO2, CH4, Nitrogen temperature. life monoxide, fluorocarbons. Draw greenhouse SE 12 effect diagram. Radiation Look at the relative wavelengths of the SE 14c The Sun’s radiation and Earth Earth’s radiation p55 Physics. IaS 2.1, 2.3-2.7 What problems are Correlation caused by the and Cause increase in the temperatures? IaS 5 Risk Are there any benefits?

Questions p54 and 55 The Carbon Cycle Carbon cycle in The carbon cycle Work out and draw the Physics p56 – 57 Biology carbon cycle. C1 Air Carbon dioxide levels are Data from internet Quality increasing in the atmosphere. Explain why carbon SE 5a The dioxide levels fluctuate http://www.umich. Chemical Human activities release every year and why edu/~gs265/societ cycles oflife CO2, especially burning fossil the overall trend is y/greenhouse.htm SE 14c The fuels. increasing. Earth and others. IaS 2.1, How could we reduce 2.3-2.7 carbon emissions, Student ideas. Correlation reduce our carbon and Cause footprint? IaS 5 Risk Changing Climates SE 5a The Chemical Ice records of climate Discuss what climate Physics p58 – 59. cycles of change. Happening fastest changes are life now. happening. Students SE 12 Natural factors change the Discuss causes. Internet. Radiation climate – Earth’s orbit, amount of radiation from the Look at climate SE 14c The Sun, volcanic eruptions. models. Earth 57

What climate models show – Find data of the effects IaS 2.1, predictions. we are seeing. 2.3-2.7 Eg The temperature is due to Correlation rise 1.4 – 5.80C in their Discuss the possible and Cause lifetime. effects on people, animals, plants, IaS 5 Risk The risks associated with environment. climate change. The effects we are already Questions p59. seeing – Ice melting, sea levels rising, extreme weather. Specific examples.

Possible effects on people. Time for Action SE 5a The Chemical Data of carbon emissions Look at data, p60 and Physics p 60 – 63 cycles of around the world. any other found. life Students Changes in the gulf stream. Look at Gulf stream. SE 12 Discuss its importance Data and Radiation UK government targets on and the effects of it information from carbon emissions. slowing. the internet. SE 14c The Earth Potential Scientific Discuss government Poster materials. solutions/aids. targets, are they IaS 2.1, enough since it is 2.3-2.7 Controversy of poorer nations quoted to stabilize Correlation wanting a better quality of life climates the CO2 and Cause and the need to reduce C emissions need to be emissions. reduced by 70% IaS 5 Risk globally – see p58. What we can do personally. Discuss possible Science solutions – any more? Any good?

Discuss what we should be doing personally.

Poster campaign.

Questions p61 Physics.

Summary sheets p62 – 63. SUMMER TERM

2. BIOLOGY

B3 Life on Earth B3.1 How did Life on Earth begin and Evolve 58

The variety of Life

Classification of a human. Look at different Biology p66 – 67 B1 Variation. kingdoms. What is a Internet species? Classify some animals and Students Eg Horse x plants as well as Donkey humans.

Variation. Ask them what species means? What causes variation? Define species, do the horse x donkey cross.

Within species there are different varieties, reference dogs.

Remeber that variation is caused by genes and the environment.

Questions p67 Biology. B3.1 Evolution and IaS 3 Fossils Developing explanations. Evolution Look at Guinness Internet advert/landrover Fossils as Biology p68 – 69 evidence of Look at diagram evolution p68 – 69 Students

Gaps in the fossil How do we Fossils record explain evolution? Fossil beaches Other evidence for What evidence Museums evolution, do the students Anatomical, know of Biochemical, evolution? DNA analysis/ Gene Have they been comparisons to Kimmeridge bay/fossil areas on Isle of Wight? The dinosaur museum?

Look at any available fossils. Explain how they are made. 59

In layers of rock the oldest fossils will be at the bottom.

Discuss why there are gaps in the fossil record.

Discuss other evidence of evolution.

Questions p69 Track the evolution of an animal/plant of their choice.

Find data showing the percentage of DNA similarity between humans and other animals. B3.1 Evidence for Describe SE9 The theory B3.2 Change Now selective of evolution by breeding, eg natural selection Selective breeding dogs, horses. Biology p70 – 71 IaS 3 Population Define Photos of peppered Developing population. moth explanations. Natural selection. Eg giraffes, Explain the B2, antibiotic Peppered moth, stages of natural resistance. Headlice, selection. MRSA. Work out how eg. the peacock evolved to have such a colourful tail. Remember bacteria evolving to be antibiotic resistant.

Question p71 Biology B3.1 The Story of IaS 3 B3.2 Charles Darwin Developing explanations Who was Charles Discuss who Biology p72 – 77 Darwin? Darwin was and Ia4.3 – 4.4 The what he did. Internet Scientific The journey of the Community Beagle. Look at pictures Students. of The Galapagos SE 9 The theory The Galapagos Finches. Explain of evolution by 60

Finches. their natural selection. development. What was special SE 7e about Darwin? Discuss why Maintenance of Darwin did not Life Evidence from put his ideas out pigeons. immediately and why they were Overproduction not accepted by and competition many people. for food and space. Explain evolution in Larmarck’s Lamarck’s ideas. way – eg giraffe.

The Origin of the Missing parts of Species Darwin’s theory: Fossil record Why people were incomplete, Age against natural of the Earth selection. inaccurate, no knowledge of Missing parts of genes. Darwin’s theory. B3.1 Solving the IaS 3 B3.2 problem of Developing inheritance explanations

Gregor Mendel Do pea plant Biology p78 – 79. Ia4.3 – 4.4 The crosses. Scientific Pea plant crosses, Community red and white Revisit the double flowers. Dominant helix SE 9 The theory and recessive. of evolution by Remember what natural selection. Crick and mutations are. Watson’s double B1 helix. Work out how mutations can be SE 7e Mutations. involved in Maintenance of evolution. Life Mutations cause variation. Questions p79

Including mutations into evolution of a new species.

B3.1 Where did life Science taught come from? Ask what the Biology p80 – 81 by Nicholas. students know Theories of how from before. Student knowledge IaS 3 life on Earth Developing started. Discuss the two Internet. explanations. main theories How conditions on given here. Are Earth have there any more? changed. 61

Discuss how The Iona marble, conditions of oldest evidence of Earth have life. changed.

Single celled and Consider multicellular. multicellular vs Cells becoming single celled. specialized. Which would they prefer to be and why.

Questions p81 B3.3 Keep in Touch

Senses. Biology p82 – 83 Responding to the Feely environment bags/senses Feely bags, senses enables us to circus if not circus. survive. already used. Internet. Communication is Try reflex actions, important, eg to pupil reflex, knee Torch/window/ store sugar after a jerk. Explain what electric light. meal – is happening and homeostasis. the purpose of the reflexes. Nerves and hormones. Label a diagram of the endocrine Comparison system, with the between the 2 endocrine glands systems – why we and the need both. hormones produced, Reflex actions – functions of those pupil reflec, hormones. withdrawal reflex. Questions p83 Hormone responses. The glands of the body and the hormones they produce.

B3.3 Human evolution IaS 3 Developing Humans and apes explanations share a common Ask where did P84 – 85 Biology ancestor. humans come SE 9 The theory from? Have we Diagram of stages of of evolution by Humans have evolved from evolution of man. natural selection. bigger brains than apes? apes and walk Internet. upright. What are the differences Guinness advert. Explaining which between humans came first. and apes? 62

Several different Examine species of evidence and hominid. Most explanations of died out, the how humans species with the evolved. biggest brains survived, and Look at a developed into diagram of homo sapiens. evolution of man and name the stages. B3.4 Extinction SE 4b,c The Interdependence What is Discuss Biology p86 – 87 of living things. extinction? extinction. Pictures of squirrels. Food chains and Which species Discuss red, grey food webs done have become and black Pictures of food chains previously. extinct? squirrels. and food webs.

Which species are Discuss Dutch endangered? elm disease.

How do species Avian virus. die out? Discuss food Food chains chains and webs and how one Food webs organism decreasing in numbers or another one introduced affects the whole food web.

Questions p87 B3.4 Are humans to SE 4b,c blame for some Interpendence of extinctions? living things

Dodos SE 7e Discuss what Biology p88 – 91 Maintenance of Pandas killed the dodos. Life Internet Isn’t extinction just Discuss the part of life? pandas. Students

Does extinction Any other matter? animals extinct or near extinction, Biodiversity and Eg quagga, see sustainability. questions p89.

Human influence.

Discuss why extinctions matter. Discuss 63

biodiversity and sustainability.

Plan a program to save an endangered animal.

Summary sheets p90 - 91

3. CHEMISTRY

C3 Food Matters SE 5b,c The C3.1 The Food Chain chemical cycles of life. Resources and stages involved in making Think about/map Students. SE 7a.d bread – wheat grain to out the stages Food markets. Maintenance slice of bread. involved in Supermarkets. of Life making a slice of Local businesses. Fertilisers. bread. Chemistry p66 – 67. Seeds. Harvesting. Local research. Milling. Transporting. Questions p66 - Baking. 67 Food choices when buying. C3.1 Farming Challenges Discuss what is SE 5b,c The C3.2 needed for crop chemical Chemicals needed for plants to grow. cycles of life plant growth, Student knowledge photosynthesis and Why are nutrients IaS 6.1 – 6.3, protein synthesis. recycled? Local farms. 6.7 Making decisions Cycles of nutrients. What are the Food packets. about different pests Science and Controlling pests – which need to be Technology different groups of controlled? pesticide. Look at IaS 5.1 – 5.5 information on Risk. food packets about how the food has been produced.

Questions p69 Chemistry. C3.1 The nitrogen cycle SE 5b,c The chemical Details of the nitrogen cycles of life. cycle in nature. Look at the Nitrogen cycle nitrogen cycle. diagrams. SE 7a.d The nitrogen cycle in Maintenance farming. Discuss the Molymods. of Life farming version of Fertilizers. it. IaS 6.1 – 6.3, 64

6.7 Making Make nitrogen decisions containing about molecules using Science and molymods. Technology

Draw large IaS 5.1 – 5.5 diagrams Risk. showing the nitrogen cycles.

Questions p71 C3.1 Farming for Food SE 5b,c The C3.2 chemical C3.3 Intensive farming, how Internet. cycles of life. it is done. Why it is Discuss the Fairtrade website. done. practises of SE 7a.d intensive farming. Soil association. Maintenance The effect of intensive of Life farming on the Look at data to Organic food websites. environment. do with chemicals Defra IaS 6.1 – 6.3, in food. Food standards 6.7 Making Chemicals in the food. agency. decisions Sustainability – energy Discuss the Biodiversity websites. about use in producing food. energy used to Science and produce food Technology Effect on biodiversity. intensively – look for data about IaS 5.1 – 5.5 this eg Fairtrade Risk. website.

Soil association.

Organic food websites.

Potential research project.

Questions p73 C3.1 Organic Farming SE 5b,c The C3.2 chemical C3.3 Organic fertilizers cycles of life. Discuss and Local farms Biological control of research these SE 7a.d pests. issues. Minstead Maintenance Crop rotation. of Life Coordinated Potential local Science week talks. approaches to pest farm visit. IaS 6.1 – 6.3, control. Internet. 6.7 Making Minstead. decisions Organic farming and Chemistry p74 – 75 about the environment – Local Science and biodiversity, soil seminars/Science Students. Technology erosion, week talks. eutrophication. IaS 5.1 – 5.5 Debate: organic Risk. Organisations to do vs intensive with organic food. farming. 65

Sustainability. Questions p75 C3.2 Preserving and C3.3 processing food IaS 6.1 – 6.3, Preservatives 6.7 Making Look at food Food packets decisions Antioxidants packets to see about what food For chromatography: Science and Colours manufacturers Technology are using. Brightly coloured Flavourings sweets. IaS 5.1 – 5.5 Compare Filter paper. Risk. Sweeteners processed food Beakers. Emulsifiers and and fresh. Pipettes/wires/capillary stabilizers tubes. Chromatography E numbers of food colourings Chemistry p76 – 77 eg from coloured sweets.

Questions p77 C3.3 Healthy and harmful Diet and chemicals digestion studied last Food nutrients – year. chemicals. Revision of diet Chemistry p 78 – 81 and digestion. SE 7a.d Digestion Internet Maintenance Summary of of Life Growth – use of food excretion. Previous work. nutrients. IaS 6.1 – 6.3, Study into toxic 6.7 Making Excretion – liver chemicals in food decisions producing urea, and drink, about kidneys producing potential Science and urine, breathing out. research. Technology

Toxic chemicals in Look at data to IaS 5.1 – 5.5 food and drink. do with food Risk. allergies. Moulds producing aflotoxins, Questions p79 + Cyanide, 81 Acrylamide.

Food allergies and intolerance.

C3.4 Diet and Diabetes Revise balanced Internet SE 7a.d diet. Maintenance Balanced diet BBC news online. of Life What are the Obesity and health causes of Chemistry p82 – 85 IaS 5.1 – 5.5 risks obesity? Risk. What is classed Diabetes as obese? Type 1 and Type 2 Recent 66

diabetes. controversy. Risk factors leading to diabetes. What is diabetes?

Who is likely to get diabetes?

Look at data to do with obesity and diabetes.

Questions p83 and 85

C3.1 Food and the -3. 4 Consumer IaS 6.1 – 6.3, 6.7 Making Governments and food Look at food Food labels decisions safety labels and about relevant Websites including Science and FSA websites. FSA, Which?, Friends Technology of the Earth, Soil Research and food How much do Association, Fairtrade. IaS 5.1 – 5.5 you think about Risk. Labelling food when you Chemistry p86 – 91 buy it or eat it? Food hazards and Student opinions. risks – from chemicals Look at data p88 in food. Look at risk scale Applying the p89 precautionary principle to food. Questions p87 and 89.

Summary sheets p90 - 91

4. PHYSICS

P3 Radioactive Materials Types of Energy P3.1 Energy Patterns Energy P3.3 transfer Our use of energy, electricity Discuss what we use Graph paper Studied last – how much we use, how it electricity for on a daily year gets to us. basis. Internet. 67

SE 11a,b,e Is electricity efficient, clean? Look at data for Physics p66 – 67 Energy demand of electricity – sources Limiting climate change. p66 Physics. and uses

Sankey diagrams of SE13 energy use, p67, and Radioactivit draw some others. y

Look at other data to IaS 6.1-6.3, do with electricity use, 6.7 Making compare different decisions countries – draw about graphs. Science and Questions p67 technology P3.1 Radiation all around P3.4 Discuss these issues. Physics p68 – 71 SE13 Radiation sources Look at levels of Radioactivit Background radiation radiation emitted by Internet y Radioactive gas different sources. Look at map of radon IaS 5 Risk Health effects of radiation gas levels – p70. Look at data p71 IaS 6.1-6.3, Radiation dose Discuss the 6.7 Making risks/benefits of decisions Radon gas levels in different sunbathing. about parts of the UK Questions p69 and 71 Science and Irradiation and contamination technology

Sunbathing – benefit and risk.

Radon and risk. P3.1 Radiation and Health SE 11a,b,e P3.4 Energy Medical imaging Look at images Physics p72 – 75 sources produced by radiation. and uses Risks of using medical Internet imaging Discuss use of SE13 radiotherapy – Food labels – of Radioactivit Treatment for cancer sensitive issue. irradiated food/non y irradiated food. ALARA principle and dose. Look at different types IaS 5 Risk of ionising radiation – Different types of ionising table p74. Internet IaS 6.1-6.3, radiation – alpha, beta, images. 6.7 Making gamma. decisions Discuss sterilization of about Use of radiation to sterilize food and instruments Science surgical instruments, food. using radiation. and technology Look at food labels showing information about irradiation.

Questions p73 and 75 P3.1 Changes inside the atom SE 11a,b,e Energy What makes an atom sources 68

radioactive? Look at why some Periodic Tables. and uses nuclear are Radioactive decay radioactive. Physics p76 – 78 SE13 Radioactivit Medical isotopes Look at isotopes. y

Draw some radioactive IaS 5 Risk nuclei decaying and the particles produced IaS 6.1-6.3, – remind of 6.7 Making penetrating power and decisions ionising/damaging about effect. Science and Questions p78 technology P3.1 Nuclear Power P3.3 Look at and draw Physics p79 – 81 SE 11a,b,e Nuclear Fission nuclear fission Energy diagrams. Internet sources Chain reaction Look at animations of and uses Controlling the chain reaction chain reactions. James Bond film SE13 Generating electricity extract? Radioactivit Look at diagram of y The Chernobyl disaster. generating electricity. Look at news articles IaS 5 Risk about the Chernobyl disaster. IaS 6.1-6.3, Questions p81 6.7 Making decisions about Science and technology P3.1 Nuclear Waste Explain what nuclear SE 11a,b,e P3.2 Nuclear Waste – legacy, waste is. Physics p82 – 85 Energy P3.4 hazard. sources Look at data about Data about and uses Radioactive Decay, half life nuclear waste. nuclear waste. SE13 Sellafield Calculate half lives. Data from Radioactivit Sellafield – Tony. y Permanent disposal? Discuss Sellafield and disposal of nuclear Calculators. IaS 5 Risk Applying the precautionary waste. IaS 6.1-6.3, principle. Debate about use of 6.7 Making nuclear radiation and decisions disposal of nuclear about waste. Science and Questions p83 + 85 technology P3.2 Energy Futures SE 11a,b,e P3.3 Energy P3.4 Who decides about our Look at data of energy Physics p86 – 91 sources energy sources? sources, p86 Physics. and uses

Primary sources of energy Look at how a thermal SE13 power stations works, Radioactivit Generating electricity p87 and internet. y 69

Reducing CO2 emissions Draw and look at IaS 5 Risk Sankey diagrams of The energy debate energy loss – compare IaS 6.1-6.3, gas-fired power station 6.7 Making Making decisions. with nuclear powered. decisions about Discuss CO2 Science emissions and and decommissioning. technology

The energy debate.

Questions p89

Summary sheets p90 - 91

YEAR 10 - MOCK GCSE EXAMS

Year 11

AUTUMN TERM

2. BIOLOGY

Specification: Twenty First Century Science 70

Units B4, B5 and B6

Unit Lesson title and content Activities, Resources Links codes practicals B4 Homeostasis B4.1 What is Homeostasis? What does homeostasis Thermometers or Thermometers, mean? temperature temperature probes, What conditions/levels probes to detect data logging need to be kept constant and record apparatus. in the body? change in body What activities/situations temperature due Ice. are going to dramatically to exercise, or change these levels? – hand in ice. Strenuous exercise, mountain climbing, hot/cold climate. Artificial support systems are similar to body control systems. Artificial and body systems have receptors, processing centres, effectors. HW Find Negative feedback out/revise control. diffusion, osmosis and active transport. B4.2 Why is homeostasis Potato osmosis Potatoes, cork borers, important for a cell? experiment. salt solutions, rulers, Diffusion, osmosis, active glassware, balance/s, transport. Examples of Red blood cells in fridge/cool place. use in the body. different solutions What happens to cells if – seen down Photos of blood cells too much water enters. microscope. doing osmosis and shrivelling (plasmolysis)/bursting.

B4.2 Enzymes Enzyme Protease enzyme. What are enzymes? practicals. Meat/egg albumen. How do they work? Protease effect Water baths/ Bunsen How do temperature and on digesting meat burners and beakers. pH affect the rate at which cubes or egg Thermometers. enzymes catalyse albumen Timers. reactions? suspension. Analysis of temperature Done at different graph for enzyme action. temperatures and pHs. HW Analyse and explain practical results. B4.3 How is our body Explain how Cotton wool, ethanol, temperature kept thermoregulation water, temperature constant? mechanisms probe, data logger. How we gain and lose work. heat. Core and extremity body Create negative temperature. Muscles and feedback diagram the liver doing respiration for generate the heat for the thermoregulation. 71

body. This is carried to the rest of the body via Evaporation data the blood. logging exercise. Thermoregulation. What happens and how it works including sweating, vasodilation and HW Anotate vasoconstriction. temperature Shivering. graph. Explain Role of the hypothalamus. how sweating can Negative feedback help the body to control. lose heat. B4.3 When it all goes wrong - P116 – 117 Biology heat stroke and text book hypothermia

Look at graph of survival temperatures. Symptoms and treatment of heat stroke and hypothermia. B4.4 How does the body Create negative Diagrams of kidney control water balance? feedback diagram and kidney nephron – How is water gained and of to help explain, details lost? osmoregulation. of kidney structure are Formation of urea. not needed to be Roles of the kidney. recalled. Osmoregulation, including the roles of the hypothalamus, pituitary gland, ADH. Negative feedback control. Note emphasis on salt concentration in blood. Summary of Effects of caffeine and homeostasis p118 alcohol – suppressing Biology text book. ADH. Effect of Ecstasy – increasing ADH producing. Questions p119 Biology text book, especially 5 and 6. B5 Growth and development B5.1 How does an organism produce new cells?

Growing and Changing

Animals and plants change dramatically during their lives. Match young and P122 Biology text adult plants and book. Stages of growth – cell animals in division, cell elongation photos. and/or increase in girth, cell differentiation/ Look at life cycle Life cycle diagrams Specialization. pictures. from the internet. 72

Specialization in plant leaf Look at slides of Slides of specialized section. unspecialized and unspecialized and specialized cells. Allium root tip Where plants and animals cells and allium slides. Microscopes. grow. root tips. Meristems. P123 Biology text Plant growth patterns. book.

B5.1 From a single cell to an adult All the cells in the human body come from the fertilized egg – zygote. Diagrams of Internet Development of the human embryo human embryo. development . B5.1 Growing plants and Stem Taking cuttings. Plants eg. African cells Violets, geraniums, carnations. Compost. Repairing damage in Hormone rooting plants and animals. liquid/powder. Pots. Plants use meristems. Knives/blades – care! Newt regeneration Clear plastic bags and example – stem cells. elastic bands. Taking cuttings. Differences between taking cuttings/vegetative reproduction in plants and growing from seed. Advantages and disadvantages for the plants in the environment. HW Questions p127 Biology text book. Look after cuttings. B5.1 A look inside the nucleus Look at cells with Variety of cells slides and without including RBC, WBC, All cells start life with a nuclei under xylem, phloem etc. nucleus, a few specialized microscope. cells lose them eg RBC and xylem. Table p129 Biology text book Different organisms have Biology text book. different numbers of NB E.Coli being a chromosomes and genes. prokaryote – bacterium has Human body cells and one circular zygotes – 46 chromosome. chromosomes. Human Others, sex cells – 23 eukaryotes have chromosomes. linear chromosomes. Why DNA is special – structure enables it to make exact copies of itself. DNA provides instructions so that the cell can make the right proteins at the right time. HW Questions p129 Biology text book. 73

B5.1 Making new cells Stain garlic root Growing garlic roots. Remember the tips with acetic Acetic Orcein stain or characteristics of life. orcein or toluidine toluidine blue. Movement, reproduction blue. Look at Hydrochloric acid. and growth are included. results with Blades. Hot block. In order to make new microscope. Watch glasses. cells the cell must grow Prepared slides Slides. Microscopes. and make copies of of allium root tips. Prepared allium root organelles and nucleus – tip slides. including replicating the Draw diagrams of chromosomes. stages of mitosis Care! – well ventilated Cell division for growth, seen. room needed and repair and asexual NB – it is not avoid inhaling acetic reproduction is mitosis. necessary to be orcein. able to recall all What happens during the stages. mitosis. Straws. Features of mitosis. Demonstrate the events of mitosis using straws.

B5.1 Asexual reproduction Discuss and look Diagrams from the What asexual at diagrams. internet. reproduction is. Some plants and animals, Check cuttings. Previously made bacteria and fungi cuttings. reproduce by asexual Produce table of reproduction. advantages and Types, examples. disadvantages of asexual Advantages and reproduction. disadvantages of asexual reproduction.

B5.1 Sexual Reproduction B5.3 Gametes, zygote. Draw diagrams to Chromosome number. show Humans 46 in body cells, chromosome and the zygote. These are numbers. in 23 pairs. Gametes have 23 single Use straws to chromosomes. show what Offspring from sexual happens to reproduction are varied – chromosomes genetic variation. during meiosis. Meiosis is the type of cell division that produces Look at gametes. animations of The gametes produced meiosis. have half the chromosome number of the parent cells. Why this is important. The zygote has a set of chromosomes from each parent. Questions p133 Biology. 74

3. CHEMISTRY

Specification: Twenty First Century Science J631 Units C4, C5 and C6

Unit Lesson title and Activities, practicals Resources Links code content C4 Chemical Patterns C4.1 The Periodic Table Chemists looked for Periodic table, patterns in the elements diagrams of discovered. Dobereiner’s Connection between the triplets. masses of the elements Look at Dobereiner’s Mendeleev’s and their behaviour. triplets, and periodic table. Relative atomic mass – Mendeleev’s early compared to hydrogen. periodic table. Dobereiner’s triplets. Which were the Mendeleev put the elements he predicted, elements in order of how could he do it? atomic mass, he left gaps to make a sensible Look at the periodic pattern of table. Note patterns. Periodic table p95 behaviour/properties. Answer questions p95 Chemistry. With the elements in Chemistry. order, at intervals Questions p95 (periods) along the line there were elements with similar properties. Periodicity. How the periodic table is arranged now. What a period is. What a group is. C4.1 Patterns in properties – the alkali metals Copies of the Work done last periodic table. year. Which are the alkali Find the alkali metals metals? on the periodic table. Lithium, sodium Find them in group 1. potassium. Bowl for What are their chemical Watch their reactions water. Safety symbols? with air containing screen. Blade/knife. Look at reactions of oxygen and water. You tube. sodium, lithium and potassium, cut them, Questions p97 P96 – 97 Chemistry. react with water. Chemistry You tube – reactions of rubidium and caesium with water. Reactions of alkali metals with chlorine gas. Trends in properties. Alkali metals get more reactive as you go down the group. What a salt means. Uses of compounds of 75

the alkali metals. Formulae of halides and hydroxides of group 1 elements.

C4.1 Chemical Equations Write word equations. Word equations. Use molymods to help Periodic table. Formulae of molecules. work out formulae for Chemical equations. molecules and Molymods. Balancing equations. balanced chemical State symbols. equations. Equations to work out. Write chemical Questions p99 equations. Balance Chemistry. them. C4.1 The halogens Look at halogens, Iodine crystals. Find the halogens on the observe differences in Bromine liquid if periodic table, group 7. state of matter and available. Non metals, reactive. colour. Halogens on How their colours and internet – chlorine states and reactivities Observe bleaching gas. change as you go down effect of chlorine the group – less reactive (bleach vapour). Bleach as you go down the Observe the effect of Indicator papers. group. iodine vapour on Boiling tubes. Safety precautions when indicator papers. Forceps. Bungs. working with halogens. Diatomic molecules – Look at reactions of P100 – 101 strong covalent bonds iron with the halogens Chemistry, including between atoms, weak – internet. questions. forces between the Research into the uses molecules. of halogen Uses of halogen compounds. compounds. Questions p101 Chemistry. C4.2 The discovery of helium

Robert Bunsen’s new Do flame tests on Metal salts – burner. metal compounds. sodium, lithium, Flame tests. potassium, calcium, Flame spectra – Kirchoff. Look at others on barium, copper, Discovery of caesium internet. (strontium) and rubidium. nichrome wire Discovery of helium – Look at sparklers loops, spectrum from sun burning – see if can Bunsen burners. during eclipse. distinguish the metal Sparklers. compounds present. Internet. Look at line spectra of elements – internet.

Questions p103 Chemistry. C4.2 Atomic structure Work done with Nicholas two Atomic models – each years ago, and represent only a part of with me last 76

what we know about year. atoms.

Dalton’s atomic theory – solid atom. Inside the atom – update on the Hadron collider at Draw diagrams of CERN. atoms. Protons, neutrons, electrons. Masses and Questions p105 charges. Positions – Chemistry basic diagram of atom. C4.2 Electrons in shells

Niels Bohr and electron Look again at some Line spectra – Work done last energy levels. line spectra. internet year. Line spectra can be explained by electron Draw and write down energy levels. the electron Periodic tables Clouds of negative configurations for a charge. number of elements. P106 – 107 Electron shells. Chemistry. Amount of energy Questions p107 needed to remove the Chemistry. electrons from sodium, diagram p107. Electron configuration. Number of electrons in each shell. C4.2 Electronic structures and the periodic table

Proton number = Work out and draw the Work done last electron number. electron configurations year. Elements are also of elements in the arranged in order of same group – same proton number. number of electrons in The shell model of their outer shells. electrons helps to explain the patterns in Work out and draw the the periodic table. In a electron configuration period, from one atom to of consecutive atoms the next, the proton in a period. number increases by one and the electron shell fills Questions p109 progressively. Shells fill 2, 8, 8, or actually 2, 8, 18 – see the Transition metals. Elements in groups have the same number of electrons in their shell, therefore they act similarly. The number of electrons in the outer shells of metals, non metals and noble gases. Atoms get bigger as you go down the groups due 77

to more electron shells – link to changes in reactivity. C4.3 Salts

Compounds of metals Look at the differences and non-metals are salts. between the melting Salts are different from and boiling points of their elements because salts and their of what happens to the constituent elements. atoms when they Also appearance. react/bond. (Electrolysis of lead Some salts are soluble in bromide demo). water, some insoluble. Set up electrolysis of Molten salts conduct salt water (Fume hood, lead electricity – the salts split and copper sulphate bromide, power into their ions. solution. pack, graphite electrodes, Electrolysis Test gases produced. powerpack, bulb, ammeter, Bunsen, Explaining electrolysis – Draw diagrams to heat proof mat, ionic theory. explain what is spatula) happening.

Work out other Salt, water, copper examples of solutions sulphate solution, doing electrolysis. metal electrodes, leads, batteries/ powerpacks. Questions p111 and Bulbs. 113 Chemistry. For electrolysis of salt water, fume hood or put apparatus outside – chlorine gas.

Diagrams p112 and 113. C4.3 Ionic theory and atomic structure Atoms becoming ions – Draw diagrams of Work done last their electron atoms becoming ions. year. configuration.

Explain that ions accept or donate the electrons required to return to atoms during Work out formulae of electrolysis. ionic compounds Table p115 depending on the ions Formulae of ionic they are made from. Questions p115 compounds. Chemistry. Work out the charge Charges in an ionic on one ion given the molecule balance. formula of an ionic compound and the Compounds of group 1 charge of the other ion. 78

and 7 elements are ionic. Questions p115 Chemistry.

C5 Chemicals of the Bonding – C5.1 Natural World studied last year Chemicals in four Diagram of the earth’s Chemistry p122 – spheres layers p122 Chemistry. 125

The layers of the Earth. Look at data of Molymods Core, mantle, crust. elements p123 Lithosphere, Chemistry. hydrosphere, biosphere, atmosphere. Questions p123 Chemistry. Chemicals and elements in the layers, first Use lithosphere and molymods/diagrams of atmosphere. the molecules of atmospheric gases. Strong bonds between atoms in molecules – Questions p125 covalent and ionic/electrostatic attraction.

Flow between the spheres.

C5.1 Chemicals of the hydrosphere

Properties of water Discuss the properties Biological Sciences of water table Water molecules Molymods of water Thermometers Why is sea water salty? molecules. Ice Beakers Water cycle Draw diagrams of Salt bonding in water (conductivity meter) Chemicals of the molecules. lithosphere Test some properties of water.

Why does water conduct electricity?

Draw the water cycle.

Link the properties of water to its importance to life.

Questions p127 Chemistry. C5.2 Chemicals of the lithosphere Ionically Define minerals Chemistry p 128 – bonded 79

Rocks and minerals 131 compounds. Look at samples and Evaporite minerals pictures of rocks and Internet Charges on minerals. ions, formulae. The structure and Rock and mineral properties of salts. Discuss 79vaporates samples. and the formation of Silica and silicates salt (NaCl) Quartz Silicate minerals Discuss structure and properties of salts, strength of ionic bonds, high melting and boining points. Crystal structures.

Check can work out the formulae for salts having been given a table of charges on their ions – revision.

Look at the structure of quartz. SiO2. Sandstone.

Discuss silicate minerals.

Questions p128 and 131 C5.3 Chemicals of the Diet and Biosphere digestion taught Look at bonding of Chemistry p132 – in year 9 Living things are made carbon 133 from chemicals. Build organic Organic molymods Carbon – why it forms molecules using large organic molecules. molymods. (DNA model)

Proteins Draw diagrams of the Carbohydrates molecules. Fats Nucleic Acids. Discuss their properties.

Questions p133

4. PHYSICS

Specification: Twenty First Century Science J631 Units P4, P5, and P6

Unit Lesson title and content Activities, Resources Links codes practicals P4 Explaining Motion 80

P4.2 Forces in all directions Use balls, springs, Balls, springs, To start anything moving elastic bands, plasticine, elastic requires a force. plasticines, to bands. investigate forces. Examples of forces – Toy cars or weight, gravity, Pairs of cars dynamic trolleys. magnetism, centripetal, moving towards Ring and/or bar centrifugal, friction. each other. magnets. Thread/string. Forces are pushes and Ring/bar magnets Pole for support. pulls. tied on strings P94 – 95 Physics. attracting or Forces arise from an repelling each interaction between 2 other. objects – interaction pair. The 2 forces in an Questions p95 interaction pair are: Physics. Equal in size; Opposite in direction: Act on different objects.

Examples: Two people pushing on each other. A person on roller skates pushing on the wall.

Forces still equal and opposite – it does not matter on the size or strength of the people/objects involved.

Contact forces – when the interacting forces touch each other. Magnetism and gravity are forces which act at a distance.

Eg. Apple being pulled towards Earth by gravity, apple pulling up on the Earth by gravity. P4.2 How things start moving

Explosions – usually push Cars on slippery Toy cars. pieces out in all directions, surfaces compared except rockets when with rough ones. Slippery everything goes out in one tray/equivalent. direction. Film footage of Jet engines – how they people sliding in 2l drinks bottles, work. snow and ice. bicycle or car tyre pump, bungs with Cars on mud or ice, Make water holes in/make compared with cars on a rockets. hole in lid. Card rough road. for fins. Questions p97 Walking on snow and ice Physics. You tube. compared with walking on 81

a rough surface.

When there is grip, a large backwards push on the surface results in a large P96 – 97 Physics. forward force. P4.2 Friction – a responsive force Push objects over Range of surfaces surfaces of of different Friction resists the different smoothness/ movement of objects over roughnesses. roughnesses – a surface. Friction adjusts Sandpaper. in size in response to a Objects to push situation up to a limit. The along over limit depends on the surfaces – eg. objects and surfaces matchboxes. involved. Two Explaining friction. Look at two brushes/flexible brushes or combs combs. Even surfaces that seem moving over each smooth have quite large other. bumps and hollows. (Maybe look at (Range of Most surfaces are quite surfaces with hand surfaces to look at rough so they only contact held lenses) under at a few points. The magnification. pressure at these points is Try oiling or Handheld lenses.) large so it ‘cold welds’ lubricating them together. When you surfaces to see Oil, grease, slide one object over how this affects Vaseline another you have to keep the friction and the breaking these tiny welds force needed to – needs force. move objects P98 – 99 Physics. across the surfaces.

Questions p99 Physics. P4.2 Reaction of Surfaces Tennis balls/eq.

A ball let fall is pulled Drop balls and put Springs down by gravity. them on the tables. A ball on a table is held up Explain why they Sofa by an upwards force – fall and why they reaction of the surface. are being held up. School bag

Explain how a sofa pushes Look at a bag/person up. bag/person on the Like a spring, the more the sofa, squeeze bag pushes down, the springs and more the sofa pushes explain how the back up. The bag/person sofa holds the sinks down until the push bag/person up. of the foam balances the downward pull of the gravity.

Similar thing happens when a bag sits on a table 82

top.

The upwards force exerted by the table equals the downwards force exerted by the effect of gravity on the object, until the downwards force is too Calculate resultant great and the table breaks. forces.

Adding Forces Use examples of walking, and If there is a force acting on driving, jet engine an object but it is not and rocket – draw moving, then there must diagrams and be another force calculate forces. balancing/cancelling out the first one. Questions p101 Physics, If the forces acting on an particularly 1 and object balance each other, 3. they add to zero. Direction of the force is important. The sum of all forces acting on an object is the resultant force.

P4.1 How can we describe motion

How fast are you going?

Average speed = distance Run a measured Meter rules/30m travelled/time taken distance, time it tape. and calculate the Stop clocks. Units of speed: speed run. Calculators. m/s miles/hour Question 1 p102 Diagrams and text km/hour Physics p103

Instantaneous speed. Questions 2 – 4 p103 Physics. Speed cameras – how they work. P4.1 Picturing Motion (Do experiments with Go-motion Distance – time graphs position sensor) P104 – 105 Physics. Look at distance – time graphs on Graph paper p104. Analyse Vijay’s cycle ride. Calculators Calculate the speed from the (Go-Motion graph sections. position sensor and software) Questions p104 Physics. 83

Draw other distance speed Acceleration and graphs. deceleration on distance – speed graphs. Questions p105 Physics. Speed – time graphs Look at velocity – Tachygraphs – lorry speed time – time graphs. Graph p106 Physics. Velocity is speed in a particular direction. Draw velocity – time graphs.

Questions p106 Physics. P4.3 What is the connection between forces and motion? Force, interaction, and Look at the effect momentum of two cars hitting each other. Toy cars If there is no interaction Two cars on Tape/string there is no movement. top/next to each (dynamic trolleys) When there is an other hitting one interaction between two other. mobile objects, both move. If one object is heavier than the other, the heavier one moves more slowly than the lighter one. The mass x speed is the same for both.

Momentum = mass x velocity

Momentum (kg m/s) Mass (kg) Questions p107 Velocity (m/s) Physics P107 Physics

If an object is moving in one direction, momentum is positive. If an object is moving in the opposite direction, its momentum is negative. Tap/kick a ball. Force and change of Discuss force and Tennis/eq. balls momentum change of A kick on a ball: The foot momentum Toy cars. exerts force on the ball Tape/string. and the ball exerts force Smooth surface. on the ball for a short while. The kick gives the P108 – 109 ball some momentum. It Example p108 Physics causes a change in momentum. Questions p108 Physics 84

Change of momentum depends on size of force you push with, and time for which you keep pushing.

Change of momentum = force x time for which it acts.

Change of momentum (kg m/s) Force (N) Time (s) Look at the example of two Conservation of skaters p109 momentum Physics.

When 2 objects interact, Push 2 cars and 1 the change of momentum + 2 cars together. of one is equal in size to Look at how fast the change of momentum they rebound. of the other, but in the opposite direction. Questions p109.

When 2 objects interact, the total change in momentum of the 2 objects is zero. So the total change in momentum of the 2 objects is the same after interaction as it was before.

P4.3 Car Safety Look at film of Application of change of dummies in safety Internet momentum to car safety. tests in cars. Physics p110 – Increase the time over Look at seat belt in 111. which the change of car. momentum occurs and Car. decrease the force. Calculate the forces experienced Crumple zones in different Seat belts. conditions.

Questions p110 and 111 Physics. P4.4 Laws of Motion

Law 1: If the resultant Apply the laws to Physics p112 – force acting on an object is curling or ice 113 zero, the momentum of hockey. the object does not Bicycle change. Consider the forces on a cyclist. Law 2: If there is a 85

resultant force acting on Try on bicycle if an object, the momentum available. of the object will change. The change of momentum Questions p113 = resultant force x time for which it acts. Same direction as the resultant force.

Forces acting on a cyclist

Driving force and counter force.

When they are equal the cyclist stops accelerating and continues forward at a constant speed.

P4.3 Work and Energy

Work done = force x Work done Physics p 114 – distance moved. calculations. 115 Physics for You Work done = Joules GPE calculations. Force = Newtons Calculators Distance = metres Consider the shopping trolley. U bend Lifting things: work done and gravitational potential Questions p115 Toy car. energy. Consider car at (Sensors to Kinetic energy different speeds. measure or Changing kinetic energy calculate speed) Consider roller Roller coaster coaster. Look at u Amount of GPE lost = bend with car in. amount of KE gained. Do example calculations.

Questions p117

Summary sheet p118.

Unit questions p119

SPRING TERM

2. BIOLOGY

B5.2 How do genes control growth and development within the cell? 86

The mystery of inheritance

Brief history of the discovery of DNA structure. The double helix. Diagrams and Complementary base pairing. animations from How the model fitted the the internet. evidence – X-ray diffraction Draw/label and proportions of bases. diagrams of DNA model if DNA replication. DNA. available.

Practise complementary base pairing. B5.2 Specialized cells – special proteins

Examples of structural proteins and their functions in the body. Enzymes and antibodies are also proteins. Genes code for proteins. Specialized cells have some genes switched on, others switched off. How cells become specialized into the correct type of cell depending on where they are in the body – idea of transcription factors, Internet research Diagrams in chemicals and hox genes. Biology, p138 – 139.

Internet on developmental biology. B5.3 Stem Cells

Embryonic and adult stem Internet research Internet cells. Differences and uses. Discuss ethical Therapeutic cloning and implications. reproductive cloning. Ethical problems with both. B5.2 Making Proteins

Genetic code Build an amino Amino acid structure acid using Molymods molymods. Protein synthesis – Watch and transcription and translation. explain Internet Detail does not need to be animations of animations of recalled. protein synthesis. protein synthesis mRNA is a single stranded – You Tube copy of the DNA gene. It carries the code from the Diagram p143 nucleus to the ribosomes in Biology the cytoplasm. B5.3 Phototropism 87

Set up Cress seeds, Observe and explain phototropism compost, pots (9 phototropism. experiment with per group). Effect of auxin on shoot tips. cress. Foil, sellotape/stickers. Analyse and Labelling sticks explain results. and pens. Window sill or Answer lamp. questions p147 Cover/cupboard. Biology. Trays.

Go through summary points Questions and p146 Biology. summary points, p146 – 147 Biology. B6 Brain and mind B6.1 B6.3 What is behaviour? Discuss what Biology p150 – animals need to 153 Responses to stimuli. survive Internet – You Simple behaviour How reflexes can Tube Reflexes -Involuntary provide these responses things. Why reflexes are important Examples of reflexes Where complex behaviour is Complex behaviour – a better needed. chance of survival Think of Conditioned reflexes examples in humans adult Simple reflexes in humans – humans. gag reflex, pupil reflex. Try pupil and leg Newborn reflexes – stepping, jerk reflexes. grasping, startle, sucking, swimming. Questions p151 Biology Sudden infant death syndrome (SIDS) Look at newborn reflexes.

Questions p153 B6.1 Your nervous system B6.2 B6.3 The reflex arc. Look at and label diagrams of Biology p154 - Central nervous system reflexes, 157 neurons, central Peripheral nervous system nervous system.

Nerves and neurons. Sequence of events of reflex Receptors arc.

Sense organs Questions p155 88

The eye Look at the eye, muscles and Effectors, muscles, endocrine endocrine glands. glands.

Move arm as example of muscle contraction and relaxation.

Questions p157

Make a list of terms and their definitions from p154 B6.2 Conscious control of reflexes B6.3 B6.6 Modifying a reflex. Eg putting down a hot plate Map the Biology p158 – with food on. sequence of 161 events with More complex behaviour modifying a Internet involves lots of connections in reflex. the brain and lots of neurons. Discuss more Synapses – how they work. complex behaviour. Serotonin Questions p158 How drugs Prozac and ecstasy affect the brain. Look at diagrams of the events at the synapse. Bullet points for events.

Look at how actions of serotonin, Prozac and ecstasy.

Research other drugs which interact with synapses (lots).

Questions p161

B6.4 The Brain B6.5 Look at the brain Biology p162 – The brain in simple animals, in simple and 163 complex animals. complex animals. Different regions of the brain Biological deal with different aspects. Look at the Science functions of the The conscious mind regions of the Internet brain. 89

Research on the brain Look at MRI Injured brains scans of brains.

Brain imaging. Look at pictures of the sizes of sensory regions – Biological Science, and p162

Questions p163

B6.4 Learned Behaviour

Conditioned reflexes Look at Biology p164 – conditioned 167 Conditioning aids survival behaviour. Student Conditioning in your pet. Use examples experiences from students pets/animals.

Think about how adverts condition Human learning us.

How does learning happen? Discuss how and Repetition. when humans Age and learning learn. Feral children How do the students learn things eg how to play a move in sport, how to play a piece on an instrument, learning a new idea, revision for exams. B6.4 What is memory? B6.5 Short and long-term memory Look at short and Biology p168 – long-term 175 Sensory memory store memory Students How much can you store in Try remembering your short-term memory? letters from chart. Memory games

Models of memory Try game with Cups, object to Rehearsal and long-term object under cup. hide. memory. Try the shopping Applying to school work. game.

Try putting objects of words into a pattern to help remember 90

them.

Try highlighting words or associating them with a strong smell.

Questions and exercises p169, p171, p173.

Summary p174

Exam questions p175

3. CHEMISTRY

C5.3 Human impacts on the C3 Food Environment Matters

Element cycles Revision of the cycles Chemistry p134 – covered in C3 Food 135 Carbon cycle Matters. Work from C3 Nitrogen cycle Questions p134 and 135 Chemistry C5.4 Metals from the C4, Chemical Lithosphere Patterns. The periodic Metal ores. How are different Calculators table. metals found? How reactivity of the Periodic tables. metals is linked to how Remember the the metals are found. reactivity series. Balance diagrams/ Animations. Mineral processing Think about the issues to do with extracting Extracting metals, some metals. of the issues. Questions p137 Chemistry

Extracting metals from Look at reactions to ores. extract metals.

How much metal – Remember relative Relative atomic masses, atomic masses relative formula masses. Calculate relative formula masses.

Work through eg p139.

Questions p139. C5.4 Extracting Aluminium C4 Chemical Aluminium is very Set up some Chemistry p140 – Patterns 91

reactive so has to be electrolysis. 141 extracted from aluminium oxide from bauxite by Look at process of Electrodes, electrolysis. electrolysis to produce aluminium. Electrolyte.

Write equations and Beakers. half equations Power sources. involved.

Questions p141 C5.4 Structure and bonding in Internet – Metallic metals animations of bonding and metallic bonding. properties Metal properties Revise metallic studied in Year bonding, structure and P142 – 143 9 Metallic structures properties. Chemistry

Metallic bonding Questions p143 Chemistry C5.4 The Life cycle of metals

Mining Look at the life cycle of Chemistry p144 – Processing ores metals. 147

Metal extraction Consider the Reduce, Internet reuse, recycle Metals in use campaign.

Recycling Questions p145

Summary p 146

Exam questions p147 C6 Chemical Synthesis Year 9 Acids C6.1 Chemistry p150 – and Bases The Chemical Industry 155 C5 What the chemical Look at the pie chart Range of acids Reactivity of industry does p150 Chemistry metals Indicator papers People in the chemical Questions p151 and solutions industry Metals (range of Acids and Alkalis Make molymod models reactivities), metal and draw diagrams oxides eg copper Organic acids and formulae of acids. oxide, metal Mineral acids hydroxides eg Alkalis Practicals: sodium hydroxide, Acid reactions with metal carbonates eg Reactions of acids: indicators, metals, calcium carbonate With indicators metal oxides,metal to react the acid With metals hydroxides, with. With metal oxides or carbonates. hydroxides Bunsen burners. With carbonates. Test gases produced. Splints. Tubes Metals below lead do not Write the equations, Bungs react with acids. word and balanced Heat proof mats. 92

symbol with state Pipettes. Acid + metal -> salt + symbols. hydrogen Care when working Questions p151, 153, with acids. Acid + metal 155 oxide/hydroxide -> salt + water

Acid + carbonate -> salt + water + carbon dioxide.

Word and symbol equations. Balanced equations with state symbols C6.1 Salts from acids Neutralisation Acid eg HCl, alkali in Acids and What makes an acid an Practical: eg NaOH. Universal Bases in Year 9 acid? Neutralization of an indicator solution. Strong and weak acids acid and an alkali to Evaporating make a salt. Evaporate basin/beaker. What make a solution the water to collect the Bunsen, gauze, alkaline salt. tripod, heat proof mat. Neutralization Eg. hydrochloric acid + sodium hydroxide. Salt Salts. formed, sodium chloride. Use universal Working out the formulae indicator to show of salts. neutralisation.

Balanced symbol equation.

Working out the formulae of salts.

Questions p157 Chemistry C6.1 Salts in our lives C6.2 Examples of salts in our Look at examples p158 Burettes lives. Chemistry Citric acid Sodium hydroxide Making calcium chloride Look at process for Phenolphthalein for dialysis. making calcium indicator/UI solution. chloride. Clamp stands Purity of Chemicals Pipettes Question p159 Conical flasks Grades of purity Chemistry Beakers.

Testing purity Practical: Titration of citric acid Titration and sodium hydroxide, using phenolphthalein indicator (if available) or universal indicator.

Write down the process in bullet 93

points.

Word and balanced symbol equations.

C6.2 Rates of Reaction

Examples of fast and Practicals: Chemistry p162 – slow reactions. 163 Measure loss of mass Measuring rates of of gas produced, Balance, timers, reaction – appearance of increase of volume of Calcium carbonate, product or gas produced, how hydrochloric acid, disappearance of long for a piece of solid zinc, sulphuric acid, substrate. reactant to disappear, (sodium (how long it takes for a thiosulphate Graphs of rates of solution to turn cloudy solution), reaction. – if sodium White china tile, thiosulphate available). Measuring Practical ways of cylinders, delivery measuring rates of Decide which method tubes, reaction which suit which Bowl, clamp stand. reaction best. C6.2 Factors affecting reaction rates Practicals: Chemistry p164 – 165 Concentrations of The effect of Zinc pieces, (zinc reactants, Surface area, temperature, surface granules),calcium temperature, catalysts. area, and catalyst on carbonate powder, rates of reaction. Try calcium carbonate with zinc and sulphuric granules – marble acid or calcium chips, carbonate and Sulphuric acid, hydrochloric acid. hydrochloric acid. To zinc and sulphuric Delivery tube and acid reaction – add a syringe/upturned few drops of copper measuring cylinder sulphate solution as in water. catalyst. Copper sulphate solution. Can try varying Needs practice. concentration of the Bunsen burner, acid. tripod, gauze, (or water bath) Draw rate graphs with thermometer. the results. Caution – hot acid. Graph paper Explain the results – mechanisms.

Questions p165 C6.2 Catalysts in Industry Chemistry p166 – Discuss catalysts. 167 How catalysts work Can use Haber process and catalytic Examples of catalysts. cracking as examples. Enzymes are biological Collision Theory catalysts. Discuss the collision theory 94

Questions p167 C6.2 Chemical Quantities

Reacting masses from Remember how to Chemistry p168 – relative formula masses calculate RFM. 169

Yields Calculate reacting Revision guides – masses. GCSE and AS Theoretical yields Chemistry Calculate theoretical Percentage yield yields. Other text books – AQA, Chemistry for Calculate percentage you? for more yields. examples.

Example and questions p169 C6.2 Stages in Chemical Chemistry p170 – Synthesis 175

Choosing the reaction Practical: Sulphuric acid Risk assessment (Magnesium Work out quantities to Make magnesium carbonate) use sulphate from Clamp stands Carry out reaction magnesium carbonate Beakers Separate product from and sulphuric acid. Stirring rods reaction mixture Filter funnels, Purify product React, filter, evaporate, (evaporating basins) Measure yield and check dry, weigh. Bunsens, tripods, purity of product. gauzes, Word and balanced Dessicating symbol equations. chamber – make one, Calculation of mass Balance. and volume needed.

Calculation of percentage yield.

Summary sheet p174

Exam questions p175

4. PHYSICS

P5 Electric Circuits

P5.1 Static electricity

Where you encounter Discuss where we Physics p122 – static electricity. encounter static 123 electricity in daily 95

Charging by rubbing life. Plastic rulers Polythene rods Two types of charge Make objects static, Dusters/cloths rulers, balloons, Small objects to Where does charge hair. Look at the pick up come from? effects. Balloons, balloon inflator. Explain what is Fine haired happening. student/teacher. Jumper. Explain the earthing strips in cars.

Questions p123 P5.1 What is electric charge?

Explaining charge Explaining that Physics P124 – Electricity electric charge is 127 studied in What is current? free electrons and Year 8 that moving Leads, Simple circuits charge/electrons is Crocodile clips, current. powerpacks, An electric circuit model bulbs, Revise simple multimeters. Conventional current circuits. Extension leads. versus electron flow. Discuss models of electrical circuits.

Remember that conventional current and electron flow are in opposite directions. P5.1 Electric Current Electricity P5.3 Physics p128 – covered in Current is a flow of Build and test 129 Year 8 charge, electrons. series and parallel circuits. Look at Physics for you It is measured with an bulb brightnesses text book. ammeter in amps. and the current The current is the same measured in amps Leads. everywhere in a series in series and Crocodile clips. circuit. parallel. Bulbs. Energy is used up so the Remember Bulb holders. battery runs down or symbols. Power sources. power is used from the Multimeters. mains electricity. Draw circuits. (Ammeters) Explain findings. Extension leads. Series and parallel circuits. Questions p129 P5.2 Controlling the Current Electricity covered in Battery voltage Set up a simple Physics p130 – Year 8 battery. 131 A simple battery Look at the inside of Copper and zinc Resistance a battery. rods. Salt solution/dilute What causes resistance? Set up circuits with acid. 96

different resistors, Multimeter Measuring resistance. measure and (voltmeter) observe the effect Beaker Ohms law on brightness of Bulb. bulbs and current Leads, crocodile flowing. clips. Measure current Range of and voltage. resistors. Extension leads. Calculate resistance using Ohms Law.

Explain resistance.

Questions p131

Ohms Law Questions Physics for You. P5.2 Variable Resistors Look at the uses of (Variable Resistance P5.3 LDR’s and resistors) discussed in What variable resistors thermistors. Explain Year 8 are. how they work. Leads, crocodile electricity. clips, Their uses – light Set up resistors in powerpacks, dependent resistors. series and parallel. extension leads, Thermistors. Measure the bulbs, multimeters potential (voltmeters), Combinations of difference/voltage resistors. resistors. across the components of the Potential difference circuit. Explain findings. Voltage readings across circuit components

Potential difference in series and parallel.

Resistors in series and parallel. P5.5 Electrical Power Leads, crocodile Electricity in clips, Year 8 How power is related to Set up circuits to bulbs, batteries, current and voltage. look at changing the multimeters, numbers of extension leads, Power (Watts)= current bulbs/batteries in a power packs. (amps)x voltage (volts) circuit. Measure the effect on current Calculators. P = VI and observe the effect on the Physics for You Work done (J)= brightness of the Questions. power(W) x time (s) bulbs.

Calculate the power generated.

Questions p139 P5.5 Domestic Appliances 97

Calculating electricity Calculate some Physics p140 – Year 8 bills in kilowatt hours. electricity bills. 141 Physics

Energy transferred Draw Sankey Fuse wire (kWh) = power rating diagram for energy (kilowatt) x time (hour) efficiency. Power source. Calculate some Leads, crocodile Energy efficiency efficiencies of clips. Heat proof appliances. mat. Working out the current. Compare older and Calculators Fuses energy saving Graph paper. bulbs. 2 types of bulb, Look at and burn energy saving out some fuse wire. and traditional.

Discuss different fuses for different appliances. How do you work out which one to use?

Questions p141 Physics P5.4 An electricity supply Physics p142 – Year 8 143 Electricity. Generating electricity. Make coils of copper wire and Bar magnets. Electromagnetic look at change of Copper wire, induction current when bar multimeters magnet is moved in Alternating current. or out. (ammeters) Direct current. How do you A.C. generator. increase the strength of the current?

Explain that an induced voltage from the magnet is causing current to flow in the wire.

Discuss the a.c. generator. P5.4 Distributing Electricity Make a transformer. Electricity Physics p144 – Year 8 Transformers Calculate the 147 change in voltage The National Grid. and current. Soft iron cores Leads, crocodile Look at diagram of clips, power National grid. sources, Multimeters. Explain why we need transformers. 98

Questions p145

Summary sheet p146

Exam Questions p147 P6 The Wave model of Physics p150 – Sound done P6.1 radiation 153 in Year 9

What is a wave? (Dominoes) Slinky spring The source of the wave Domino demo is something that vibrates. Slinky spring waves – longitudinal and The wave travels transverse. through a medium. Remember the Longitudinal and speed of sound transverse waves. through different media. How sound travels.

Describing waves

Amplitude, Draw and label Frequency sound waves. Wave speed Wavelength Questions p 152

The wave equation: Wave speed calculations. Wave speed = frequency Example and x wavelength questions p153 Physics. Wave speed (m/s or mm/s) Frequency (Hertz, Hz) Wavelength (m or mm)

Light waves of different frequencies travel at slightly different speeds in media like glass or water. P6.2 Wave properties Physics p154 – Studying waves Study the different 155 behaviours of Reflection waves in water. Bowl of water Ruler Refraction Use apparatus to Blocks make the different China tiles Diffraction behaviours. Clamp stands Teatowels. Interference Draw diagrams of what is happening.

Key words to 99

glossary with definitions. P6.2 Radiation and waves Physics p156 – Light Year 9 P6.3 157 Behaviour of light waves. Revise and redo reflection and Plane mirrors Reflection refraction briefly Perspex blocks Rayboxes Refraction. Set up Young’s Slits experiment – Card Bending light beams showing Metre rules interference and Card screens Refraction and change of diffraction. Room blinds – to speed black out room. Total internal Portractors Total internal reflection reflection with Semi-circular semicircular blocks. blocks. Optical fibres Prisms. Dispersion with Dispersion prisms.

Explain the phenomena in terms of waves. P6.2 Electromagnetic Waves Physics p160 – 161 Features of Consider the electromagnetic waves features in common with e.m. waves. Photons Discuss photons. The electromagnetic spectrum Look at the e.m. spectrum, including examples, uses and effects.

Questions p160 P6.2 Above the visible Physics p162 – P2 P6.3 165 Ultra Violet Discuss UV, X-rays, Gamma rays. Ionizing radiations Frequencies, wavelengths, X-rays properties and effects, uses. Gamma Rays Questions p163 Below the visible Infra red and Infra red microwaves. Frequencies, Microwaves wavelengths, effects and uses. Microwave communications Questions p165 Physics

P6.3 Radio Waves Physics p 166 - 100

167 Sound Year Long wave Discuss how radio 9 work waves move and Medium wave transmit information. Which Diffraction type for which use? VHF UHF Questions p167 and 169 Radio interference

How radio works

AM and FM P6.3 Going digital Physics p 170 – Sound 171 Analogue and digital Discuss analogue Space P1 signals and digital. Old sound and taught Which systems use recordings by Nicholas Advantages of digital which type of Alp. transmission signal?

Transmitting through Diagrams of optical fibres. analogue and digital signals. Digital radio. Advantages and Radiation from space disadvantages of both. Listening for aliens Questions p170 and 172

Summary p 174

Exam Questions p175

GCSE EXAMS – TRIPLE SCIENCE

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