Scheme of Work – Science stage 8 - CITC Sudan



Scheme of Work – Science stage 8

Introduction

This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 8. 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 8 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 1 Teacher 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 8.1 Obtaining Food |2A Unit 8.4 Respiration and Circulation |3A Unit 8.7 Reproduction and Growth |

|1B Unit 8.2 Elements, Mixtures and Compounds |2B Unit 8.5 Metals, Non-metals and Corrosion |3B Unit 8.8 Chemical Reactions |

|1C Unit 8.3 Light |2C Unit 8.6 Sound |3C Unit 8.9 Forces and Magnets |

Scheme of Work – Science stage 8

Unit 1A: 8.1 Obtaining Food

In this unit, pupils build on their previous knowledge the characteristics common to all living things to develop their knowledge of

• The need of plants for carbon dioxide, water and light for photosynthesis and that this process makes biomass and oxygen

• The constituents of a balanced diet and the functions of various nutrients

• The effects of nutritional deficiencies

• The relationship between diet and fitness

• The organs and functions of the alimentary canal

• The function of enzymes

Scientific Enquiry work focuses on:

• Planning investigations to test ideas

• Making predictions using scientific knowledge and understanding

• Discussing and controlling risks to themselves and others

• Identifying important variables, choose which variables to change, control and measure

• Using a range of equipment correctly

• Taking appropriately accurate measurements

• Presenting results as appropriate in tables and graphs

• Making simple calculations

• Identifying trends and patterns in results

• Discussing explanations for results using scientific knowledge and understanding. Communicate these clearly to others

• Comparing results with predictions

• Presenting conclusions to others in appropriate ways

• Interpreting data from secondary sources

Recommended Vocabulary for this unit:

Nutrition diet deficiency alimentary canal peristalsis digestion enzyme photosynthesis.

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bp1 |Explore how plants need carbon dioxide, water |Describe what happens during photosynthesis. |Elodea (pond weed), ethanol, iodine |Safety goggles must be worn. |50 min |

| |and light for photosynthesis in order to make | |soln, splints, heating equipment. | | |

| |biomass and oxygen. |Test the formation of oxygen from pond weed. | | | |

| | | | |Ethanol must not be used when | |

| |Plan investigations to test ideas. | | |any naked flames are present. | |

|8Ep4 | |Discuss the idea that green plants can convert | | | |

| |Identify important variables, choose which |carbon dioxide and water into glucose and oxygen, | | | |

|8Ep5 |variables to change, control and measure. |that glucose is then converted into biomass. | | | |

| | | | |Students can test for starch | |

| |Make predictions using scientific knowledge | | |using iodine after softening | |

| |and understanding. | | |the leaf and removing | |

|8Ep6 | |Test leaves for starch. | |chlorophyll. | |

| |Use a range of equipment correctly. | | | | |

| | | | | | |

|8Eo2 |Discuss and control risks to themselves and | | | | |

| |others. | | | | |

| | | | | | |

|8Eo3 |Compare results with predictions. | | | | |

| | | | | | |

| | | | | | |

|8Ec3 | | | | | |

| | | | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh1 |Identify the constituents of a balanced diet |Investigate the energy content of carbohydrates by |Starchy food eg bread |Link starch and sugar to work |50min |

| |and the functions of various nutrients. |burning known masses of a starchy food, to heat a |Sugary food eg glucose, sugar. |on photosynthesis. | |

| | |known volume of water. Repeat with a sugar food | | | |

| |Understand the relationship between diet and |(Teacher demo). The temperature rises can be |Thermometer, Bunsen burner, heat |Sensitivity is required when | |

|8Bh6 |fitness. |compared. |resistant test-tube, iodine solution, |discussing obesity. | |

| | | |Benedicts solution (or clinistix) | | |

| |Take appropriately accurate measurements. |Students could test for starch in food using iodine| | | |

|8Eo1 | |solution or for sugars using Benedict’s reagent. | | | |

| |Use a range of equipment correctly. | | | | |

| | |Obesity as a result of overeating of energy foods | | | |

|8Eo2 |Discuss and control risks to themselves and |should be included. | | | |

| |others. | | | | |

| | | | | | |

|8Eo3 |Present results as appropriate in tables and | | | | |

| |graphs. | | | | |

| | | | | | |

|8Eo4 |Make simple calculations. | | | | |

| | | | | | |

| | | | | | |

|8Ec1 | | | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh1 |Identify the constituents of a balanced diet |Know that fat is used as an energy store. Identify |Fatty food, eg butter, cooking oil, |Sensitivity is required when |20min |

| |and the functions of various nutrients. |foodstuffs that contain fat using the paper test – |filter paper. |discussing obesity. | |

| | |rubbing to reveal a translucent patch. | | | |

| |Understand the relationship between diet and | | | | |

|8Bh6 |fitness. |Obesity and circulatory problems as a result of | | | |

| | |overeating of fatty foods should be included. | | | |

| |Present results as appropriate in tables and | | | | |

|8Eo4 |graphs. | | | | |

|8Bh1 |Identify the constituents of a balanced diet |Investigate the function of fibre, water, vitamins | | |30min |

| |and the functions of various nutrients. |and minerals using secondary sources. | | | |

| | | | | | |

| |Understand the relationship between diet and |Investigate the Guideline Daily Allowance (GDA) for| | | |

|8Bh6 |fitness. |various nutrients using secondary sources. | | | |

| | | | | | |

| |Interpret data from secondary sources. | | | | |

|8Ec5 | | | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh3 |Recognise the organs of the alimentary canal |Identify and place the organs of the digestive |A model body is helpful for a three |Alimentary canal should be seen|30min |

| |and know their functions. |system -.mouth, oesophagus/gullet, stomach, small |dimensional understanding of the |as one tube of differing widths| |

| | |intestine, large intestine. |digestive system. A crude model can be |containing undigested food. | |

| | | |made from a soft bag and about 6 m of | | |

| | |Complete and label a diagram of the organs. Include|flexible tubing. | | |

| | |the liver and pancreas. | | | |

|8Bh3 |Recognise the organs of the alimentary canal |In groups, investigate the functions of the organs | | |30min |

| |and know their functions. |of the alimentary canal using secondary sources. | | | |

| | |Report findings to the whole class. | | | |

|8Bh4 |Understand the function of enzymes as |Chew a piece of bread for a few minutes and notice |Amylase soln, starch soln, iodine soln, | |50min |

| |biological catalysts in breaking down food to |the changes that take place. |Benedict’s soln, heating apparatus. | | |

| |simple chemicals |Investigate the effect of the enzyme amylase on | | | |

| | |starch solution | | | |

| | |Discuss why food needs to be chewed and also that | | | |

| | |saliva contains an enzyme so starts breaking down | | | |

| | |some foods. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

Scheme of Work – Science stage 8

Unit 1B: 8.2 Elements, Mixtures and Compounds

In this unit, pupils build on their previous knowledge of the particle theory of matter and how this can explain the properties of solids, liquids and gases, to develop their knowledge of

• Changes of state, gas pressure and diffusion.

• The chemical symbols for the first twenty elements of the Periodic Table.

• Elements, compounds and mixtures.

Scientific Enquiry work focuses on:

• Discussing explanations for results using scientific knowledge and understanding and communicating these clearly to others.

• Comparing results with predictions.

• Identifying appropriate evidence to collect and suitable methods of collection.

• Using a range of equipment correctly.

• Discussing and controlling risks to themselves and others.

Recommended Vocabulary for this unit:

Particles diffusion element atom chemical symbol Periodic Table compounds.

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cs1 |Show how the use particle theory of matter can be |Explain why liquids and gases flow easily. | | |40mins |

| |used to explain the properties of solids, liquids |Discuss, using the particle theory of matter, why | | | |

| |and gases, including changes of state, gas |liquids and gases can flow easily but solids | | | |

| |pressure and diffusion. |cannot. | | | |

| | | | | | |

| | |Explain why gases and liquids take the shape of | | | |

| | |their containers but solids do not in terms of the| | | |

| | |particle theory of matter. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cs1 |Show how the use particle theory of matter can be |Demonstrate examples of diffusion in liquids and |Perfume, air freshener, potassium |Teacher demonstration can show a |40 mins |

| |used to explain the properties of solids, liquids |gases. Diffusion through air can be demonstrated |manganate(VII) crystals, water, |reaction when two gases diffuse | |

| |and gases, including changes of state, gas |by releasing a strong perfume at a point in the |beakers. |together. Textbooks will supply | |

| |pressure and diffusion. |room and detecting as it spreads. Air freshener | |details of this reaction of conc.| |

| | |sprayed on to a watch glass supported on the hand | |hydrochloric acid and ammonia. | |

| | |goes cold, showing that energy is needed for | | | |

| | |evaporation. Potassium manganate(VII) diffuses | | | |

| | |through water if a few crystals are placed at a | |Safety precautions must be | |

| | |point and left undisturbed. | |observed. | |

| | | | | | |

| | |Students explain diffusion in terms of particles | | | |

| | |spreading out. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cp2 |Give chemical symbols for the first twenty |The first twenty symbols must be learnt, students | | |40 min |

| |elements of the Periodic Table. |can test each other as a team game. | | | |

| | |e.g. “my symbol is the end of my footwear” | | | |

| | |Ans. sock = K = potassium | | | |

| | |“my symbol is a lot of water and a note” | | | |

| | |Ans. C and a = calcium | | | |

| | |Alternatively can make up words using just the | | | |

| | |chemical symbols e.g. SOCK or CaN | | | |

| | |Alternatively they can make up crosswords or | | | |

| | |wordsearches. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cp6 |Distinguish between elements, compounds and |Distinguish between an element, a mixture and a |Iron filings, sulfur powder, |Do as a demonstration or give a |50min |

| |mixtures. |compound. |heat-proof test-tubes, heating |reminder of safety precautions. | |

| | | |apparatus. |Safety goggles must be worn. | |

|8Eo2 |Use a range of equipment correctly. |Compare the properties of an iron/sulfur mix with | | | |

| | |the product of a reaction between the elements. | | | |

| | |The mixture should be heated strongly until it | | | |

|8Eo3 |Discuss and control risks to themselves and |begins to react. Show that the formation of a | | | |

| |others. |mixture is physical in nature whereas the | | | |

| | |formation of a compound is a chemical reaction. | | | |

|8Cp6 |Distinguish between elements, compounds and |Explain the formation of simple compounds. Simple| |Safety goggles must be worn. |60 min |

| |mixtures. |combinations of elements can be carried out, | |Introduce the term compound. | |

| | |accompanying each with a word equation. E.g. | | | |

|8Eo2 |Use a range of equipment correctly. |burning magnesium or steel wool in air/ oxygen | | | |

| | |heating iron wool in iodine vapour (1) | | | |

| | |burning sulfur in air.(2) | |(1)This must be carried out in a | |

|8Eo3 |Discuss and control risks to themselves and |Students can be given names/ samples of common | |fume hood | |

| |others. |chemicals and can identify the elements that they | |(2)This must be done in a gas jar| |

| | |contain. | |in a fume hood. | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cp6 |Distinguish between elements, compounds and |Distinguish elements, compounds and mixtures by a |Various samples of elements, | |40min |

| |mixtures. |circus of samples of substances with associated |mixtures and compounds with their | | |

| | |information e.g. name of substance, formula, can |chemical names. The substances can | | |

| | |it be separated, can it be broken down into |be in sealed containers or | | |

| | |elements. |photographs with a card with some | | |

| | | |information e.g. bottle of copper | | |

| | |Students to identify if the substance is an |chloride could have label copper | | |

| | |element, compound or mixture and explaining their |chloride is a blue solid with a | | |

| | |answer by selecting the best evidence provided. |formula of CuCl2. Copper chloride | | |

| | | |cannot be separated into other | | |

| | | |substances. | | |

Scheme of Work – Science stage 8

Unit 1C: 8.3 Light

In this unit, pupils build on their previous knowledge of different types of energy and energy transfers to develop their knowledge of

• How light travels and the formation of shadows.

• How non-luminous objects are seen.

• Reflection at a plane surface and use the law of reflection.

• Refraction at the boundary between air and glass or air and water.

• The dispersion of white light.

• Colour addition and subtraction, and the absorption and reflection of coloured light.

Scientific Enquiry work focuses on:

• Planning investigations to test ideas

• Making predictions using scientific knowledge and understanding

• Taking appropriately accurate measurements

• Using a range of equipment correctly

• Presenting results as appropriate in tables and graphs

• Identifying trends and patterns in results (correlations)

• Comparing results with predictions

• Discussing explanations for results using scientific knowledge and understanding.

Recommended Vocabulary for this unit:

Scatter shadow reflection refraction dispersion absorption prism.

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Pl1 |Use light travelling in a straight line to |Investigate shadows and how they form e.g. size and|A clearly defined object and bright | |60min |

| |explain the formation of shadows and other |sharpness. |light. | | |

| |phenomena. | | | | |

| | | | | | |

|8Ec2 |Identify trends and patterns in results | | | | |

| |(correlations). | | | | |

|8Pl1 |Use light travelling in a straight line to |Make and use a pinhole camera. A simple box can be |Box eg shoe box, |Diagrams with light rays should|60min |

| |explain the formation of shadows and other |made light-tight and have a pin-hole in the centre |sheets of black paper, light source, |be used to show why the image | |

| |phenomena. |of a sheet of black paper at one end and a screen |convex lenses, photographic film |is inverted. | |

| | |at the other. If the hole is pointed towards a |(optional). |It is possible to take pictures| |

|8Ep4 |Plan investigations to test ideas. |fairly bright light source the image of the light | |with such a simple device. The| |

| | |source will be seen inverted on the screen. | |screen is replaced with a piece| |

|8Ep6 |Make predictions using scientific knowledge |Students can predict the effect of making several | |of film which can be developed | |

| |and understanding. |holes, enlarging one hole and placing a convex lens| |to give a negative. A trial run| |

| | |in front of the enlarged hole and then investigate | |is necessary to estimate time | |

|8Eo1 |Take appropriately accurate measurements. |practically. | |of exposure. | |

| | | | | | |

| |Use a range of equipment correctly. | | | | |

|8Eo2 | | | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Pl4 |Investigate refraction at the boundary between|Observe refraction by the ‘disappearing coin trick’|Glass blocks (rectangular and |Diagrams should be used to show|60min |

| |air and glass or air and water. |at the bottom of a pan which is slowly filled with |semi-circular), light ray boxes. |the directions of the rays of | |

| | |water or seeing a ruler ‘bending’ in water. | |light. | |

| |Take appropriately accurate measurements. |They can investigate the effects by looking through| | | |

|8Eo1 | |a glass block and observing apparent depth. The | | | |

| | |swimming pool is a good context to use if | | | |

| | |appropriate. Plotting the passing of rays through | | | |

| | |glass blocks, rectangular and semi-circular, | | | |

| | |enables students to link to ray diagrams. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Pl6 |Explain colour addition and subtraction, and |Investigate filters and explain that some colours |Different coloured filters, light ray | |70min |

| |the absorption and reflection of coloured |are absorbed and some transmitted. |boxes. | | |

| |light. | | | | |

| | |Demonstrate seeing coloured objects using a shiny | | | |

|8Ec6 |Discuss explanations for results using |white board and primary coloured felt pens. In a | | | |

| |scientific knowledge and understanding. |well darkened room the shapes light up or | | | |

| |Communicate these clearly to others. |disappear. You can try writing a message which has | | | |

| | |a different meaning depending on the colour of | | | |

| | |light falling on it. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

Scheme of Work – Science stage 8

Unit 2A: 8.4 Respiration and Circulation

In this unit, pupils build on their previous knowledge of the characteristics of living things to develop their knowledge of

• How water and mineral salts are absorbed and transported in flowering plants.

They also develop their knowledge of transporting chemicals in humans by finding out about

• The basic components of the circulatory system and their functions.

• The basic components of the respiratory system and their functions.

• Gaseous exchange.

• The effects of smoking.

• Aerobic respiration.

Scientific Enquiry work focuses on:

• Discussing the importance of developing empirical questions which can be investigated, collecting evidence, developing explanations and using creative thinking.

• Planning investigations to test ideas.

Recommended Vocabulary for this unit:

Aerobic respiration breathing circulation

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bp2 |Describe the absorption and transport of water |Investigate the transport of solutions of dyes in |Celery stems, food colouring, |Functions include support of the|40min |

| |and mineral salts in flowering plants. |water up a stem. Place a light coloured stem such as |Prepared slides of cross section through |plant and the transporting of | |

| | |celery in a solution of dye. Cut slices to examine |a stem, microscopes. |water up the stem in the xylem. | |

| | |after a period of time. | | | |

| | | | | | |

| | |Examine slides of the cross section through a stem to| | | |

| | |show the phloem and xylem. | | | |

|8Bh5 |Recognise and model the basic components of the |Name the major parts of the circulatory system. Name |Heart, lung, artery, vein, capillary. |Link to Stage 7 Unit 1A. |30min |

| |circulatory system and know their functions. |the major parts of the respiratory system. Discuss |Lungs, trachea, bronchiole, bronchus, | | |

| | |the link between the two systems. |alveolus. | | |

| |Recognise the basic components of the | | | | |

|8Bh8 |respiratory system and know their functions. | | | | |

|8Bh5 |Recognise and model the basic components of the |Explain the working of the heart. An appropriate |Video |If dissecting heart, be aware of|40min |

| |circulatory system and know their functions. |video is a good introduction for studying the heart. |Stethoscopes |hygiene regulations. | |

| | | |Animal heart, dissection instruments. | | |

| | |Listen to a heart-beat through a stethoscope, a | | | |

| | |home-made one will work. | | | |

| | | | | | |

| | |Demonstration of a dissection of an animal heart | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh5 |Recognise and model the basic components of the |Measuring the pulse rate. |Stop watches. | |40min |

| |circulatory system and know their functions. |Link artery and pulse. | | | |

| | | | | | |

| |Plan investigations to test ideas. | | | | |

|8Ep4 | |Investigate pulse rate (wrist and/or neck) before and| | | |

| | |after exercise and relate it to increased heartbeat. | | | |

|8Bh5 |Recognise and model the basic components of the |Explain the functions of the blood. | |Collect digested food from the |20min |

| |circulatory system and know their functions. | | |small intestine. | |

| | |Use diagrams to show that blood transports substances| |Collect oxygen from the lungs. | |

| | |around the body. | |Leave carbon dioxide at the | |

| | | | |lungs. | |

| | | | |Carries urea from liver to | |

| | | | |kidneys. | |

|8Bh5 |Recognise and model the basic components of the |Recognise white and red blood cells. |Prepared slides |Link to stage 7 Unit 1A; the |30min |

| |circulatory system and know their functions. | |Microscopes. |relationship between the | |

| | |Relate the structure of red blood cells and white | |structure of a cell and its | |

| | |blood cells to their functions | |function. | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh8 |Recognise the basic components of the |A simple model of the lungs. |Lung model with two balloons in a bell |Pupils should appreciate the |30min |

| |respiratory system and know their functions. |Use a lung model with two balloons in a bell jar and |jar and a rubber diaphragm. |movement of the ribs and the | |

| | |a rubber diaphragm. | |diaphragm when you inhale and | |

| |Explain gaseous exchange. | | |exhale. | |

|8Bh10 | |Compare it with the movement of ribs etc felt when | | | |

| | |breathing deeply. | | | |

| | |Demonstration of dissection of animal lungs to show | | | |

| | |the spongy texture and branched tubes. | | | |

|8Bh8 |Recognise the basic components of the |The volume of air which a pupil can exhale can be |Gas collecting apparatus can be made with| |40min |

| |respiratory system and know their functions. |measured. |a rubber tube, large measuring cylinder | | |

| | |Investigate how breathing rate is affected by |and water trough. | | |

| |Explain gaseous exchange. |exercise. |Stop-watches. | | |

|8Bh10 | | | | | |

| |Plan investigations to test ideas. | | | | |

|8Ep4 | | | | | |

| |Take appropriately accurate measurements. | | | | |

|8Eo1 | | | | | |

|8Bh11 |Describe the effects of smoking |Understand the importance of keeping the airways | | |20min |

| | |clean. Relate the structure of the ciliated | | | |

| | |epithelial cells to their function. | | | |

| | |Discuss reasons why it is important that the airways | | | |

| | |are kept clean essential the way that cilia and mucus| | | |

| | |effectively clean the incoming air in nose and throat| | | |

| | |should be described. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh9 |Define and describe aerobic respiration and use |Discuss the difference between respiration and | | |40min |

| |the word equation |breathing. | | | |

| | | | | | |

| | |Appreciate that aerobic respiration requires oxygen. | | | |

| | | | | | |

| | |Discuss how glucose and oxygen reach every cell of | | | |

| | |the body and how the products leave. | | | |

| | | | | | |

| | |Respiration is the process an organism uses to supply| | | |

| | |the energy every cell needs to survive. | | | |

| | |glucose + oxygen → carbon dioxide + water | | | |

Scheme of Work – Science stage 7

Scheme of Work – Science stage 8

Unit 2B: 8.5 Metals, Non-metals and Corrosion

In this unit, pupils build on their previous knowledge of the Periodic Table and Properties of materials and develop their ideas on

• The differences between metals and non-metals.

• Chemical reactions which are not useful.

• Word equations.

In this unit, the reactions of metals can be confined to sodium, magnesium, zinc, iron, copper, silver and gold.

Scientific Enquiry work focuses on:

• The importance of developing empirical questions which can be investigated, collecting evidence, developing explanations and using creative thinking

• Making and testing predictions using scientific knowledge and understanding

• Planning investigations, identifying important variables

• Using a range of equipment correctly

• Comparing results with predictions

• Presenting conclusions and discussing explanations to others in appropriate ways

Recommended Vocabulary for this unit:

Density malleability ductility combustion word equation corrosion rusting oxidation.

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cp1 |Describe and explain the differences between |Compare properties of metals and non-metals. |Strips of different metals and | |50min |

| |metals and non-metals. | |non-metals. | | |

| | | |Secondary sources (melting point | | |

| |Test predictions with reference to evidence |A scale of hardness for metals and non-metals can |data-base). | | |

|8Ep2 |gained. |be produced by a “which scratches which?” process. | | | |

| | |Pins, paperclips, graphite, etc can be used. | | | |

| |Plan investigations to test ideas. | | | | |

|8Ep4 | |A density scale can be made, by finding the masses | | | |

| |Identify important variables, choose which |of similar cubes. | | | |

|8Ep5 |variables to change control and measure. |Flexibility can be investigated by trying to bend | | | |

| | |strips of metals and non-metals. | | | |

| |Make predictions using scientific knowledge | | | | |

| |and understanding. |Melting points from a database can be treated | | | |

|8Ep6 | |graphically to compare metals and non-metals. | | | |

| |Use a range of equipment correctly. | | | | |

| | |Students could plan an investigation to compare the| | | |

|8Eo2 |Compare results with predictions. |strength of metal wires. | | | |

| | | | | | |

| |Present conclusions to others in appropriate | | | | |

|8Ec3 |ways. | | | | |

| | | | | | |

| |Present results as appropriate in tables and | | | | |

|8Ec7 |graphs. | | | | |

| | | | | | |

| | | | | | |

|8Eo4 | | | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cp1 |Describe and explain the differences between |Know that metals and non-metals are often made by |Electrolysis apparatus, copper sulphate |Safety goggles must be worn. |40min |

| |metals and non-metals. |breaking down compounds. Students can electrolyse |soln, sodium chloride soln. | | |

| | |copper sulfate solution to make copper. | |Note that no details of metal | |

| |Test predictions with reference to evidence | | |extraction will be tested at | |

|8Ep2 |gained. |Students can electrolyse sodium chloride solution | |this level. | |

| | |to obtain chlorine. | | | |

| |Identify important variables, choose which | | | | |

|8Ep5 |variables to change control and measure. | | | | |

| | | | | | |

| |Make predictions using scientific knowledge | | | | |

| |and understanding. | | | | |

|8Ep6 | | | | | |

| |Use a range of equipment correctly. | | | | |

| | | | | | |

|8Eo2 |Compare results with predictions. | | | | |

| | | | | | |

| |Present conclusions to others in appropriate | | | | |

|8Ec3 |ways. | | | | |

| | | | | | |

| | | | | | |

|8Ec7 | | | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cc2 |Describe chemical reactions which are not |The conditions necessary for the formation of rust.|Iron nails, anhydrous copper sulphate | |60min |

| |useful. | |(or anhydrous calcium chloride), water, | | |

| | |A suitable introduction would be a survey of cars |lab glassware. | | |

|8Eo2 |Use a range of equipment correctly. |or bikes to find out where and at what age rusting | | | |

| | |mostly occurs. | | | |

| | | | | | |

| | |Set up tubes containing nails under different | | | |

| | |conditions. Include one in dry air (add anhydrous | | | |

| | |copper sulfate or anhydrous calcium chloride), one | | | |

| | |in boiled distilled water and one dipping in water | | | |

| | |and open to the air. | | | |

|8Cc2 |Describe chemical reactions which are not |Know that rusting is an oxidation process. | | |40min |

| |useful. |The remaining gases in the air are not involved, | | | |

| | |apart from water vapour. It can be shown that rust | | | |

|8Cc1 |Use a word equation to describe a reaction. |causes a gain in weight. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cc2 |Describe chemical reactions which are not |Ways of preventing rust from forming e.g. painting,| | |40min |

| |useful. |greasing, galvanising, plastic coating and then | | | |

| | |suggest where they could be most appropriately | | | |

| | |used. | | | |

| | | | | | |

| | |Students can bring in or look at a bike and suggest| | | |

| | |how different parts are protected from corrosion. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

Scheme of Work – Science stage 8

Unit 2C: 8.6 Sound

In this unit, pupils build on their previous knowledge of the types of energy to develop their knowledge of

• The properties of sound in terms of movement of air particles.

• The link between loudness and amplitude, pitch and frequency.

Scientific Enquiry work focuses on:

• Controlling risks to themselves and others.

• Selecting ideas and turning them into a form that can be tested.

• Planning investigations, choosing which variables to change and measure.

• Presentation of results and conclusions.

• Identifying trends and patterns and anomalous results and suggest improvements to investigations.

Recommended Vocabulary for this unit:

Vibration amplitude pitch frequency longitudinal.

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Ps1 |The properties of sound in terms of movement |Relate sound to hearing. Demonstrate ear structure|Model ear, | |60min |

| |of air particles. |using a model ear. Discuss ways of preventing ear |secondary sources. | | |

| | |damage. | | | |

|8Eo3 |Discuss and control risks to themselves and | | | | |

| |others. |Research the sound receptors of animals such as the| | | |

| | |bat and dolphin. | | | |

|8Ps1 |The properties of sound in terms of movement |Use a signal generator and a loud speaker to |Signal generator, loud speaker, cathode | |60min |

| |of air particles. |investigate the class’ range of hearing. The |ray, oscilloscope. | | |

| | |additional use of a CRO enables pupils to ‘see’ | | | |

| | |that the sound is still being produced even when it| | | |

| | |is above the pitch they can hear. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Ps1 |The properties of sound in terms of movement |Investigate how fast sound travels. Discuss |A sharp sound which can be heard at |Alternatively the echo received|60min |

| |of air particles. |examples which show that sound is travelling more |least 200 m away. |from a distant wall can be used| |

| | |slowly than light (noise across a field, |Stop watches. |but remind pupils that the | |

|8Ep3 |Select ideas and turn them into a form that |thunderstorms). | |sound travels twice the | |

| |can be tested. | | |distance. | |

| | |Plan and carry out an investigation to measure the | | | |

|8Ep4 |Plan investigations to test ideas. |speed of sound. | |It is good practice for the | |

| | | | |class to average their | |

|8Ep5 |Identify important variables, choose which | | |measurements, discarding any | |

| |variables to change and measure. | | |which seem to be very | |

| | | | |inaccurate. | |

| |Present results as appropriate in tables and | | | | |

|8Eo4 |graphs. | | | | |

| | | | | | |

| |Identify trends and patterns in results | | | | |

|8Ec2 |(correlations). | | | | |

| | | | | | |

| |Identify anomalous results and suggest | | | | |

|8Ec4 |improvements to investigations. | | | | |

| | | | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Ps2 |Recognise the link between loudness and |Interpret information provided by a cathode ray |Cathode ray oscilloscope, microphone, | |60min |

| |amplitude, pitch and frequency, using an |oscilloscope. |signal generator, battery or power pack,| | |

| |oscilloscope. | |musical instruments. | | |

| | |The cathode ray oscilloscope will give traces of | | | |

| | |the sounds produced by a signal generator, | | | |

| | |synthesizer or a microphone. Explain by using a | | | |

| | |battery or power pack that the CRO responds to an | | | |

| | |electrical pulse and that a microphone transfers | | | |

| | |sound energy to electrical energy. | | | |

| | |Use instruments will show that different ones have | | | |

| | |different patterns associated with their sound. | | | |

| | | | | | |

| | |Show the characteristics called wavelength, | | | |

| | |amplitude and frequency. | | | |

|8Ps2 |Recognise the link between loudness and |Investigate using a CRO the relationship between |As above. | |50min |

| |amplitude, pitch and frequency, using an |loudness and the amplitude | | | |

| |oscilloscope. | | | | |

Scheme of Work – Science stage 8

Unit 3A: 8.7 Reproduction and Growth

In this unit, pupils build on their previous knowledge of the characteristics of living things to develop their knowledge of

• The human reproductive system, including the menstrual cycle, fertilisation and foetal development.

• The physical and emotional changes that take place during adolescence.

• How conception, growth, development, behaviour and health can be affected by diet, drugs and disease.

Scientific Enquiry work focuses on:

• Interpreting data from secondary sources.

This unit requires teachers to be aware of the sensitive nature of some of the content, especially the work on diet, drugs and disease.

Recommended Vocabulary for this unit:

Menstrual fertilization foetus ovary oviduct uterus vagina penis testis sperm duct.

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh13 |Describe the human reproductive system, |Describe the changes that occur during the | | |50min |

| |including the menstrual cycle, fertilisation |menstrual cycle. | | | |

| |and foetal development. |Construct a diagram of the days in the menstrual | | | |

| | |cycle, marking when menstruation and ovulation | | | |

| | |might occur and when the uterus lining is | | | |

| | |thickening. Discuss with students the variation in | | | |

| | |cycle length and practise calculating when a woman | | | |

| | |might ovulate and when her period is due. | | | |

| | | | | | |

| | |Explain that the menstrual cycle also prepares the | | | |

| | |uterus for a fertilised egg and identify the time | | | |

| | |in the cycle when fertilisation is most likely. | | | |

|8Bh13 |Describe the human reproductive system, |Describe fertilisation. Use diagrams or | | |50min |

| |including the menstrual cycle, fertilisation |photographs of a sperm cell and an egg cell and | | | |

| |and foetal development. |discuss how they are adapted for their functions. | | | |

| | | | | | |

| | |Discuss about the sperm being deposited in the | | | |

| | |vagina and having to move to where the egg is and | | | |

| | |the egg being moved down the oviduct. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh7 |Discuss how conception, growth, development, |Explain that the foetus may be damaged by drugs. |Secondary sources. |Deal with the subject |40min |

| |behaviour and health can be affected by diet, | | |sensitively. | |

| |drugs and disease. |Using secondary sources, discuss with students the | | | |

| | |passage of alcohol, substances from cigarette smoke| | | |

| |Interpret data from secondary sources. |and drugs across the placenta. | | | |

|8Ec5 | | | | | |

| | |Students to design a poster warning about the risks| | | |

| | |of alcohol, smoking or drugs on foetal development.| | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh12 |Discuss the physical and emotional changes |Discuss how external adult features change during | |Breasts, wider hips, facial and|50min |

| |that take place during adolescence |puberty. | |body hair, voice changes, | |

| | | | |stronger body smell | |

| | |Explain that these changes are due to chemicals | | | |

| | |called hormones. | |Need to be sensitive to the | |

| | |Students should discuss whether the emotional | |needs of individual students | |

| | |changes occur before or after the physical changes | |and reassure students about the| |

| | |at adolescence | |range of different secondary | |

| | | | |sexual characteristics. | |

|8Bh7 |Discuss how conception, growth, development, |Review work on a balanced diet and the effects of | |Deal with the subject |20min |

| |behaviour and health can be affected by diet, |nutritional deficiencies from stage 8 Unit 1A topic| |sensitively. | |

| |drugs and disease. |on food. | | | |

| | | | | | |

| | |Students discuss other ways in which a diet may be | | | |

| | |unhealthy. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Bh7 |Discuss how conception, growth, development, |Investigate a small number of diseases that are |Secondary sources |Deal with the subject |60min |

| |behaviour and health can be affected by diet, |prevalent in your country. | |sensitively. | |

| |drugs and disease. | | | | |

Scheme of Work – Science stage 8

Unit 3B: 8.8 Chemical Reactions

In this unit, pupils build on their previous knowledge of mixtures, compounds, metals and corrosion to develop their knowledge of

• Some common compounds including oxides, hydroxides, chlorides, sulphates and carbonates.

• Using word equations to describe a reaction.

Scientific Enquiry work focuses on:

• Using a range of equipment correctly.

• Discussing and controlling risks to themselves and others.

Recommended Vocabulary for this unit:

Oxides hydroxides sulfates carbonates salts chlorides oxidation combustion.

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cc1 |Use a word equation to describe a reaction. |Prepare a sulfate salt such as zinc sulfate from |Zinc, copper oxide, copper carbonate, |Safety goggles must be worn. |60min |

| | |zinc and sulfuric acid or copper sulfate from |dil H2SO4. | | |

| |Name some common compounds including oxides, |copper oxide or copper carbonate and sulfuric acid.| | | |

|8Cp5 |hydroxides, chlorides, sulphates and | | | | |

| |carbonates. |Write word equations given the starting materials | | | |

| | |and products for each reaction. | | | |

| |Use a range of equipment correctly. | | | | |

| | |Each pupil should assess the risks involved in the | | | |

|8Eo2 |Discuss and control risks to themselves and |preparation. | | | |

| |others. | | | | |

| | | | | | |

|8Eo3 | | | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cc1 |Use a word equation to describe a reaction. |Prepare hydroxides from sodium hydroxide solution. |NaOH soln, |Common names of caustic soda, |70min |

| | |Some coloured hydroxides can be observed by adding |solns containing ions of; aluminium, |slaked lime, limewater should | |

| |Name some common compounds including oxides, |a little sodium hydroxide to solutions containing |zinc, |be given. | |

|8Cp5 |hydroxides, chlorides, sulphates and |ions of aluminium, zinc, calcium, copper, iron (II)|calcium, | | |

| |carbonates. |or iron (III). |copper, | | |

| | | |iron (II) | | |

| |Use a range of equipment correctly. |Write word equations given the starting materials |or iron (III). | | |

| | |and products for each reaction. | | | |

|8Eo2 |Discuss and control risks to themselves and |Each pupil should assess the risks involved in the | | | |

| |others. |preparation. | | | |

| | | | | | |

|8Eo3 | | | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Cp4 |Explain the idea of compounds. |Identify the metal present in some compounds using |Compounds of |Safety goggles must be worn. |50min |

| | |a flame test. |potassium, |Use dilute hydrochloric acid | |

| | |Flame colours for the following metals can be |lithium, |for cleaning and recommend | |

| | |observed – potassium, lithium, calcium, copper and |calcium, |using any sodium compounds last| |

| | |sodium. |copper |because of their strong colour.| |

| | | |sodium. | | |

| | | |Dil HCl | | |

| | | |Inoculating loop. | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

Scheme of Work – Science stage 8

Unit 3C: 8.9 Forces and Magnets

In this unit, pupils build on their previous knowledge of the effects of forces on movement to develop their knowledge of

• Speed including interpreting simple distance/time graphs.

• How magnetism can be used to move things.

Scientific Enquiry work focuses on:

• Planning investigations, choosing which variables to change, control and measure.

• Making predictions using scientific knowledge and understanding.

• Using a range of equipment correctly and taking accurate measurements.

• Discussing and control risks to themselves and others.

• Present results as appropriate in tables and graphs.

• Making simple calculations.

• Identifying correlations and anomalous results and comparing results with predictions using scientific knowledge and understanding.

Recommended Vocabulary for this unit:

Speed gradient gravity magnet magnetic poles attraction repulsion magnetic field pattern compass electromagnet.

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Pf2 |Interpret simple distance/time graphs |Produce distance-time graphs. |Motion sensor device. | |30min |

| | |A motion sensor is a very useful device for showing| | | |

| | |motion instantly on screen. The device emits | | | |

| | |ultrasound waves which reflect from an object ahead| | | |

| | |and return. The computer measures the time interval| | | |

| | |and plots the distance-time graph so that a student| | | |

| | |moving towards the computer can see the shape | | | |

| | |immediately. | | | |

|8Pf2 |Interpret simple distance/time graphs. |Interpret gradients on distance-time graphs. |Distance-time graphs. |There will be no need for |60min |

| | |Given a graph e.g. of an animal tracking prey, | |students to calculate the | |

| | |students can explain how they know whether the | |gradient of a graph in | |

| | |animal is moving fast, slowly or still. They should| |checkpoint science. | |

| | |be able to calculate the speed and can be shown | | | |

| | |that this is the same as the gradient of the line | | | |

| | |at that point. | | | |

|8Pm1 |Describe the properties of magnets. |Investigate the properties of magnets. Pupils |Pairs of magnets, a simple compass, |Magnets: |60min |

| | |should be given a pair of magnets, a simple |various metallic and non-metallic |Always come to rest pointing | |

| |Present results as appropriate in tables and |compass, various metallic and non-metallic |materials, a small dish of water and |N-S. | |

|8Eo4 |graphs |materials, a small dish of water and piece of |piece of lightweight object to float the|Attract iron and steel (and | |

| | |lightweight object to float the magnet on. If |magnet on. |nickel and cobalt). | |

| | |available some objects like door seals, magnetic |If available, door seals, magnetic |Repel the same pole of another | |

| | |catches, magnetic putty can be demonstrated as |catches, magnetic putty. |magnet | |

| | |well. | |Attract / repel other magnets | |

| | | | |without. | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Pm1 |Describe the properties of magnets. |Attraction and repulsion can be seen very easily if| |Poles should be defined and the|20min |

| | |magnets are suspended. This is also an opportunity | |rule of attraction and | |

| | |to check which pole points to the north of the | |repulsion emphasised. | |

| | |earth. | | | |

|8Pm2 |Recognise and reproduce the magnetic field |Plot magnetic fields. |Magnets, iron filings, plotting | |40min |

| |pattern of a bar magnet. | |compasses. | | |

| | |Field patterns for single magnets or for facing | | | |

| | |poles can be observed using iron filings on paper | | | |

| | |held over the magnet but these do not give very | | | |

| | |clear patterns. | | | |

| | |The method using plotting compasses avoids the | | | |

| | |problem of getting iron filings on magnets but does| | | |

| | |need explaining carefully. | | | |

|Framework Codes |Learning Objective |Activities |Resources |Comments |Time |

|8Ec5 |Interpret data from secondary sources. |Research the use of magnets and electromagnets. | | |50min |

| | |Research uses and find some in medical contexts, | | | |

| | |route finding, security, sorting steel from other | | | |

| | |materials for recycling etc. | | | |

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