Scheme of Work – Science stage 9
Scheme of Work – Science stage 9
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 9. Learning objectives for the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.
The scheme for Science has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and title of each unit for stage 9 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the pace of your learners and to fit the work comfortably into your own term times.
Scientific Enquiry learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the objectives to illustrate possible methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Secondary 1. It has been created solely to provide an illustration of how delivery might be planned over the three stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary 1Teacher Guide available on the Cambridge Secondary 1 website. Blank templates are also available on the Cambridge Secondary 1 website for you to use if you wish.
Overview
|Term 1 |Term 2 |Term 3 |
|1A Unit 9.1 Photosynthesis and Plant Growth |2A Unit 9.4 Sexual Reproduction in Flowering Plants |3A Unit 9.7 Ecology |
|1B Unit 9.2 The Periodic Table and Preparing Salts |2B Unit 9.5 Reactivity and Rates of Reaction |3B Unit 9.8 Chemicals and Thermal Energy |
|1C Unit 9.3 Electrostatics and Electric Currents |2C Unit 9.6 Movements, Pressure and Density |3C Unit 9.9 The Energy Crisis and Human Influences |
Scheme of Work – Science stage 9
Unit 1A: 9.1 Photosynthesis and Plant Growth
In this unit, pupils build on their previous knowledge of photosynthesis and water and the transport of water and minerals in flowering plants to develop their knowledge of
• The process of photosynthesis including the word equation.
• The importance of water and mineral salts to plant growth.
Scientific Enquiry work focuses on:
• Deciding whether to use evidence from first-hand experience or secondary sources.
• Using appropriate sampling techniques where required.
• Looking critically at sources of secondary data.
• Comparing results and methods used by others.
Recommended Vocabulary for this unit:
Photosynthesis chlorophyll chloroplasts control.
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Bp1 |Define and describe photosynthesis and use the|Discuss how to investigate the effect of light on |Cress seeds, petri dishes or shallow | |60 min |
| |word equation. |growing plants. |containers, filter paper or cotton wool.| | |
| | | | | | |
| |Select ideas and produce plans for testing |Set up some quickly germinating seeds in advance, | | | |
|9Ep4 |based on previous knowledge, understanding and|e.g. cress, and leave them in the dark to observe | | | |
| |research. |the effects. Some should be set up in the light as | | | |
| | |a comparison. Link the equation with transfer of | | | |
| |Interpret results using scientific knowledge |energy along the food chain. | | | |
| |and understanding. |Sun →producer → consumer. | | | |
|9Ec2 | | | | | |
|9Bp1 |Define and describe photosynthesis and use the|Construct the word equation for photosynthesis and | |Sugars are converted to starch.|30min |
| |word equation. |explain it is an endothermic reaction because of | | | |
| | |the requirement for energy. | | | |
| | | | | | |
| | |Light + Carbon dioxide +water → sugar + oxygen. | | | |
|9Bp1 |Define and describe photosynthesis and use the|Know the green parts of cells are called |Microscopes, onion, pond weed, slides | |60min |
| |word equation. |chloroplasts. |and coverslips. | | |
| | |Compare pond weed and | | | |
| |Make observations and measurements |onion skin cells under the microscope. Chloroplasts| | | |
|9Eo3 | |are identified. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Bp1 |Define and describe photosynthesis and use the|Measure rates of photosynthesis by using the work |Elodea, gas collection apparatus (trough|Link to Stage 8 Unit 1A. |60min |
| |word equation. |on testing the formation of oxygen from pond weed |of water, filter funnel, test-tube). |Link to Stage 9 Unit 2B. | |
| | |(Stage 8 Unit 1A) to develop further investigations| | | |
| |Suggest and use preliminary work to decide how|on the rate of production of oxygen e.g. by | | | |
|9Ep5 |to carry out and investigation. |counting bubbles produced by pond weed, or the gas | | | |
| | |can be collected. | | | |
| |Decide which measurements and observations are| | | | |
| |necessary and what equipment to use. | | | | |
|9Ep7 | | | | | |
| |Make sufficient observations and measurements | | | | |
| |to reduce error and make results more | | | | |
| |reliable. | | | | |
|9Eo1 | | | | | |
| |Explain results using scientific knowledge and| | | | |
| |understanding. | | | | |
| | | | | | |
|9Ec8 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Bp2 |Understand the importance of water and mineral|Investigate the effect of different nutrients on |Duckweed is grown in shallow dishes |Secondary data should also used|80min |
| |salts to plant growth. |plant growth. |containing solutions with certain |and a comparison with the | |
| | | |minerals omitted to observe the effects.|primary data made. | |
| |Decide whether to use evidence from first-hand|Students should appreciate the importance of the |A control should be included. Water | | |
|9Ep6 |experience or secondary sources. |three essential elements, nitrogen, phosphorus and |should be prevented from leaving the | | |
| | |potassium. |containers by an oil film. | | |
|9Bp2 |Understand the importance of water and mineral|Summarise the requirements for plant growth in the | | |40min |
| |salts to plant growth. |form of a diagram of a plant showing the intake and| | | |
| | |output of items by arrows and including the | | | |
| | |transport routes of xylem and phloem. | | | |
Scheme of Work – Science stage 9
Unit 1B: 9.2 The Periodic table and Preparing Salts
In this unit, pupils build on their previous knowledge of the Periodic Table, particle theory and chemical reactions to develop their knowledge of
• The structure of an atom.
• The methods and discoveries of Rutherford and other scientists.
• The structures of the first twenty elements of the Periodic Table.
• Trends in groups and periods.
• Preparing some common salts by the reactions of metals or metal carbonates with acid.
• Writing word equations to describe reactions of metals or metal carbonates with acids.
Scientific Enquiry work focuses on:
• The importance of questions, evidence and explanations, using historical examples.
• Using explanations to make predictions and then evaluate these against evidence.
• Discussing the way that scientists work today and how they worked in the past, including reference to experimentation, evidence and creative thought.
• Deciding which apparatus to use and assess any hazards in the laboratory.
• Using a range of materials and equipment and control risks.
Recommended Vocabulary for this unit:
Nucleus proton neutron electron electronic shell (orbit) atomic (proton) number group period evidence prediction evaluation reactants products carbonates sulfates nitrates chlorides neutralization filtration crystallization evaporation.
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cp2 |Compare the structures of the first twenty |Arrange the first 20 elements with atomic (proton)|Blank Periodic Tables, sets of cards| |40min |
| |elements of the Periodic Table. |numbers into a simple Periodic Table. |of first 20 elements (including | | |
| | |A game of cards can be played. Each card has a |atomic numbers). | | |
| | |symbol and as they are drawn from a pile they are | | | |
| | |laid out on a blank copy of the table. | | | |
| | |The winner completes his table first. | | | |
|9Cp1 |Describe the structure of an atom and learn about |Look at the information given for each element on | | |50min |
| |the methods and discoveries of Rutherford. |the Periodic Table and relate this to atomic | | | |
| | |structure. | | | |
| | | | | | |
| | |Diagrams show the arrangement of electrons in | | | |
| | |their shells around the nucleus. Pupils should | | | |
| | |learn to build them up with increasing atomic | | | |
| | |number. | | | |
|9Ep1 |Discuss and explain the importance of questions, |Learn about the work of Rutherford and other | | |40min |
| |evidence and explanations, using historical and |scientists associated with the development of | | | |
| |contemporary examples. |atomic structure and the Periodic Table e.g. | | | |
| | |Mendeleev and Bohr. Use secondary sources to find | | | |
| |Discuss the way that scientists work today and how|out about the methods and discoveries of | | | |
|9Ep3 |they worked in the past, including reference to |Rutherford. Prepare a poster or a presentation | | | |
| |experimentation, evidence and creative thought. |about Rutherford. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cp3 |Describe trends in groups and periods. |Relate atomic structure to Periods. Use diagrams | | |30min |
| | |to show the electron shells and relate these to | | | |
| | |position of elements in the Periodic Table. | | | |
|9Cc5 |Explain how to prepare some common salts by the |Discuss the elements in carbonate and Sulphate | |Link Elements to compounds and |10min |
| |reactions of metals and metal carbonates and be |ions. | |complex ions. | |
| |able to write word equations for these reactions. | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cc5 |Explain how to prepare some common salts by the |Prepare sodium chloride from sodium carbonate. |Sodium carbonate soln, dil HCl, UI |Safety goggles must be worn. |60min |
| |reactions of metals and metal carbonates and be |Where there is no solid to indicate that a |soln, laboratory glassware and |Word equations should be used. | |
| |able to write word equations for these reactions. |reaction is complete an indicator must be used. In|heating apparatus. | | |
| | |the reaction between sodium carbonate solution and| | | |
| |Decide which measurements and observations are |dilute hydrochloric acid, an indicator can be | | | |
| |necessary and what equipment to use. |used. The indicator can be removed with charcoal | | | |
|9Ep7 | |which is then filtered off. Evaporate until some | | | |
| |Make sufficient observations and measurements to |solid appears and then leave to cool. Filter. | | | |
| |reduce error and make results more reliable. | | | | |
| | | | | | |
|9Eo1 |Explain results using scientific knowledge and | | | | |
| |understanding. | | | | |
| | | | | | |
| | | | | | |
|9Ec8 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
Scheme of Work – Science stage 9
Unit 1C: 9.3 Electrostatics and Electric Currents
In this unit, pupils build on their previous knowledge of different types of energy and energy transfers to develop their knowledge of
• Electrostatics and the concept of charge, including digital sensors.
• Simple series and parallel circuits.
• How common types of component, including cells (batteries), affect current.
• How current divides in parallel circuits.
• Measuring current and voltage.
Scientific Enquiry work focuses on:
• Choosing apparatus and deciding which measurements and observations are necessary.
• Assessing any hazards and controlling risk.
• Obtaining reliable results.
• Making conclusions using scientific knowledge and understanding.
Recommended Vocabulary for this unit:
Electrostatic charge positive negative insulator attraction repulsion ammeters voltmeters parallel circuits series circuits circuit diagrams.
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pm1 |Describe electrostatics and the concept of |Investigate the laws of attraction and repulsion. | | |20min |
| |charge, including digital sensors. |Establish that there seem to be only two types of | | | |
| | |charge (only two effects are seen). | | | |
| |Make observations and measurements. |Suspending one charged item and approaching with | | | |
|9Eo3 | |another shows that similar charges repel and unlike| | | |
| |Interpret results using scientific knowledge |charges attract. | | | |
| |and understanding. | | | | |
|9Ec2 | | | | | |
|9Pm1 |Describe electrostatics and the concept of |The electrostatic generator. This machine for |Electrostatic generator, Insulating | |40min |
| |charge, including digital sensors. |generating electrostatic charge usually provides a |material (to stand on). | | |
| | |memorable lesson. Even a simple one can build up | | | |
| |Make observations and measurements. |several thousand volts and cause lightning flashes,| | | |
|9Eo3 | |hair to rise, neon lights to light up, windmills to| | | |
| |Interpret results using scientific knowledge |turn etc. | | | |
| |and understanding | | | | |
|9Ec2 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pm2 |Interpret and draw simple parallel circuits. |Make a simple series electric circuit with switch, |Low voltage power supplies (e.g. |Link to Stage 7, Unit 2C metals|60min |
| | |bulb and battery. |batteries), connecting wires, switches, |conduct electricity. | |
| | |Draw the circuit diagram. |bulbs (at least 2 per circuit). |A step by step approach is | |
| | |Discuss the advantages of circuit diagrams. | |recommended to ensure all | |
| | |Make a simple parallel circuit by including a |NB Mains electricity should never be |pupils have a sound | |
| | |second bulb. Draw the circuit diagram. |used directly for any of these types of |understanding. | |
| | | |investigation. | | |
| | |Give a variety of circuit diagrams or circuits and | | | |
| | |decode if they are parallel or series circuits. | | | |
|9Pm3 |Model and explain how common types of |Investigate the flow of charge in a circuit. |Low voltage power supplies (e.g. | |60min |
| |components, including cells (batteries), | |batteries) (at least 2 per circuit) | | |
| |affect current. |Emphasise that batteries produce charge which flows|connecting wires, switches, bulbs, | | |
| | |from one end to the other round a circuit. Students|variable resistor. | | |
|9Ep2 |Test explanations by using them to make |can suggest ways of increasing the rate of flow of | | | |
| |predictions and then evaluate these against |charge (more batteries, easier path). |NB Mains electricity should never be | | |
| |evidence. |Let pupils test this explanation by using a |used directly for any of these types of | | |
| | |variable resistor to dim / brighten a bulb. |investigation. | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pm5 |Measure current using ammeters and voltage |Investigate the effect of adding various lengths of|Low voltage power supply (e.g. |Students must be warned that |60min |
| |using voltmeters, including digital meters. |resistance wire, a variable resistor, lamps, and |batteries), connecting wires, switches, |short lengths of wire will get | |
| | |ammeters. |bulbs, ammeters, variable resistors, |hot. | |
| |Select ideas and produce plans for testing | |resistance wires of various lengths. |Symbols for these components | |
| |based on previous knowledge, understanding and| | |must be given. | |
|9Ep4 |research. | |NB Mains electricity should never be | | |
| | | |used directly for any of these types of | | |
| |Decide which apparatus to use and assess any | |investigation. | | |
| |hazards in the laboratory, field or workplace.| | | | |
| | | | | | |
|9Ep8 | | | | | |
| | | | | | |
| | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pm3 |Model and explain how common types of |Understand the effects of further components by |Low voltage power supply (e.g. |Pupils could be challenged to |40min |
| |components, including cells (batteries), |finding out about ‘mystery’ components such as |batteries), connecting wires, switches, |protect a box from being opened| |
| |affect current. |diodes, buzzers, motors and reed switches. Pupils |bulbs, diodes, buzzers, motors, reed |by designing a buzzer alarm. | |
| | |can establish which are ‘one-way’ devices but of |switches, ammeters. | | |
|9Ep4 |Select ideas and produce plans for testing |course must be warned about any that may be broken | | | |
| |based on previous knowledge, understanding and|by passing a current in the wrong direction. | | | |
| |research. | | | | |
| | | | | | |
| |Decide which apparatus to use and assess any | | | | |
|9Ep8 |hazards in the laboratory, field or workplace.| | | | |
| | | | | | |
| |Use a range of materials and equipment and | | | | |
| |control risks. | | | | |
|9Eo2 | | | | | |
| |Draw conclusions. | | | | |
| | | | | | |
|9Ec4 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
Scheme of Work – Science stage 9
Unit 2A: 9.4 Sexual Reproduction and Flowering Plants
In this unit, pupils build on their previous knowledge reproduction and plant growth to develop their knowledge of.
• Sexual reproduction in flowering plants including pollination, fertilisation, seed formation and dispersal.
Scientific Enquiry work focuses on:
• Selecting ideas and plans for testing based upon previous knowledge, understanding and research.
• Deciding which measurements and observations are necessary, what equipment to use and assessing any hazards.
• Using appropriate sampling techniques where required to obtain reliable measurements.
• Present results, describing correlations and drawing conclusions.
Recommended Vocabulary for this unit:
Pollination fertilization dispersal pollen ovule gamete.
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Bp3 |Understand sexual reproduction in flowering |Identify the positions and functions of the |Secondary sources, selection of flowers |Male – anther, filament, pollen.|60min |
| |plants including pollination, fertilisation, |reproductive parts of a flowering plant. Investigate |from locally occurring plants, Hand |Female – stigma, style, ovary, | |
| |seed formation and dispersal. |using secondary sources. Pupils can investigate the |lenses. |ovule. | |
| | |structure of the flowers of locally occurring plants.| | | |
| | | | | | |
| | |Draw diagrams of a flower showing the male and female| | | |
| | |reproductive parts. Include ovules in the ovary. | | | |
|9Bp3 |Understand sexual reproduction in flowering |Identify pollen as the male sex cell and the ovule as|Microscopes, prepared slides of different| |50min |
| |plants including pollination, fertilisation, |the female sex cell. Introduce ‘gamete’ as meaning |pollen grains or equipment to make their | | |
| |seed formation and dispersal. |sex cell. |own slides. | | |
| | | | | | |
| |Make observations and measurements. |Observe pollen grains under the microscope. | | | |
|9Eo3 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Bp3 |Understand sexual reproduction in flowering |Explain what is meant by fertilisation. Observe |Microscopes, fresh pollen grains, glucose| |60min |
| |plants including pollination, fertilisation, |pollen tubes using a microscope. |soln, microscope slides and cover slips. | | |
| |seed formation and dispersal. | | | | |
| | |Draw diagrams to show how the pollen causes a tube to| | | |
| |Make observations and measurements. |grow down the style and into the ovary to allow | | | |
|9Eo3 | |fertilisation. | | | |
| |Interpret results using scientific knowledge and| | | | |
| |understanding. | | | | |
|9Ec2 | | | | | |
|9Bp3 |Understand sexual reproduction in flowering |A seed such as a large bean can be bisected to |Soaked broad bean seeds, hand lenses, |Seed structure does not have to |60min |
| |plants including pollination, fertilisation, |identify the parts and a test done for starch. Some |I/KI soln. |be learned. | |
| |seed formation and dispersal. |can be grown one way up, some another to compare the | | | |
| | |outcome. | | | |
| |Make observations and measurements. |Discuss the variety of seeds and identify what part | | | |
|9Eo3 | |of different plants contains the seed e.g. cherry | | | |
| |Interpret results using scientific knowledge and|stones, orange pips, tomato seeds, wheat ears. | | | |
| |understanding |Fruits can be seen as the development of the ovary. | | | |
|9Ec2 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Bp3 |Understand sexual reproduction in flowering |Research the life cycle of a flowering plant and | | |40 min |
| |plants including pollination, fertilisation, |display on a hoop of paper. | | | |
| |seed formation and dispersal. |Students discuss the importance of seeds within the | | | |
| | |life cycle. | | | |
|9Bp3 |Understand sexual reproduction in flowering |Investigate reasons for the dispersal of plants. | | |40min |
| |plants including pollination, fertilisation, |Compare the growth of plants which are crowded with | | | |
| |seed formation and dispersal |those with plenty of space. The same amount of water,| | | |
| | |light and nutrients should be supplied to, for | | | |
| | |example, cress seeds. | | | |
Scheme of Work – Science stage 7
Scheme of Work – Science stage 9
Unit 2B: 9.5 Reactivity and Rates of Reaction
In this unit, pupils build on their previous knowledge of chemical reactions to develop their knowledge of
• The reactivity series of metals with oxygen, water and dilute acids.
• Displacement reactions.
• The effects of concentration, particle size, temperature and catalysts on the rate of a reaction.
Scientific Enquiry work focuses on:
• Using preliminary work to decide how to carry out an investigation based upon previous knowledge, understanding and research.
• Deciding which apparatus to use and assess any hazards.
• Choosing whether to use evidence from first-hand experience of secondary sources.
• Obtaining reliable results.
• Describing patterns (correlations).
• Drawing conclusions and evaluating methods.
Recommended Vocabulary for this unit:
Reactivity series displacement reaction concentration catalyst.
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cc2 |Describe the reactivity of metals with |Compare the rates of reaction of some metals with |Copper, iron, magnesium, zinc. |Safety goggles must be used. |50min |
| |oxygen, water and dilute acids. |water. |Lab glassware and heating apparatus. | | |
| | |Small pieces of metal are cleaned and left in |Sodium | | |
| |Give an explanation of the effects of |water to observe changes after the next few days. | | | |
|9Cc6 |concentration, particle size temperature and |Some may only react when heated in steam, some | | | |
| |catalysts on the rate of a reaction. |will not react at all. | | | |
| | |The reaction of a small piece of sodium with water| | | |
| |Use a range of materials and equipment and |can be demonstrated by the teacher with the usual | | | |
| |control risks. |safety precautions. | | | |
|9Eo2 | | | | | |
| |Describe patterns seen in results. |Write word equations for each reaction. | | | |
| | | | | | |
|9Ec1 | | | | | |
|9Cc2 |Describe the reactivity of metals with |Compare the rates of reaction of some metals with |Copper, iron, magnesium, zinc, dil HCl.|Safety goggles must be used. |40min |
| |oxygen, water and dilute acids. |dilute acid. |Lab glassware. | | |
| | |Small pieces of metals (NOT including sodium) are | | | |
| |Use a range of materials and equipment and |added to dilute hydrochloric acid and the reaction| | | |
|9Eo2 |control risks. |observed. The hydrogen gas made can be tested. | | | |
| | |Write word equations for each reaction. | | | |
| |Describe patterns seen in results. | | | | |
|9Ec1 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cc3 |Explore and understand the reactivity series.|Investigate whether the reactivity series is the |Copper, iron, magnesium, zinc, dilute |Safety goggles must be used. |60min |
| | |same with different acids and whether some acids |acids (sulphuric, nitric, ethanoic). | | |
| |Look critically at sources of secondary data.|and more reactive than others. Pupils should plan | | | |
|9Ec3 | |their own investigations including a basic risk | | | |
| |Decide whether to use evidence from |assessment and decide whether to use primary data | | | |
| |first-hand experience or secondary sources. |and/or secondary data. | | | |
|9Ep6 | | | | | |
| |Select ideas and produce plans for testing | | | | |
| |based upon previous knowledge, understanding | | | | |
| |and research. | | | | |
|9Ep4 | | | | | |
| |Decide which measurements and observations | | | | |
| |are necessary and what equipment to use. | | | | |
| | | | | | |
| |Decide which apparatus to use and assess any | | | | |
|9Ep7 |hazards in the laboratory. | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|9Ep8 | | | | | |
| | | | | | |
| | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cc3 |Explore and understand the reactivity series.|Explain why the historical order of the discovery | | |50min |
| | |of metals is related to the reactivity series. | | | |
| |Discuss and explain the importance of |Different students can research the methods used | | | |
|9Ep1 |questions, evidence and explanations, using |for extracting named metals and the dates of their| | | |
| |historical and contemporary examples. |discovery. Group results can be used to relate the| | | |
| | |difficulty of extraction and history to position | | | |
| | |in the reactivity series. | | | |
|9Cc6 |Give an explanation of the effects of |Show how rate of reaction depends on concentration| |Safety goggles must be used. |40min |
| |concentration, particle size temperature and |of reactants. Carry out an investigation into the | | | |
| |catalysts on the rate of a reaction. |time taken for a 3cm length of magnesium ribbon to| | | |
| | |completely react in 25 cm3 of hydrochloric acid. | | | |
| | |varying the concentration of the acid. | | | |
|9Cc6 |Give an explanation of the effects of |Show how rate of reaction depends on particle | |Safety goggles must be used. |40min |
| |concentration, particle size temperature and |size. The time taken the same mass of magnesium | | | |
| |catalysts on the rate of a reaction. |powder and magnesium ribbon to completely react | | | |
| | |with hydrochloric acid can be compared. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cc6 |Give an explanation of the effects of |Use the kinetic theory to explain effects on rates| |A good context is found in |20min |
| |concentration, particle size temperature and |of reaction. | |recipes where cooking times | |
| |catalysts on the rate of a reaction. | | |vary for, e.g., potatoes | |
| | |Through diagrams, use ideas about particle theory | |depending on area exposed. | |
| | |to explain the effects of the different variables | | | |
| | |on the speed of reactions, i.e. concentration | | | |
| | |increases the number of particles, temperature | | | |
| | |increases their speed and that increased lump size| | | |
| | |decreases the area for particles to approach one | | | |
| | |another. | | | |
Scheme of Work – Science stage 9
Unit 2C: 9.6 Moments, Pressure and Density
In this unit, pupils build on their previous knowledge of forces and movement to develop their knowledge of.
• Objects turning on a pivot and understand the principle of moments.
• Pressure as caused by the action of force on an area.
• Pressures in gases and liquids (qualitative only).
• The densities of solids, liquids and gases.
Scientific Enquiry work focuses on:
• Deciding which measurements and observations are necessary, which equipment to use and assess any hazards and control risks.
• Making sufficient observations and measurements to reduce error and make results more reliable.
• Interpreting results using scientific knowledge and understanding.
• Drawing conclusions.
• Communicating clearly.
Recommended Vocabulary for this unit:
Lever moment pivot density pressure.
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pf4 |Know that forces can cause objects to turn on |Understand the principle of moments by looking at a|See-saw balances, weights / counters of | |50min |
| |a pivot and understand the principle of |see saw and introduce the idea of balancing. |equal masses (e.g. 10g). | | |
| |moments. |Investigate the rule of balancing using appropriate| | | |
| | |apparatus. | | | |
| |Select ideas and produce plans for testing | | | | |
|9Ep4 |based upon previous knowledge, understanding |Derive the principle of moments from their | | | |
| |and research. |experimental results. | | | |
| | | | | | |
| |Decide which measurements and observations are| | | | |
| |necessary and what equipment to use. | | | | |
|9Ep7 | | | | | |
| |Make observations and measurements. | | | | |
| | | | | | |
| | | | | | |
|9Eo3 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pf2 |Determine densities of solids, liquids and |Determine the density of a regular solid. Pupils |Weighing balance, ruler /measuring tape,|Explain that materials can only|50min |
| |gases. |must appreciate that they need to know the mass and|selection of solids of different |be compared if they have equal | |
| | |the volume of an object to calculate the density. |materials but of similar size and shape |volumes so the mass of 1 cm3 or| |
| | | |e.g. cubes of one centimetre side. |1 m3 must be found in each | |
| | |If pupils are not completely happy with the concept| |case. | |
| | |of volume it is helpful if solids can be ‘matched’ | | | |
| | |by blocks of 1 centimetre cubes. | | | |
| | | | | | |
| | |The mass of the solids can then be found. Students | | | |
| | |investigate the density of different sized blocks | | | |
| | |of material. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pf2 |Determine densities of solids, liquids and |Discuss the problems of measuring the density of a |Heat a sample of a metal carbonate and |The mass of the gas will be the|60min |
| |gases. |gas. |collect the gas produced in an upturned |difference in mass of the solid| |
| | | |measuring cylinder. |before and after heating. | |
|9Ep4 |Select ideas and produce plans for testing |Explain suitable ways of measuring the density of a| | | |
| |based upon previous knowledge, understanding |gas. | | | |
| |and research. | | | | |
| | |Demonstration of finding the density of carbon | | | |
| |Decide which measurements and observations are|dioxide. | | | |
|9Ep7 |necessary and what equipment to use. | | | | |
| | | | | | |
| |Make observations and measurements. | | | | |
| | | | | | |
|9Eo3 |Draw conclusions. | | | | |
| | | | | | |
| | | | | | |
|9Ec4 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pf3 |Explain pressures in gases and liquids |Demonstrate pressure in a liquid. Use a plastic |Plastic bottle prepared as suggested. |Reference can be made to dams |60min |
| |(qualitative only). |bottle which has holes in the sides at different | |and deep sea divers. | |
| | |heights. When filled, water is forced out sideways,| | | |
|9Ec8 |Explain results using scientific knowledge and|the lower the hole the greater the pressure. | |Link to Stage 8 Unit 1B. | |
| |understanding. Communicate this clearly to | | | | |
| |others. |Pupils explain the pressure of a liquid in terms of| | | |
| | |a particle model. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
Scheme of Work – Science stage 9
Unit 3A: 9.7 Ecology
In this unit, pupils build on their previous knowledge of organisms in their environment to develop their knowledge of
• Constructing keys to identify plants and animals.
• Food chains, food webs and energy flow including the role of decomposers.
• How living things are adapted to their habitats.
• How characteristics are inherited.
• Selective breeding.
• The work of Darwin on natural selection and other scientists studying the natural world.
Scientific Enquiry work focuses on:
• Discussing the way that scientists work today and how they worked in the past, including reference to experimentation, evidence and creative thought.
• The importance of questions, evidence and explanations.
Recommended Vocabulary for this unit:
Consumer producer trophic level primary secondary tertiary herbivore carnivore genetic material adaptation variation habitat.
Note: This unit is delivered in less time than units 3B and 3C. This is to ensure equal time is allocated to biology, chemistry and physics learning objectives in term 2.
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Bv1 |Use and construct keys to identify plants and |Using provided keys, pupils identify plants and |Charts and keys for identification. |Link to Stage 7, Unit 3A. |40 min |
| |animals. |animals in the local environment (alternatively, | | | |
| | |use provided keys to identify pictures, photos). | | | |
|9Be3 |Explain and model food chains, food webs and | | | | |
| |energy flow. |Review work on food chains from stage 7 and discuss| | | |
| | |need to find out, by observation or from secondary | | | |
|9Be2 |Research the work of scientists studying the |sources, which organism is eaten by which to be | | | |
| |natural world. |able to make a food chain. | | | |
| | | | | | |
| | |Explain the terms producer, primary consumer, | | | |
| | |secondary consumer, tertiary consumer, herbivore, | | | |
| | |carnivore. | | | |
| | | | | | |
| | |Make simple food chains from plants and animal | | | |
| | |identified by their key. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Be4 |Explain the role of decomposers. |Explain the role of decomposers. |Prepared sample of mouldy bread (or | |20min |
| | | |fruit) in sealed container as example. | | |
| | |Demonstrate the breakdown of bread (or fruit) as | | | |
| | |moulds are allowed to grow on it in a sealed | | | |
| | |container. | | | |
| | | | | | |
| | |Discuss where decomposers fit in the food web. | | | |
| | | | | | |
| | |Discuss the importance of decomposers in food webs,| | | |
| | |in terms of recycling material such as minerals. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Bv2 |Understand that organisms inherit |Discuss inherited characteristics by giving | |A simple knowledge of genetic |40min |
| |characteristics from their parents through |examples of similarities and differences between | |materials being located in the | |
| |genetic material that is carried in the cell |parents and offspring. | |nucleus of most cells and being| |
| |nuclei. | | |joined with other genes during | |
| | |Explain that characteristics are passed on in | |fertilization is all that is | |
| | |genes, the genetic material is stored in the | |required. | |
| | |nucleus of the cell and discuss how this genetic | |Link to Stage 8, Unit 3A | |
| | |material is passed on from one generation to | | | |
| | |another. | | | |
|9Bv3 |Describe how selective breeding can lead to |Research selective breeding using secondary sources|Secondary sources. | |40min |
| |new varieties. |giving at least one example to write an account | | | |
| | |about how to selectively breed a certain | | | |
|9Ep3 |Discuss the way that scientists work today and|characteristic in an organism e.g. of a flower | | | |
| |how they worked in the past, including |grower trying to achieve a flower of a certain | | | |
| |reference to experimentation and evidence. |colour, or similarly for a vegetable with a | | | |
| | |desirable property. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
Scheme of Work – Science stage 9
Unit 3B: 9.8 Chemicals and Thermal Energy
In this unit, pupils build on their previous knowledge of chemical reaction and energy transfers to develop their knowledge of
• Endothermic processes and exothermic reactions.
• The thermal (heat) energy transfer processes of conduction, convection and radiation.
• Cooling by evaporation.
Scientific Enquiry work focuses on:
• Ideas and plans for testing based upon previous knowledge, understanding and research
• Deciding measurements and observations to make, equipment to use, assessing hazards and controlling risks
• Obtaining and presenting reliable results
• Describing correlations
• Explaining results and drawing conclusions using scientific knowledge and understanding
• Evaluating experimental methods.
Recommended Vocabulary for this unit:
Exothermic endothermic thermal (heat) energy transfer conduction convection radiation evaporation.
Note: This unit should be delivered in more time than units 3A and 3C. This is to ensure equal time is allocated to biology, chemistry and physics learning objectives in term 2.
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cc1 |Explore and explain the idea of endothermic |Compare the energy released by different fuels by |Various fuels dependent on pupils plans,|Pupils should design as |80min |
| |processes and exothermic reactions. |heating equal volumes of water using a known mass |lab heating equipment, thermometers, lab|accurate an investigation as | |
| | |of each fuel. Compare changes in temperature. |glassware (heatproof). |possible. | |
| |Select ideas and produce plans for testing | | | | |
|9Ep4 |based upon previous knowledge, understanding | | |Plans should be checked for | |
| |and research. | | |safe procedures before pupils | |
| | | | |start the practical work. | |
| |Decide which measurements and observations are| | | | |
| |necessary and what equipment to use. | | | | |
|9Ep7 | | | | | |
| |Decide which apparatus to use and assess any | | | | |
| |hazards in the laboratory. | | | | |
| | | | | | |
|9Ep8 |Make sufficient observations and measurements | | | | |
| |to reduce error and make results more | | | | |
| |reliable. | | | | |
| | | | | | |
|9Eo1 |Use a range of materials and equipment and | | | | |
| |control risks. | | | | |
| | | | | | |
| |Make observations and measurements. | | | | |
|9Eo2 | | | | | |
| | | | | | |
| | | | | | |
|9Eo3 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cc1 |Explore and explain the idea of endothermic |Students can research and report on which they | | |40min |
| |processes and exothermic reactions. |consider to be the best fuel for a certain purpose | | | |
| | |such as cooking(camping) or transport. They should | | | |
| |Use a range of materials and equipment and |take into account factors such as convenience, | | | |
|9Eo2 |control risks. |cost, pollution, availability etc. | | | |
| | | | | | |
| |Decide whether to use evidence from first-hand| | | | |
|9Ep6 |experience or secondary sources. | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Cc1 |Explore and explain the idea of endothermic |The process of respiration can be reviewed to | |Link to Stage 9, Unit 1A and |40min |
| |processes and exothermic reactions. |identify it as an exothermic reaction, suggest | |Stage 8, Unit 2A. | |
| | |getting hot when running. | | | |
| | | | |Respiration can be represented | |
| | |Photosynthesis can be reviewed as an endothermic | |by the word equation | |
| | |reaction that converts carbon dioxide and water | |glucose + oxygen →carbon | |
| | |into glucose and oxygen. | |dioxide +water. | |
| | | | |Photosynthesis can be | |
| | | | |represented by the word | |
| | | | |equation | |
| | | | |carbon dioxide + water →glucose| |
| | | | |+ oxygen. | |
|9Cc1 |Explore and explain the idea of endothermic |Discuss why melting ice and evaporation are |Small pieces of cloth (or tissues). |Give a particle explanation of |60min |
| |processes and exothermic reactions. |endothermic processes. |Timers. |the process. | |
| | | | | | |
| |Explain cooling by evaporation. |Investigate which conditions aid the rate of | | | |
|9Pe3 | |evaporation using tissues or small pieces of cloth,| | | |
| | |dampened. Factors which can be tested are | | | |
| | |temperature and moving air. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pe2 |Identify and explain the thermal (heat) energy|Convection currents can be demonstrated in liquid | |Give a particle explanation of |60min |
| |transfer processes of conduction, convection |(warming coloured crystals placed in a beaker of | |the process. | |
| |and radiation. |still water) and air (using a candle in a box with | | | |
| | |two chimneys and placing a smoking taper above. | | | |
| | | | | | |
| | |Discuss everyday uses of convection of heat energy | | | |
| | |e.g. solar heating panels. | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Pe2 |Identify and explain the thermal (heat) energy|A vacuum flask (a broken one to reveal the inner |Vacuum flask (a broken one to reveal the|Students have great difficulty |30min |
| |transfer processes of conduction, convection |layers) can be demonstrated as it has ways of |inner layers). |in distinguishing the different| |
| |and radiation. |preventing conduction, convection, radiation and | |processes so as much practice | |
| | |evaporation which students can identify. Ensure | |as possible is necessary. | |
| | |that students understand that the flask can be used| | | |
| | |for keeping things hot or cold. | | | |
Scheme of Work – Science stage 9
Unit 3C: 9.9 The Energy Crisis and Human Influences
In this unit, pupils build on their previous knowledge of energy and the environment to develop their knowledge of
• Factors affecting the size of populations.
• Some effects of human influences on the environment.
• The world’s energy needs.
Scientific Enquiry work focuses on:
• Looking critically at sources of secondary data.
• Deciding which apparatus to use and assess any hazards in the laboratory, field or workplace.
• Using appropriate sampling techniques where required.
• The importance of questions, evidence and explanations, using historical and contemporary examples.
Recommended Vocabulary for this unit:
Environment solar hydroelectric nuclear fuel fossil fuel renewable and non-renewable sources.
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Be5 |Describe factors affecting the size of |Investigate graphs of the global population over |Human population /time graphs. | |30min |
| |populations. |time and consider reasons for, and disadvantages | | | |
| | |of, the rate of increase. | | | |
|9Ec3 |Look critically at sources of secondary data. | | | | |
|9Be6 |Describe and investigate some effects of human|Investigate the problems of obtaining enough living|Secondary sources. | |50min |
| |influences on the environment. |space. | | | |
| | |By researching the reasons for and effects of | | | |
| |Look critically at sources of secondary data. |deforestation using secondary sources. | | | |
|9Ec3 | |Include information on how species might have been | | | |
| | |affected by destruction of habitat. | | | |
| | |Present findings and possible solutions. | | | |
|9Be6 |Describe and investigate some effects of human|Investigate the availability of clean water |Secondary sources. |As extension work pupils could |50min |
| |influences on the environment. |resources and why water should be conserved using | |do fieldwork at a stream site. | |
| | |secondary sources. | |Indicator species found can | |
| |Look critically at sources of secondary data. |Present findings and possible solutions to a | |show the relative cleanliness | |
|9Ec3 | |shortage of clean water. | |of the water. | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Be6 |Describe and investigate some effects of human|Research the origins and extraction and reserves of| |It should be emphasised that |70min |
| |influences on the environment. |the main fossil fuels, coal, oil and gas. | |the original source is the Sun.| |
| | | | | | |
| |Use knowledge of energy sources including |Explain why fossil fuels are non-renewable fuels. | | | |
|9Pe1 |fossil fuels and renewable energy resources to| | | | |
| |consider the world’s energy needs, including |Explain why there might be an energy crisis. | | | |
| |research from secondary sources. | | |Other problems are cost of | |
| | |Investigate the problem of atmospheric pollution | |extraction and transportation | |
| |Look critically at sources of secondary data. |caused by the combustion of fossil fuels e.g. the | |and damage to the environment. | |
| | |effects of acid (rain) on limestone or chalk | | | |
| | |(buildings). | | | |
|9Ec3 | | | | | |
|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |
|9Be6 |Describe and investigate some effects of human|Discuss and list the problems | | |50min |
| |influences on the environment. |of using all kinds of energy sources. | | | |
| | |These might include suitability of site, climate, | | | |
| |Use knowledge of energy sources including |cost of converting to electrical energy, pollution | | | |
|9Pe1 |fossil fuels and renewable energy resources to|of any kind and destruction of habitats. | | | |
| |consider the world’s energy needs, including | | | | |
| |research from secondary sources. |Consider the energy sources most used in your | | | |
| | |region and whether there would be benefit in | | | |
| |Look critically at sources of secondary data. |changing to other energy resources. | | | |
| | | | | | |
| | | | | | |
|9Ec3 | | | | | |
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