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17145bottom00GCSE Single Award ScienceBiologyIntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Single Award Science. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their:Knowledge and understanding Subject specific skillsThe Cross-Curricular SkillsThinking Skills and Personal CapabilitiesThe Planning Framework is not mandatory, prescriptive or exhaustive. It is also available in word version therefore teachers are encouraged to adapt and develop it to best meet the needs of their students.The following skills are assessed in GCSE Single Award Science:develop their knowledge and understanding of the material, physical and living worlds;develop their understanding of the nature of science and its applications and the interrelationships between science and society;develop their understanding of the relationships between hypotheses, evidence, theories and explanations;develop and apply their observational, practical, enquiry and problem-solving skills and understanding in laboratory, field and other learning environments;develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions; and develop their skills in communication, mathematics and the use of technology in scientific contexts.Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.Cross-Curricular Skills at Key Stage 4Students will be enabled to make effective use of information and communication technology in a wide range of contexts to access, manage, select and present information; including mathematical information, for example secondary research online; collation and graphical presentation of data and use of spreadsheets for financial data on a wide range of topics.Thinking Skills and Personal Capabilities at Key Stage 4Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.Students will be able to set personal learning goals and targets to meet deadlines, for example to identify, organise and manage actions in an action plan. They will be able evaluate their responses to practice exam questions, identifying weaknesses and seeking support as required. Time management will be improved as they will be encouraged to work systematically and in an organised way to complete tasks.Key Stage 4 Statutory Skills and Personal CapabilitiesCommunication SkillsComm – T&L (Talking & Listening) W (Writing) R (Reading) Using MathematicsUMUsing ICTUICTProblem solvingPSWorking with OthersWOSelf-ManagementSMAssessment for LearningWhere reference is made to past papers throughout this Planning Framework, teachers will recognise opportunities for formative assessment activities.Key FeaturesThe Planning Framework:Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE Single Award Science specification content.Highlights opportunities for inquiry-based learning.Indicates opportunities to develop subject knowledge and understanding and specific skillsIndicates opportunities to develop the Cross-Curricular Skills and Thinking Skills and Personal Capabilities.Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.Suggests the time required to teach units/options (delete or amend as appropriate).Makes reference to supporting resources.Planning Framework for GCSE Single Award ScienceUnit OptionUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.1 CellsStudents should be able to:Microscopycarry out practical work to make a temporary slide and use a light microscope to examine and identify the structures of a typical plant and animal cell (Prescribed Practical B1);Students use this interactive activity to practice safe and precise microscopy (1). Students label a microscope (2). Students make slides from cheek cells (animal) and from onion tissue (plant) to view under the microscope.Students draw these cells as viewed under the light microscope. Direct students to focus on drawing a few cells accurately to scale UICTSMWOPSUMUMResourcesMicroscopes, slides, coverslips, onion, sterilised swabs, disinfectant, calculators and rulers, access to online resources. (1)(2) contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.1 Cells (cont.)Students should be able to:Animal Cellsdemonstrate knowledge of the structure and function of animal cells, to include nucleus and chromosomes, cytoplasm and cell membranes;Students use a drag and drop activity to use as revision for the start of a lesson (1) Students build their own cell (2).Students use the cloze procedures to reinforce learning of cell organelles (3). Students do a cut and stick activity to match organelles to their function (not all of those included are required by the specification) (4).Students working in groups do a ‘cells and organelles’ card sort (5). UICTPSSMPlant Cellsdemonstrate knowledge that plant cells have additional structures not found in animal cells: cellulose cell wall, large permanent vacuole and chloroplasts;Students work in groups on this activity which introduce them to what Stem cells are. Students will recognize that using embryos for stem cell research is very controversial and the techniques for reprogramming cells are very new(6)Students complete BBC bitesize revision activity on organization of cells(7)PMWOUICTStem Cellsdemonstrate understanding that a stem cell is a simple cell in animals and plants which has the ability to divide to form cells of the same type; andUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills, Thinking Skills and Personal CapabilitiesCells (cont.)Students should be able to:Specialisationdemonstrate understanding that the use of stem cells in medicine has: potential benefits, including bone marrow transplants in the treatment of leukaemia; and risks, with ethical implications, including: pre‐treatment using radiotherapy/chemotherapy, transfer of viruses or diseases from other animals, formation of tumours or development of unwanted cell types.demonstrate understanding that the cells of multi‐celled organisms are organised to form specialised tissues, organs and organ systems;ResourcesPrintables, scissors, glue, online access(1) (2) (3) (4) (5) (6) (7) contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.2 Food and DietStudents should be able to:Food and energydescribe food as a source of chemical energy in humans;Students should work in groups to carry out each food test and record the colour changes. Suggested methods can be seen in the science company resources (see link below).WOCOMM – T&Lcarry out practical work to investigate the energy content of food by burning food samples (Prescribed Practical B2);The results should be discussed within their group and with other groups to find the patterns. Students should devise a list of examples of each food type.Use a card sorting game to identify foods containing each nutrient.( See TES link below)explore and evaluate how the energy required by individuals is different depending on age, gender and activity;Discuss why we need a balanced diet containing all nutrients and relate it to the functions of the biological molecules of each. Explore the balance of nutritional needs at each stage of human development.WOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.2 Food and Diet (cont.)Students should be able to:Students should work in pairs to investigate the energy content of at least 2 types of food (crisps work well). Students should calculate the temperature difference of the water sample using the start and end temperatures. Students may want to calculate the energy content of the food in Joules using the formula:4.2 x volume of water x change in temperatureEnsure a full risk assessment is carried out before testing samples and that potential student allergies such as those relating to nuts are considered and mitigated against in the planning of the food tests.UMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.2 Food and Diet (cont.)Students should be able to:Nutrition and food testsrecall the following reagents and their colour changesreagentInitial colourEnd colour for positive resultBenedict’sBlueBrick red precipitateIodineYellow-brownBlue-blackBiuretBluePurple/ LilacEthanolclearWhite emulsioncarry out practical work to investigate food samples using food tests (other practical), including:reducing sugar (Benedict’s);starch (iodine solution);amino acid/protein (Biuret); andfats (ethanol);ResourcesPractical Manual and Fact file on the CCEA website insert link hereRelevant Scientific equipment including food samples contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.2 Food and Diet (cont.)Students should be able to:Food and healthexamine and evaluate the relationship between health and diet, obesity, heart disease and strokes, and recognise why many people in society are slow to accept these links or fail to adapt their lifestyle;Carry out tests to collect data on body composition and students should keep their own diet diary for a week which they should then compare to advised diet. Students could plot this data in a graphical way or record in tables calculating averages for the sample group.Watch Jamie Oliver ‘What every child should know about food TED talk video (1) Debate societal perceptions about food and health and why people have problems accepting research or uncomfortable truth about poor diet.WOUMUICTresearch the ways in which the risk of heart disease or strokes may be reduced, including:lifestyle: increasing exercise, reducing stress and stopping smoking;diet: choosing low salt, low saturated fats and low cholesterol;Students complete a research project to present to their class on ways in which risk of heart disease and stroke may be reduced.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.2 Food and Diet (cont.)Students should be able to:Cost to societyevaluate the costs to society of circulatory diseases (medical and wider costs, such as the effect on families);Students debate the implications of key facts about impact on society from primary data(2)Effects of exerciseinvestigate the effects of exercise on the pulse rate;The video clip below can be used to show the narrated step through circulation through all heart chambers. It then goes on to show how the heart rate and stroke volume both increase to increase cardiac output. Discussion could include link between increased heart rate and the need for delivery of extra oxygen, and removal of carbon dioxide after exercise.[3]describe how the circulatory system benefits from regular exercise, resulting in a strengthened heart muscle and increased cardiac output when at rest;Pupils may then be asked to carry out a simple investigation where they take their resting heart rate then do increasing duration of star jumps in class (20 sec bursts followed by 2mins rest). The duration should increase by 20 seconds each time up to a maximum of 100 seconds. Pupils can then plot a graph of heart rate v exercise duration.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.2 Food and Diet (cont.)Students should be able to:Respirationdemonstrate understanding that respiration is an exothermic reaction which releases energy; andPupils examine heart models and/or carry out a dissection of a heart obtained from a butcher or abattoir. (It can be difficult to obtain suitable hearts as they are often sliced open at the abattoir for inspection.) Pupils draw and label diagrams of the cross section of the heart and a front on view to include the names of associated blood vesselsStudents should be able to: recall the word and balanced symbol equation for aerobic respiration:glucose + oxygen → carbon dioxide + water + energy C6H12O6 + 6O2 → 6CO2 + 6H2O + energyResources contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.3 Chromosomes and genesStudents should be able to:Pupils could be asked a quick survey of characteristics that they possess and to consider which of those characteristics were passed from their parents. Pupils may also consider characteristics passed down from their grandparents’ generation to them.PSWOGenome describe the genome as the entire genetic material of an organism;There are many useful resources within this free link that can be used throughout this topic:[1] identify and describe chromosomes as genetic structures occurring in functional pairs in the nucleus of cells;Pupils may then be directed to this link as a brief introduction of the Human Genome Project.[2] The key terms for this section could be introduced as: chromosomes, genes, gametes. Pupils recap the structure of a cell and recall where genetic information resides. PSWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.3 Chromosomes and genes (cont.)Students should be able to:Genesidentify and describe genes as sections of chromosomes made up of short lengths of DNA that operate as functional units to control characteristics;Teachers may use a ‘drill down’ type diagram like this to show how we can visualise all the way from the nucleus and right down to chromosomes made up of genes and finally genes composed of molecules of DNA (such as this suggested image: [3] DNArecognise DNA as the core component of genes and chromosomesPupils also discuss how genes control the inheritance of characteristics by making the link between the genetic code and the building of proteins;recognise the double helix structure of DNA;Pupils could see that chromosomes occur in pairs from the following link: [4] Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.3 Chromosomes and genes (cont.)Students should be able toGenetic diagrams and terminologydemonstrate understanding of/interpret genetic diagrams consisting of a single characteristic controlled by a single gene with two alleles (monohybrid cross) in plants, animals and humans, including:dominant and recessive alleles;genotype, phenotype, gamete and offspring ratios, percentages and probabilities;homozygous and heterozygous genotypes;Punnett squares to determine genotype frequencies; andIntroduce dominant and recessive alleles using eye colour as the inherited characteristic. Tell pupils that brown alleles are dominant to blue alleles (recessive). Class survey may be carried out to see if the ratio of eye colour in the class matches this.Activity: A pair of pupils has two beakers containing the following number of beads (alleles). Beaker 1- 20 brown beads, Beaker 2 - 20 blue beads. A blindfolded pupil selects one from each beaker giving brown/blue combinations only. Explain why the offspring would all be brown eyed since the brown eye phenotype is dominant, and as such most likely to occur. Repeat using the following combinations;Beaker 1 – 10 brown + 10 blue beads, Beaker 2 – 20 blue beads Pupils calculate the phenotypic ratio of brown to blue eyed offspring.Beaker 1 – 10 brown + 10 blue beads, Beaker 2 – 10 brown + 10 blue beadsPupils calculate the phenotypic ratio of brown to blue eyed offspring. They identify the offspring as homozygous dominant, heterozygous dominant and recessive (homozygous)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.3 Chromosomes and genes (cont.)Students should be able to:pedigree diagrams;The teacher shows pupils how to set out genetic diagrams producing F1 and F2 generations using Punnett squaresThe pupils carry out the genetic crosses on this websites and questions from past papers to reinforce the learning:[5] Cancer demonstrate understanding that cancer cells are produced by uncontrolled cell division;Pupils will recall normal cell division from section 2.6.4. They will now discuss the implications that when the normal process goes wrong, then a cancerous tumour can be created. The Cancer Research UK website has a useful explanation of how cancer starts as well as some useful embedded videos and animations:[11] Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.3 Chromosomes and genes (cont.)Students should be able to:Mutationsexplain that variation in living organisms can be due to mutations – random changes in the structure or number of chromosomes or genes which can be triggered by environmental factors (such as UV light causing skin cancer); andPupils will recall normal cell division from section 2.6.4. They will now discuss the implications that when the normal process goes wrong, then a cancerous tumour can be created. The Cancer Research UK website has a useful explanation of how cancer starts as well as some useful embedded videos and animations:[11] The pupils should now know that organisms with homozygous dominant and Heterozygous (NN and Nn for example) will have the same phenotype. Teacher might asks how the genotype of a prize sheep can be ascertained since by looking just visually at the sheep we would not know if it were a pedigree or not. Explain the test (back) cross as a way of finding this out.Activity: Pupils use beakers containing different beads to carry out test crosses. They observe the differences in the phenotypes of the offspring. If any offspring have the recessive characteristic then the genotype is nn and one of the parents is Nn and cannot be NN.Pupils identify the male and female chromosomes on a karyotype using this image:[6] They note the difference. Introduce X and Y chromosomes (not alleles).Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.3 Chromosomes and genes (cont.)Students should be able to:Genetic conditionsrecall that cystic fibrosis and Down Syndrome are examples of genetic conditions (symptoms and causes are not required).Pupils may be given a brief paragraph explaining the symptoms of each of these diseases to put some context on these genetic conditions.[7] This clip discusses the genetic basis of CF and HD.Genetic screeningevaluate ethical issues of genetic screening, to include:who decides those that will be tested;benefits and risks of amniocentesis compared to blood tests;the dilemma for potential parents carrying a foetus with a genetic condition following diagnosis of abnormalities by a test; andIn terms of inheritance pupils may be asked to look at genetic diagrams involving parents who are heterozygous or homozygous for the conditions in order to see the significance of a person being a carrier of these conditions.It may also be discussed that parents who are carriers may consider their genetic make-up when it comes to thinking about having children and how this can tie in with genetic screening Together with the likely examination content given to this part of the specification it should be pointed out to pupils that they should not be drawn in to presenting their own views, simple to act as scientists and be aware of the arguments for and against genetic screening. A class discussion on the dilemma for people who have the condition or are carriers in deciding whether to have a child is a useful way of approaching this section.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.3 Chromosomes and genes (cont.)Students should be able to:making genetic information available to wider society, for example insurance companies; andTeachers may wish to view the National Health Service video on genetic screening prior to the discussion. [8] Extend the discussion on the dilemma for parents, if following tests the foetus is shown to have abnormalities and ask pupils to be aware of the sensitivities of all those involved with this emotive subject. Another potentially contentious issue for class to discuss would be if they would be happy if insurance premiums for health insurance, for example, were calculated.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.3 Chromosomes and genes (cont.)Students should be able to:Genetic engineeringdemonstrate understanding of genetic engineering as a process which modifies the genome of an organism, and demonstrate understanding that genetic engineering has:advantages: producing human insulin and other products by this method; anddisadvantages: unforeseen outcomes, moral issues, and the spread of genes to the wildPupils discuss how genetic engineering is possible. The teacher directs towards the idea that the DNA code is universal, that genes from humans can be introduced into other organisms like bacteria which can then make the human protein coded for.This clip shows how the work of Cohen and Boyer led to the development of Insulin production using bacteria:[9] Other websites show animations of the production of the protein insulin by genetic engineering. Pupils view the websites and complete the cut and paste exercise contained in this link:[10] Pupils discuss and list the advantages of producing insulin by this method rather than being produced from cows and pigs.Resources[1] [2] [3] [4] [5] [6] [7] [8] HomePage.aspx In search box enter ‘video genetic tests’[9] [10] [11] contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.4 Co-ordination and controlStudents should be able to:Central nervous systemdescribe the basic structure and function of the central nervous system, explaining how the brain and spinal cord together form the central nervous system that controls and co‐ordinates the responses between the receptors and effector muscles;Class discussion around how the nervous system is controlled. Students will be aware of the brain but some questioning about reflex reactions should get them thinking about the role of the spinal cord. A model spine could be used to show the spinal cord running through the vertebrae and the branching to the peripheral nervous system. Introduction of the terminology of receptors which pick up stimuli and effectors (muscles or glands) that cause a response. Relate to previous knowledge of the 5 senses (sight, sound, touch, taste and smell) identify these as receptors and discuss the effectors in each case e.g. muscles in the eye responding to bright light to make the pupil smaller, saliva produced by the salivary gland when we smell baking bread.SMPSWOVoluntary and reflex actionsdistinguish between voluntary and reflex actions in terms of conscious control and speed of response;Students can be introduced to this topic through being invited to do a blind trial through touch of feeler boxes where they have to distinguish what 5 unknown objects are by touch. This is best carried out where the student does this outside of the classroom, out of sight of peers and does not discuss the contents on return, and writes down what is in each. Within each box a different texture or object can be felt which may include an item which will result in an involuntary response ( perhaps custard)SMPSWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.4 Co-ordination and control (cont.)Students should be able to:This short animation can be used to introduce the difference between voluntary and involuntary reactions(1)Students could be given cards of voluntary and reflex reactions and asked to place them in piles under the correct heading Students view the following animations and then produce a flow chart to show the order of the reflex (stimulus, receptors, sensory neurone, association neurone, motor neurone, effector (muscle or gland) response).Reflex arcdemonstrate understanding of the pathway of the spinal reflex arc in terms of:a receptor that detects stimuli in the environment and produces nerve impulses;a sensory, an association and a motor neuron connected by synapses; andStudents do a drag and drop activity to label the reflex arc(2). Students label a blank diagram of the reflex arc.Students could work in pairs to test their own reflexes by doing a ruler drop test, firstly with eyes open and slight touch and then with eyes closed. They may find their reaction is faster when their eyes are closed. A class discussion around heightened senses could be used to explain their findingsStudents can use the following website to test their own reflexes(3).Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.4 Co-ordination and control (cont.)Students should be able to:an effector, a muscle or gland that responds to impulses from the motor neuron;Plant hormonesexplain how plant hormones are important in the control and co‐ordination of plant growth and development, with reference to phototropism in stems as a differential growth of cells caused by uneven distribution of the hormone auxin;Class discussion about how plants control their reactions. Pupils could be asked to come up with a list of ways in which plants react to their surroundings. Teacher explain that communication in plants is all by chemicals called hormones. Students could do an internet search to discover some of the hormones found in plants such as those to control growth, fruit or flower development. Teacher could show pupils a plant that has been grown in unilateral light and ask pupils to discuss what has happened and why. Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.4 Co-ordination and control (cont.)Students should be able to:Hormonesdemonstrate understanding that hormones are chemical messengers, produced by glands and released into the blood which carries them to a target organ, where they act; andUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.4 Co-ordination and control (cont.)Students should be able to:Insulindemonstrate understanding that:insulin is produced by the pancreas in response to increasing blood glucose levels and acts in the liver; andinsulin lowers blood glucose levels by converting glucose to glycogen or causes glucose to move from the blood into cells where it is used for respiration.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.4 Co-ordination and control (cont.)Students should be able to:Diabetesdemonstrate understanding that:diabetes is a condition in which the blood glucose control mechanism fails;Type 1 diabetes usually occurs early in life when the pancreas stops producing insulin, which then has to be taken as medication throughout life;School nurse could demonstrate how a blood glucose monitor/clinistix is used to monitor blood glucose levels. Students should be aware that the normal level is between 4-7 mmol/litreThis video (1) will help to explain the normal mechanism and what happens when someone develops diabetes.This NHS choices video tells the story of Chandler, a teenager diagnosed with diabetes (2). Pupils construct a table showing the causes, symptoms and effects of diabetes (that are relevant to the specification).Pupils could be asked to produce a leaflet or poster to inform people of the symptoms of diabetesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.4 Co-ordination and control (cont.)Students should be able to:Type 2 diabetes is a progressive disease linked to lifestyle factors and obesity, where the pancreas gradually produces less insulin;Type 2 diabetes can be controlled by diet but later requires medication or insulin injections;Students watch this short animation which explains how fat can cause type II diabetes.Students could produce a video about the increase in type II diabetes warning of the risks and giving advice on how to reduce the risk of it developing.Pupils could be asked to produce a leaflet or poster to inform people of the symptoms of diabetes and the long term risk to health. This would be a good opportunity to invite in a speaker to discuss living with diabetes.the symptoms of diabetes include high blood glucose, the presence of glucose in the urine, lethargy and thirst;possible long‐term effects of diabetes include eye damage, kidney failure, heart disease and strokes; and the number of people with diabetes in the population is rising, and evaluate why.ResourcesMeter rulers, online access, voluntary and involuntary reaction cards (1)(2)(3) contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.5 Reproductive systemStudents should be able to:Male and female reproductive systemdemonstrate knowledge of the structure and function of the male reproductive system, to include: the testes, urethra, scrotum, penis, sperm tube and prostate gland;Pupils examine models and diagrammatical representations of the reproductive systems. Many resources available online.Pupils recap the location of each component structure.Pupils label diagrams of male and female systems. Comm-T&L, WWOdemonstrate knowledge of the structure and function of the female reproductive system, to include: the ovaries, oviducts, uterus, cervix and vagina;Produce a table detailing the structure and function of each component of the male and female reproductive system.Introduce the terms haploid, diploid, mitosis and meiosis in outline only (it will be covered in detail later)Comm-T&L, WUICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.5 Reproductive system (cont.)Students should be able to:Menstrual cycledescribe the events of the menstrual cycle, to include: menstruation, ovulation, the period when fertilisation is most likely to occur and the roles of oestrogen and progesterone; andPupils study diagrams representing the menstrual cycle e.g. graphs showing hormone levels against time.Pupils construct a table to understand the menstrual cycle with headings: Event, Time/Day Hormone, Site of production, Effects.Pupils view the websites on the). They label and annotate a 28 day diagram – template to show the main events of the menstrual cycleUICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.5 Reproductive system (cont.)Students should be able to:Pregnancydemonstrate knowledge that:fertilisation takes place in the oviducts when the haploid sperm and egg (ovum) nuclei fuse to give a zygote;Pupils study images of sperm, label key features and note function of each. Important to note significance of haploid nucleus of sperm and egg (ovum), fertilisation restores diploid number.SMUMthe zygote divides many times to form a ball of cells as it travels down the oviduct to the uterus;the zygote implants in the uterus lining where it develops over 40 weeks;Teacher describes the processes of fertilisation, zygote formation, mitotic division, and implantation, there are many resources online. Spider diagrams or flow diagrams are very useful – aid pupil learning.the placenta is where exchange of dissolved nutrients, oxygen, carbon dioxide and urea occurs;Pupils label and annotate diagrams of these processes.Use flow diagram to note cell differentiation from zygote to a ball of cells to produce tissues and organs.WOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.5 Reproductive system (cont.)Students should be able to:these substances are carried to or from the foetus in the blood vessels in the umbilical cord;Use an anonymous question box, to allow pupils too embarrassed to speak ask their question. All pupils should be given a piece paper and if they do not have a question, then just write their name – this will help ensure anonymity.the amnion and amniotic fluid cushion the foetus; and scientific evidence shows that consuming alcohol while pregnant can cause harm to the foetus.Pupils list the adaptations of the placenta and benefit of each, in particular the role of the villi.Pupils construct a table with headings ‘Substances carried to foetus’, ‘Reason’,‘Substance carried from foetus’, ‘Reason’. Pupils note the function of the amnion and amniotic fluid, label on a diagram.Search online – Thescienceteacher.co.uk to find a Reproduction roulette game, this is an excellent resource to consolidate learning the stages involved in reproduction.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.5 Reproductive system (cont.)Students should be able to:Contraceptionexamine how different methods of contraception work and evaluate the advantages and disadvantages of each, to include:mechanical – the condom (male and female) as a barrier to prevent the passage of sperm and also to prevent the spread of sexually transmitted infections, some of which can lead to infertility if left untreated (chlamydia and HIV leading to AIDS);chemical – the contraceptive pill and implants which change hormone levels and stop the development of the egg (ovum);Pupils in small groups view a range of contraceptives placed at different stations in the classroom. They visit each station for several minutes and read the accompanying information leaflets.Pupils should gain an understanding of how different types of contraception are appropriate at different stages of life. Pupils may research one method of contraception using the NHS website – Contraception guide, on ipads/ICT suite. Prepare short notes to share with the class/others in their group, brief explanation of how each method of contraception work, advantages and disadvantages. Collate all the information in a table with Headings: ‘Type of contraception’, ‘How it works’, ‘Advantages’, ‘Disadvantages’. Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.5 Reproductive system (cont.)Students should be able to:surgical – male and female sterilisation to prevent the passage of sperm and ova respectively; and an awareness that contraception can raise ethical and moral issues for some people.Some people have ethical issues regarding contraception – pupils may research and have a short discussion/debate regarding these. Sensitivity and careful direction of any discussion will be requiredResourcesModels diagrams of male and female reproductive EA textbook.Diagram of Menstrual cycle – for example, graph showing hormone levels.Range of contraceptives.Ipads or tablets/ICT suiteCCEA TextbookUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.6 Variation and adaptationStudents should be able to:Types of variationdemonstrate understanding that variation can be observed in living things, for example:height/length as examples of continuous variation (as displayed in a histogram); andtongue rolling/hand dominance as examples of discontinuous variation (as displayed in a bar chart);Pupils measure their heights/mass/shoe size. These are examples of continuous variation. The teacher asks why. Pupils count the number of tongue rollers and non -tongue rollers in class. Count the number of pupils with different coloured eyes. These are examples of discontinuous variation. Class results are collated and pupils draw separate histograms for height/mass/shoe size.They draw separate bar charts for tongue rollers and non-tongue rollers and for eye colour. Reliability will be improved by using data for a number of classes for example year group.Validity will be improved if all measurements are taken very carefully using sensitive equipment. Pupils discuss the reliability and validity of the data they have collected.Pupils will know from work on DNA that variation of characteristics has a genetic basis for example eye colour. The teacher asks what other factor might be important in a characteristic like height or mass. The teacher directs towards the idea of the environment having an effect. How?UICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.6 Variation and adaptation (cont.)Students should be able to:demonstrate understanding that variation can be genetic and/or environmental; andPupils construct a table for genetic and environmental variation, include a definition and examples.The teacher introduces and explains the terms evolution and extinction. The pupils use the websites to investigate how variation and natural selection can lead to evolution or extinction. There are some very good You Tube videos on Natural selection and Evolution.Pupils can carry out simple activities using various websites – using ipads/computer, to show how camouflage can result in natural selection as in the case of the antibiotic resistant bacteria/peppered moth.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.6 Variation and adaptation (cont.)Students should be able to:demonstrate understanding of how variation and natural selection may lead to evolution or extinction, to include:variation within the phenotypes of a population;competition for resources often leading to differential survival of the best adapted phenotypes, for example antibiotic resistance;Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.6 Variation and adaptation (cont.)Students should be able torecognition that surviving phenotypes are more likely to reproduce and pass on their genes to the next generation;Darwin’s theory of evolution as a continuing process of natural selection, which leads to gradual changes in organisms over time, which may result in the formation of a new species;After these activities the pupils draw a flow diagram showing how variation within a phenotype can lead to the survival of the best adapted individuals.Search Evolution, Virtual lab or Peppered Moth simulation – excellent interactive activities showing how predation results in natural selection in a population.There are many other activities given on the nclark website to show how camouflage can result in natural selection as in the case of the antibiotic resistant bacteria/peppered moth, Go to Biology – Evolution – Select Peppered moth activity – step by step instructions providedUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.6 Variation and adaptation (cont.)Students should be able toa description of the role of fossils in providing evidence for evolution; and extinction of a species over time as a consequence of failure to adapt to environmental change.After these activities the pupils draw a flow diagram showing how variation within a phenotype can lead to the survival of the best adapted individuals.Search GCSE Bitesize Science or other web sources for information on the role of fossils in providing evidence for evolution.Pupils note the definition and cause of extinction and give examples.ResourcesInteractive white board/ICT suite/EA Textbook.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.7 Diseases and body defencesStudents should be able to:Types of microorganismsdemonstrate knowledge of the types of communicable diseases caused by microorganisms, how they are spread, prevented and treated, including:bacteria (chlamydia, salmonella and tuberculosis);viruses (HIV leading to AIDS, cold and flu, HPV); andfungi (athlete’s foot and potato blight);Pupils could be given a glossary of terms to be completed on an on-going basis during the topic starting with definitions of communicable, for example: Definition: a communicable disease is one that able to be transmitted from one sufferer to another; (contagious or infectious).Pupils might discuss with teacher a list of common diseases and see if they can do a mind map type diagram to tease out the costs in terms of: costs to society and economic costs.Pupils may also carry out some web based research to determine the annual cost of certain illnesses and if this cost is rising.This link might be used as a starting point:[1] Pupils research the communicable diseases listed using the internet for example:[2] They could the construct a table with the headings. Name of disease, Type of microorganism, Symptoms, How spread, Prevention and Treatment.SMUICTWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.7 Diseases and body defences (cont.)Students should be able to:The body’s defence mechanismsdemonstrate understanding of the defence mechanisms of the body, to include:the skin, mucous membranes and blood clotting;the production of antibodies by white blood cells (lymphocytes) in response to antigens;the role of antibodies in defence – antibody‐ antigen reaction, clumping, – reduced spread of disease microorganisms and symptoms;the role of phagocytes in engulfing and digesting microorganisms; andthe role of memory lymphocytes in active and passive immunity;Pupils could lay out the key information for this section in a tree diagram with immunity sub-divided into first and second lines of defence, then further separate second line defence into lymphocyte action and phagocyte action. They draw and annotate diagrams of how antibodies form from a lymphocyte:[3] the antibody – antigen reaction in the formation of an antigen – antibody complex:[4] and the destruction of the clumped complexes by phagocytes:Pupils could then draw a branching diagram of immunity, annotating and giving examples of innate, acquired, active and passive immunity. [5] Pupils could discuss how many plants have impenetrable barriers, such as bark and waxy cuticles, or adaptations, such as thorns and spines, to protect them from pathogens. If pathogens do manage to get through these barriers then the plant can respond with secondary metabolites, which are often toxic compounds, such as glycol cyanide, that may harm the pathogen.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.7 Diseases and body defences (cont.)Students should be able to:Antibioticsdemonstrate understanding that antibiotics, for example penicillin, are chemicals produced by fungi which are used against bacterial diseases to kill bacteria or reduce their growth;The teacher describes a vaccine as the introduction of modified disease causing organisms into the body as a deliberate, but controlled way, of causing the body’s own immune system to raise antibody levels and make memory lymphocyte in the blood. Pupils interpret graphs of blood antibody levelsGraphs could also be sown on how antibody levels increase after both primary and secondary response, links below show some examples of these graphs:[16]The link below shows how Hib antibody levels in plasma respond to initial vaccination and subsequent booster vaccination:[17]Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.7 Diseases and body defences (cont.)Students should be able to:Antibiotic‐ resistant bacteriademonstrate understanding of the implications of the following on the health of the population: overuse of antibiotics leading to bacterial resistance, resulting in the development of ‘superbugs’ such as MRSA; and procedures used to reduce the incidence of ‘superbugs’ and why their eradication is difficult; andTeacher could guide a discussion using mind map type diagram the factors that might lead to non-communicable disease such as CHD or Lung cancer. Different groups could be given different diseases.At the end of the discussion a summary table could be created where the diseases of lung or skin cancer, CHD, Diabetes, bronchitis, emphysema for example are linked to the factors that cause, or significantly contribute to them.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.7 Diseases and body defences (cont.)Students should be able to:Development of medicinesdemonstrate understanding of how medicines are developed, to include the discovery of penicillin by Fleming and its later development for medical applications by Florey and Chain.Teacher could show some example industrial scale fermenter devices:[9] such as those used in the manufacture of insulin or penicillin together with brief details on how they are set up and used. The link below discusses the development of fermenters for citric acid, insulin and penicillin:[10] Pupils could be introduced to the role of clinical trials in the development of drugs and medicines and how these trials determine if a drug is safe to use. It is also possible that the risks involved to human subjects from these trials could be discussed. [11] [12] evaluate issues involved in developing treatments, to include:in vitro testing;animal testing;species difference and side effects; andclinical trials and licensing; andPupils could discuss methods of killing bacteria to include using bleach and steam, eventually leading towards use of antibiotics. Pupils might link back to discussion in section 2.6.7 on Fleming’s development of penicillin. Brief detail might be given on how they are harmful to bacteria by prevents formation of bacterial cell wall and so are not therefore harmful to animal cells since they do not have cell walls. [13] Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.7 Diseases and body defences (cont.)Students should be able to:The teacher could explain how bacteria can become resistant to antibiotics as a result of the overuse of antibiotics by society and the reasons for this overuse. Pupils view the websites on the overuse of antibiotics: [14] The website below could also be useful to show methods of preventing MRSA infection. Pupils list these preventative methods together with a discussion on their effectiveness.[15]Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.7 Diseases and body defences (cont.)Students should be able to: Alcohol and Tobaccodemonstrate understanding of how the misuse of drugs can affect health, to include:alcohol – binge drinking can cause liver disease and effect the development of the foetus; andtobacco smoke, which contains tar – a cause of bronchitis, emphysema and lung cancer; nicotine – which is addictive and affects heart rate; and carbon monoxide – which combines with red blood cells to reduce the oxygen‐carrying capacity of the blood.Pupils are well aware by now that reduced smoking will reduce lung cancer risk and that reduced exposure to sun and sunbeds will reduce skin cancer risk. They may be less aware of the link between HPV and cervical cancer. This Cancer Research UK link gives detail on the link between HPV and cervical cancer and on how the HPV vaccine impacts on this risk.[25]Resources[1] .uk/Cost[2] [3] [4] [5][6] [7][8][9] [10][11][12][13][14][15] [16][17][18][19 ][20] [21 ][22] [23] [24] [25] [26] [27] [28] contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.8 Ecological RelationshipsStudents should be able to:demonstrate knowledge and understanding of photosynthesis as an endothermic process which takes place in chloroplasts, where chlorophyll absorbs light energy and sugars and starch are produced;Explain that chlorophyll is a pigment that absorbs light energy. During photosynthesis this energy is used. Since more energy is taken in than given out, it is an Endothermic reaction.Explain why plants are destarched. They are left in darkness for at least 48 hours so that all starch is used up in respiration. Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.8 Ecological Relationships (cont.)Students should be able to:recall the word and balanced symbol equation for photosynthesis:carbon dioxide + water glucose + oxygenC6H2O6 + 6O2 → 6CO2 + 6H2OPupils carry out the following experiments.(i) Test for starch in two leaves, one which has been left in the dark for 24 hours (after destarching) and one which has been left in the light. The reasons for each step should be explained. (geraniums can be used)(ii) Test for starch in a variegated leaf to show that chlorophyll is necessary for photosynthesis. (variegated geraniums/ pelargoniums can be used) (iii) Show that oxygen is produced using pond weed Elodea (this can be a demonstration or pupils can do it. It may take several days to collect enough oxygen to give a positive test).(iv) Demonstration; Show that carbon dioxide is required. Use two conical flasks with a similar photosynthesising plant in each. In one flask place soda lime. Test for starch after 24 hours in the light.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.8 Ecological Relationships (cont.)Students should be able to:explain investigations of how light is needed for photosynthesis, including:how and why a plant is destarched;testing a leaf for starch, to include: boiling in water, boiling in ethanol, softening in water and testing with iodine solution; andthe production of oxygen;carry out practical work to investigate the need for light and chlorophyll in photosynthesis by testing a leaf for starch (Prescribed Practical B3);Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.8 Ecological Relationships (cont.)Students should be able to:Role of Sun as energy sourcedemonstrate understanding that the Sun is the source of energy for most ecosystems on Earth, and demonstrate understanding of the role of green plants as producers in capturing this energy and making it available to other organisms; andStudents recall previous knowledge of photosynthesis. Class discussion about where our food comes from. Teacher to make link that all food we consume gets its original energy from the sun.Food chains and food websdemonstrate understanding of food chains and webs, and:identify producers and consumers;demonstrate understanding that arrows represent consumption and the transfer of energy through the ecosystem.Pupils use this card game to introduce the idea of food chains (1). Students can use this activities to build food chains and food webs and test their knowledge (2).Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.8 Ecological Relationships (cont.)Students should be able to:Monitoring environmental changesdemonstrate understanding that biotic and abiotic factors can be used to monitor changes in the environment as follows: abiotic factors, including CO2 levels, pH, temperature, water levels, decreasing ice fields; and biotic factors, including lichens as pollution monitors;Pupils in pairs use a line transect in a number of different areas in a site showing change in the distribution of organisms. They measure biotic and abiotic factors. This work is best done during a field trip away from school. (If not possible the school grounds can be used). Pupils are shown the appropriate use of each apparatus. WOUMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.8 Ecological Relationships (cont.)Students should be able to:Competitiondemonstrate understanding that organisms compete for resources, which can affect population growth (water, light, space and minerals for plants, and water, food, territory and mates for animals), including: practically investigating the effect of planting density on seedling growth; and the effects of the introduction of competitive invasive species; andUse a short video to introduce adaptations in plants(1) Pupils could carry out activity involving competing for food and discuss why certain species may be unable to compete successfully (2)Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting CrossCurricular Skills,Thinking Skills and Personal Capabilities1.8 Ecological Relationships (cont.)Students should be able to:Human activity on Earthdemonstrate understanding that human activity can have positive effects on biodiversity, including the role of:agriculture (replanting hedgerows, managing field margins for wildlife and efficient use of fertilisers);land use and management (reclaiming industrial sites, using brown‐field building sites and planting sustainable woodlands);seas (protecting fish stocks by quotas, fishing bansand restrictions on net size);nature reserves (protecting habitats and rare species); andthe role of international treaties in combating global pollution.Students use text books or a good quality web resource to make a glossary of the terminology outlined in this section. ResourcesCompost bin, food wastePractical Manual and Fact file on the CCEA website insert link hereRelevant Scientific equipment including suitable plants (geranium, elodea)Junk material: plastic, paper, sponge, card etc.(1) (2) Single Award ScienceChemistryIntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Single Award Science Chemistry. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their:Knowledge and understanding Subject specific skillsThe Cross-Curricular SkillsThinking Skills and Personal CapabilitiesThe Planning Framework is not mandatory, prescriptive or exhaustive. It is also available in word version therefore teachers are encouraged to adapt and develop it to best meet the needs of their students.Subject Skills Assessed through GCSE Single Award Science:The following skills are assessed in GCSE Single Award Science:develop their knowledge and understanding of the material, physical and living worlds;develop their understanding of the nature of science and its applications and the interrelationships between science and society;develop their understanding of the relationships between hypotheses, evidence, theories and explanations;develop and apply their observational, practical, enquiry and problem-solving skills and understanding in laboratory, field and other learning environments;develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions; and develop their skills in communication, mathematics and the use of technology in scientific contexts.Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.Cross-Curricular Skills at Key Stage 4Students will be enabled to make effective use of information and communication technology in a wide range of contexts to access, manage, select and present information; including mathematical information, for example secondary research online; collation and graphical presentation of data and use of spreadsheets for financial data on a wide range of topics.Thinking Skills and Personal Capabilities at Key Stage 4Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.Students will be able to set personal learning goals and targets to meet deadlines, for example to identify, organise and manage actions in an action plan. They will be able evaluate their responses to practice exam questions, identifying weaknesses and seeking support as required. Time management will be improved as they will be encouraged to work systematically and in an organised way to complete tasks.Key Stage 4 Statutory Skills and Personal CapabilitiesCommunication SkillsComm – T&L (Talking & Listening) W (Writing) R (Reading) Using MathematicsUMUsing ICTUICTProblem solvingPSWorking with OthersWOSelf-ManagementSMKey FeaturesThe Planning Framework:Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE Single Award Science specification content.Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE Single Award Science specification content.Highlights opportunities for inquiry-based learning.Indicates opportunities to develop subject knowledge and understanding and specific skillsIndicates opportunities to develop the Cross-Curricular Skills and Thinking Skills and Personal Capabilities.Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.Suggests the time required to teach units.Makes reference to supporting resources.Planning Framework for GCSE SubjectUnitOptionUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.1 Acids, bases and saltsStudents should be able to:HazardSymbolsdevelop an awareness of the importance of safety in the laboratory to assess potential risk, including the hazards associated with chemicals, and demonstrate knowledge of the following hazard symbols: toxic, corrosive, flammable, explosive and caution;Use information from CLEAPSS Safety sheets to initiate a whole class discussion on risk assessment and hazard analysis, particularly with regards to the experiments in this section. The hazard labels will have been encountered by students previously as part of their initial safety briefing, but this opportunity can be used to reinforce their use and applicationComm – T&LIndicatorsrecall the effect of acid and alkali on indicator papers (red and blue litmus papers and universal indicator paper);investigate how indicators can be obtained from natural dyes that can be extracted from plants, such as red cabbage or beetroot;Display a selection of foods which have acid flavour – lemons, limes, vinegar. Ask students to describe the taste. The word ‘acidic’ is of Greek origin and means sour. Discuss other naturally occurring acids, in saliva, in ant and bee stings, in sour milk and rancid butter. The ‘antidote’ for some of these acids – toothpaste, baking soda – are substances which are basesWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.1 Acids, bases and salts (cont.)Students should be able to:pH scaleinterpret given data about universal indicator (colour/pH) to classify solutions as acidic, alkaline or neutral;indicate the relative strengths of acidic and alkaline solutions, classifying them as:pH 0–2 strong acid;pH 3–6 weak acid;pH 7 neutral;pH 8–11 weak alkali; andpH 12–14 strong alkali;Show students a selection of clear colourless liquids (sulfuric acid, hydrochloric acid, sodium chloride solution, sodium hydrogen carbonate solution). These are acids or bases but cannot be tasted to classify them. An introduction to indicators can follow, the names and colours and the pH scale can equate to weak and strong acids and soluble basesStudents may use books of universal indicator paper to classify different household substances (at home!)UMComm, T&LPSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.1 Acids, bases and salts (cont.)Students should be able to:demonstrate understanding of the usefulness of a pH meter;recall examples of:strong acids (including hydrochloric acid and sulfuric acid); andstrong alkalis (including sodium hydroxide andpotassium hydroxide); andrecall examples of:weak acids (including ethanoic acid); and weak alkalis (including ammonia)To extract the natural dye from plants such as red cabbage and beetroot:Chop the plant (red cabbage) and place in a beaker of water.Boil the water, using a Bunsen burner, and simmer the plant for a few minutes until the water has changed colour.Turn of the Bunsen burner and allow the water to cool.Separate the plant from the water using a sieve or filter paper.Add a few drops of the coloured water to a known acid and alkali and note any colour change.If the dye changes one colour in an acid and a different colour in an alkali, then it is an indicator.PSUse universal indicator paper (or solution) to find the pH of substances.Repeat using a pH meter.Discuss the merits of each type of data collection in different situations, for example red and blue litmus paper is sufficient if a gardener wishes to know if the soil is acidic or not, universal indicator is sufficient to find out if the soil is slightly or strongly acidic but a pH meter would be required if the pH of the soil to at least one decimal place was required.Give examples of strong and weak acids and alkalis and their pH M-T&LUM2.1 Acids, bases and salts (cont.)Students should be able to:Neutralisationexplore neutralisation in everyday contexts, for example treating indigestion and using toothpaste;In small groups students should investigate what happens to the colour of litmus indicator and the pH when a known acid is added to an alkali.demonstrate knowledge and understanding of the general reactions of acids (hydrochloric and sulfuric acid) with metals, bases, metal carbonates andhydrogencarbonates, and write observations and equations;They should be able to identify a general trend that the pH gets closer to neutral.Repeat by adding toothpaste or indigestion tablets to a weak acid. Based on these observations, discuss why toothpaste helps to reduce acid decay of teeth and why indigestion tablets help to reduce the burning effects of indigestion.Investigate reactions of acids:Set up a circus of experiments to enable the students to investigate the reactions of dilute laboratory acids with metals, bases, alkalis, and metal carbonates and hydrogencarbonates. Students are asked to present their results from these reactions in a format of their choosing and collaborate with others who completed different reactions to ensure they have results for all reactions.SM, WO, COMM-T&LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.1 Acids, bases and salts (cont.)Students should be able to:follow a neutralisation reaction by monitoring pH (Prescribed Practical C1);See Practical manual for C1PS, SMResourcesPractical Manual C1 on the CCEA website insert link hereRelevant Scientific equipment including:Red and blue litmus paper, universal indicator paper and solution, pH meter, hydrochloric acid, sulphuric acid, sodium hydroxide, beetroot, red cabbage, Bunsen burner, tripod, gauze.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.2 Elements, compounds and mixturesStudents should be able to:Solids, liquidsand gasesclassify substances as solids, liquids or gases given melting point and boiling point data;Demonstrate the movement and arrangement of particles using marbles in a m, T&Ldraw particle diagrams to represent solids, liquids and gases;Two marbles can move quickly in any direction. This is similar to the particles in a gas. Add several more marbles. Each marble can still move but not as quickly. This is similar to the particles of a liquid flowing around each other. Add more marbles until the box is packed tight. The marbles can vibrate as the box is moved but they cannot move around each other. This is similar to the particles of a solid.UMdescribe changes of state as a physical reaction, including melting, evaporating/boiling, freezing, condensing and subliming;Student are then asked to draw 3 rectangles of the same side and by using circles to represent the particles, draw the arrangement of the particles (marbles) in a gas, liquid, solid.PSTo change a solid to a liquid, we must add energy. Demonstrate this by shaking the box of marbles more quickly. Eventually the particles move so quickly that they break away from their neighbour and can move around each other. It is now a liquid. 2.2 Elements, compounds and mixtures (cont.)Students should be able to:If the box is moved more slowly the marbles move more slowly until eventually they sit close to their neighbour. In this way if we remove energy (cool) from a liquid the particles will come closer together forming a solid.In groups ask pupils to discuss in terms of particles, why a plastic bottle full of water often splits when put in the freezer. (To demonstrate this the bottle must be full and the lid must be on tight. Lightweight disposable bottles are best.)WO, Comm-T&LEvaporation and condensation are changes of state:evaporation involves a liquid changing to a gascondensation involves a gas changing to a liquidEvaporation is the reason why damp clothes dry on a washing line. Condensation is the reason why windows become foggy on a cold dayUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.2 Elements, compounds and mixtures (cont.)Students should be able to:Evaporation – The particles in a liquid have different energies. Some will have enough energy to escape from the liquid and become a gas. The remaining particles in the liquid have a lower average kinetic energy than before, so the liquid cools down as evaporation happens. This is why sweating cools you down. The sweat absorbs energy from your skin so that it can continue to m, T&LCondensation – The particles in a gas have different energies. Some may not have enough energy to remain as separate particles, particularly if the gas is cooled down. They come close together and bonds form between them. Energy is released when this happens. This is why steam touching your skin can cause scalds: not only is the steam hot, but energy is released into your skin as the steam condensesDifferent typesof substancesdefine the terms element, compound and mixture;recall that a pure substance is a single element or compound not mixed with any other substance;Different coloured building blocks, such as lego pieces, can be used to demonstrate the differences between an element, a mixture and a compound. (Different coloured balls of play dough, marbles, or beads can also be used)Several yellow building blocks can represent the particles in an element.Toss in another coloured block. This is a mixture of blocks. We can easily remove one colour and separate the blocks.Stick the colours together in small 2 or 3 block units. This represents the particles in a compound. It is more difficult to separate the m, WPSWO2.2 Elements, compounds and mixtures (cont.)Students should be able to:demonstrate knowledge and understanding of the terms soluble, insoluble, solute, solvent, solution, residue, filtrate, distillate and miscible;Soluble – describes a substance that will dissolve, e.g. salt is soluble in waterInsoluble – describes a substance that will not dissolve, e.g. sand is insoluble in waterSolute – the substance that dissolves in a liquid to form a solution, e.g. the salt in sea waterSolvent – the liquid in which a solute dissolves, e.g. the water in sea waterSolution – is the mixture formed when a solute has dissolved in a solvent, e.g. sea waterComm, T&LComm, WSeparation investigate how mixtures can be separated using filtration, crystallisation, paper chromatography and simple distillation; andFiltration is a method for separating an insoluble solid from a liquid. When a mixture of sand and water is filtered:the sand stays behind in the filter paper (it becomes the residue)the water passes through the filter paper (it becomes the filtrate)WOEvaporation is used to separate a soluble solid from a liquid. For example, copper(II) sulfate is soluble in water – its crystals dissolve in water to form copper(II) sulfate solution. During evaporation, the water evaporates away leaving solid copper(II) sulfate crystals behind.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.2 Elements, compounds and mixtures (cont.)Students should be able to:Simple distillation is a method for separating the solvent from a solution. For example: water can be separated from salt solution by simple distillation. Water has a much lower boiling point than salt. When the solution is heated, the water boils. It is then cooled and condensed into a separate container. The salt does not evaporate and so it stays behind. So simple distillation allows us to capture the evaporated liquid. The resulting separated liquid is the distillate.Miscible liquids dissolve in each other. Miscible liquids are often separated using fractional distillation. This is possible as miscible liquids have different boiling pointsWOComm, T&Ldescribe paper chromatography as the separation of mixtures of soluble substances by running a solvent (known as the mobile phase) through the mixture on the paper (known as the stationary phase), which causes the substances to move at different rates over the paper.Examples of experiments to demonstrate paper chromatography include coloured markers, food colourings/dyes, sweets and leaves. Worksheets are available on the RSC Learn Chemistry websitePS, WO2.2 Elements, compounds and mixtures (cont.)Students should be able to:interpret a paper chromatogram including measuring Rf value using the solvent front and leading edge of the spot;Different chromatograms and the separated components of the mixtures can be identified by calculating the Rf value using the equation:Rf = distance moved by the compound ÷ distance moved by the solvent(each student should measure these distances themselves to ensure they understand the Rf value) The Rf value of a particular compound is always the same – if the chromatography has been carried out in the same way. This allows industry to use chromatography to identify compounds in mixturesUManalyse given data on mixtures to make judgements on the most effective methods of separation, and plan experiments to carry out this separation;Set up a circus of experiments for students to practice separation techniquesPrepare data on combinations of mixtures based on this specification. Students plan and where feasible, carry out the separationsWOPSSMResourcesSuitable demonstration materials including marbles, box, building blocks, beadsFiltration, Evaporation and Simple Distillation equipmentUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.3 Atomic structure and Periodic TableStudents should be able to:Atomicstructuredescribe the structure of an atom;Explain that we will be using the Periodic Table to help us to visualise what is going on within an atomComm, T&Lstate the relative charges and approximate relative masses of protons, neutrons and electrons;Explain the background to the word atom, from the Greek “atomos”, meaning indivisible.Describe the current model of the atom, and provide a summary table of the properties of the sub-atomic particles (Relative charge, relative mass, where in the atom they are found)To help students visualise the structure of the atom and the positions of the subatomic particles in Lithium (or any element):Draw a circle on a piece of paper. This is the nucleus.Use 2 different colours of play dough and make several small balls. One coloured ball represents protons and the other colour, neutrons. (Coloured beads could be used instead). Place the correct number of protons and neutrons in the circle.Draw 2 more circles outside the nucleus. These are the shells.Use a third colour of play dough to create several smaller balls. These are the electrons.Place 2 randomly on the 1st line /shell.Place 1 on the next shellStudents can use this method to create the atom of any element. SMUM2.3 Atomic structure and Periodic Table (cont.)Students should be able to:define atomic number as the number of protons in an atom and the mass number as the total number of protons and neutrons in an atom;Define mass number and atomic number, and demonstrate how these are used to deduce the numbers of protons, neutrons and electrons in an atom. UM, Comm - Wdemonstrate understanding that an atom as a whole has no electrical charge because the number of protons is equal to the number of electrons;calculate the number of protons, neutrons and electrons in an atom using data from the Periodic Table;Discuss the electrical neutrality of atoms in terms of equal numbers of protons and electrons. The play dough model will aid understanding as they will be able to see the equal numbers of electrons and protons.Students can now be asked to work out the number of protons, electrons and neutrons in an atom of an element using the atomic number and mass number, identify an atom from the number of protonsSMComm, T&LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.3 Atomic structure and Periodic Table (cont.)Students should be able to:write and draw the electronic configuration (structure) of atoms with atomic number 1–20;This information can be given in a table with blank spaces to fill in. Use the idea that the atomic theory has progressed from identifying the particles in an atom to suggesting positions for them. Give the rules for positioning electrons. In the second and subsequent shells inform students the electrons are placed at 12 o’clock, 3 o’clock, 6 o’clock and 9 o’clock before being paired in the same order. (This can be demonstrated using the play dough model)Draw the electronic structure of selected atoms to illustrate the process to the studentsSupply the students with an A3 sized table with the outline of the Periodic Table (elements 1-20) drawn. Students draw the electronic structure of the first 20 elements in the blank boxes using their copy of Periodic Table as a source of information of atomic numbers.PSUMSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.3 Atomic structure and Periodic Table (cont.)Students should be able to:These may be accompanied by tabulated information on number of electrons, protons, neurons and/or the electronic structure written in the format 2,8,8,2. The drawings can later be usefully employed in looking at patterns in the Periodic Table.Using these diagrams of the first 20 elements in the Periodic Table, guide the students to realising the connection between the group number and the number of electrons in the outer shell.Ask the students to equate the lack of reactivity of the noble/inert gases with the pattern of electrons. (Link to section 2.4.1)Once it is established that stability is gained by securing a full outer shell, explore how this can be achieved by different atoms by losing or gaining the appropriate number of electrons (link to section 2.4.2)Introduce some examples where the number of protons and electrons is not equal and discuss the electrical charge which will ensue. Introduce the term ‘ion’ and demonstrate how to deduce the charge on an ion, and how to deduce the number of electrons present if you are given the charge on the ion. (Link to section 2.4.2)Comm – T&LPS, UMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.3 Atomic structure and Periodic Table (cont.)Students should be able to:Periodic Table describe how Mendeleev arranged the elements in the Periodic Table and left gaps for elements that had not been discovered at that time, and how this enabled him to predict properties of undiscovered elements;demonstrate understanding of how scientific ideas have changed over time in terms of the differences and similarities between Mendeleev’s Periodic Table and the modern Periodic Table; andDiscuss the Periodic Table with students, in terms of the elements, and use the key in the bottom left corner to show how much information is collated here.Who collated all this information into such a handy table? Was it the work of one person or the culmination of the work of many?Students can do independent research or watch one of the videos available to find out about the development of the Periodic Table.Card sorting exercises focusing on the features of Mendeleevs’s periodic table and the modern periodic table can be carried out to reinforce the differencesComm – T&LPSWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.3 Atomic structure and Periodic Table (cont.)Students should be able to:demonstrate understanding that a group is a vertical column in the Periodic Table and a period is a horizontal row.identify and recall the position of metals and non-metals in the Periodic Table;Refer back to work on electronic structure of atoms to reinforce the terminology of groups and periods, and reinforce the link between position in the periodic table and electronic structure.The previous play dough model/drawing of electronic structure can be used to help visualise the number of electrons in the outer shell of elements in the same group, and the number of shells in elements of the same period.demonstrate understanding that elements in the same group in the Periodic Table have the same number of electrons in their outer shell, and that this gives them similar chemical properties;In groups, students should discuss the relationship between these observations and why alkali metals become more reactive as one moves down the group. WOComm – T&Ldemonstrate understanding that elements in the same period in the Periodic Table have the same number of electron shells;Students can code their copies of the Periodic Table using coloured pens: Metal/non-metal division, Names of groups 1, 2, 7 and 8/0SM2.3 Atomic structure and Periodic Table (cont.)Students should be able to:recall that elements with similar properties appear in the same group and locate these groups in the Periodic Table, for example:Group 1 is a group of reactive metals, the alkali metals;Group 2 is a group of alkaline earth metals;Group 7 is a group of reactive non-metals, the halogens; andGroup 0 is a group of non-reactive non-metals, the noble gases;Students should be given a periodic table to identify and locate groups in the Periodic m, T&LPSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.3 Atomic structure and Periodic Table (cont.)Students should be able to:Group 1demonstrate knowledge that Group 1 metals react with water to produce hydrogen and a metal hydroxide, and record observations for the reactions of sodium and potassium with water;demonstrate understanding of the relationship between the rate at which alkali metals react and their position in the group;Students may already have some experience of the elements and the reactions to be discussed here. Show students samples of lithium, sodium and potassium stored in oil.Demonstrate the reactions of lithium, sodium and potassium in water. Emphasise the density of the metals, their storage, and give students the opportunity to view freshly cut samples as they tarnish. Discuss with students the risk assessment of the demonstration so that they understand the risks associated with the use of alkali metals.PSComm – T&LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.3 Atomic structure and Periodic Table (cont.)Students should be able to:Group 0use the concept of electronic configuration to explain the lack of reactivity and the stability of the noble gases; andrecall that the noble gases are colourless gases.Students should be encouraged to record their own, independent observations of these reactions, before drawing the class observations into an agreed table of dataSMResourcesA3 copy of the Periodic Table for each student, colouring pencils to code the metals and non-metalsPlay dough and blank paper.Samples of metals and compounds available in the school chemistry department, images of elements and compounds from Internet.Samples of the alkali metals, trough, safety screen, knife, tongs, filter paper, goggles, for demo of alkali metals with waterUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.4 BondingStudents should be able to:Ionic bondingexplain how, when elements react, their atoms join other atoms to form compounds, and in doing so achieve a full outer shell of electrons or have an electronic structure like the noble gases;demonstrate understanding that an ion is a charged particle formed when an atom gains or loses electrons;Recap on the previous section using the diagrammatic representations of the electronic structures of the first 20 elements in the Periodic Table.Guide the students to realise the connection between the group number and the number of electrons in the outer shell (you may wish to illustrate another pattern at this stage, the connection between the number of shells in an atom and the period in which the element is placed). Ask the students to equate the lack of reactivity of the noble/inert gases with the pattern of electronsComm – T&LOnce it is established that stability is gained by securing a full outer shell, explore how this can be achieved by different atoms by losing or gaining the appropriate number of electrons, to attain the electronic structure of the nearest noble gasUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.4 Bonding (cont.)Students should be able to:explain, using dot and cross diagrams, how: ions are formed; and ionic bonding takes place in simple ionic compounds, limited to elements in Group 1 with Group 7 and Group 2 with Group 6;Again the 3D play dough representations of atoms and their electronic configuration used in the previous section, can aid visualisation of the movement of electrons. Create a drawing of Na: 2,8,1 using play dough or beads to represent the electrons.Create a drawing of Chlorine: 2,8,7 again using play dough or beads for the electrons.Ask pupils how both atoms can get a full outer shell. Ask a student to move the outer electron from Na to Cl.PSUMdemonstrate understanding that ionic bonding involves attraction between oppositely charged ions, that ionic bonds are strong, and that substantial energy is required to break ionic bonds;Count the electrons and protons in each now. Introduce the idea of ions having a charge due to the imbalance between the total n umber of protons and electrons.Repeat with other group 1 and group 7 elements.SMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.4 Bonding (cont.)Students should be able to:recognise that ionic bonding is typical of a metal reacting with a non-metal;Repeat with group2 and group 6 elements.Introduce the idea of the opposite ions attracting, thus causing an ionic bond.Show that ionic bonding, involving oppositely charged ions, must have ions from opposite sides of the Periodic Table and hence tends to be the bond formed when metals bond with non-metals to form metal compounds.To emphasise the creation of the ionic bond between metals and non-metals, ask students to repeat the exercise using 2 metals or 2 non-metals. Can the outer electrons move easily from one to the other?PSCovalentbondingdescribe a single covalent bond as a shared pair of electrons;In order for a full outer shell to be achieved, electrons will have to be shared between the atoms. In this way Covalent bonds can be m –T&Lexplain, using dot and cross diagrams, how covalent bonding occurs in H2, HCl, H2O and CH4, and label lone pairs of electrons;It is helpful to examine other words with the stem ‘co’ co-operative co-habit; to emphasise the meaning to share. Begin with HCl and Cl2. (H2 can be difficult because there is only one electron).Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.4 Bonding (cont.)Students should be able to:recognise covalent bonding as typical of non-metallic elements reacting and that a covalent bond can be represented as a single line; andIllustrate the dot-cross method of drawing covalent compounds. Allow students to use the same method to draw other examples. (Encourage the use of different colours for the electrons from different elements. This is not a prerequisite for dot cross diagrams but does emphasise the point and helps students clarify what they are writing)SMdemonstrate understanding that covalent bonds are strong and substantial energy is required to break covalent bonds.Focus on the position of the shared electrons. Students often place shared electrons on one outer shell and close to the outer shell of the second atom rather than on both outer shells. Point out lone pairs of electrons where they occur in all of the diagrams used.ResourcesA3 copy of the Periodic Table for each studentPlay dough/ Beads and blank paper.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.5 MaterialsStudents should be able to:Physical propertiesexamine how materials differ with respect to their physical properties, such as melting point, boiling point, strength, conductivity, density and hardness, and use such data to assess the suitability of a material for a particular purpose;describe and give examples of natural and synthetic materials;Students often confuse ‘strong’ and ‘hard’ when describing materials, so ensure this is clarified.Set out a range of materials and ask the pupils describe their physical properties. These properties can then be discussed by the whole class.From the materials on display, pupils should choose the most suitable for a range of functions such as: making shoes, making a pillow, a bicycle, a football . . . Comm – T&LComm – WSmart materialsdescribe a smart material as one whose properties change depending on a change in the surroundings, limited to thermochromic and photochromic materials;Students can identify some smart materials in everyday life. From mood rings that change colour when the body heats, to glasses that darken (become sunglasses) in very bright light.SMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.5 Materials (cont.)Students should be able to:Nanomaterialsdescribe a nanomaterial as one that contains a few hundred atoms which are nanoparticles (1–100 nm in size) and recall that 1 nm is 1×10-9 m;The teacher introduces the topic with a class discussion to explore prior knowledge and understanding.Nanoscience is the branch of science concerned with the development and production and uses of materials whose basic components are of nanoscale size, i.e. ~ 1 – 100 nm in size.Nanotechnologies describe the many ways that scientists can now work with the actual molecules and atoms that make up our world. It is a way of making things.We measure things in metres and centimetres, but nano scientists work in nanometres, that’s a billionth of a metre. That is very, very, VERY small! Explain why small makes a difference. At this nanoscale, things don’t always behave as they do when they are larger. They might be stronger or lighter, or, more reactive or because they are so small, and they can be used in different ways than in their larger form.Nanomaterial is a general word for any material that has a composition based on nanoparticle units e.g. nanoparticles of silver, carbon nanotubes, inorganic ceramic materials etc.UMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.5 Materials (cont.)Students should be able to:Nanoparticles are usually in the size range of 1 to 100 nm, described as being of nanoscale.Nanoparticles can be made of elements, organic molecules, inorganic compounds, inorganic cluster compounds or metallic/semi-conductor (maybe ~'semi-metal') particles.Nanoparticles have a high surface area to volume ratio which has a dramatic effect on their properties compared to non-nanoscale forms of the same material.As a point of comparison, since nanoparticles are in the size range 1 – 100 nm, a human hair is 0.05 to 0.1 mm (50000 – 100000 nm) in diameter, in other words nanoparticles are usually 500 – 100000 times 'thinner' than a human hair.1 nanometre, 1 nm = 10-9 of a metre (0.000 000 001 m)Compared to other units:1 cm = 10-2 m (1 cm = 10000000 nm)1 mm = 10-3 m (1 millimetre = 1000000 nm)1 μm = 10-6 m (1 micrometre = 1000 nm)1 nm = 10-9 m1 pm = 10-12 m (1 picometre = 0.001 nm)Introduce terms used:'nano' is a prefix and refers to dimensions-size of 1 – 100 nm. i.e. of nanoscale (1 x 10-9 m to 1 x 10-7 m)nm is the accepted abbreviation for nanometre (nanometre) Comm, T&LUM2.5 Materials (cont.)Students should be able to:evaluate: the benefits of nanoparticles in sun creams, including better skin coverage and more effective protection from the Sun’s ultraviolet rays; and the possible risks, including potential cell damage in the body and harmful effects on the environment;Uses of nanoparticles of titanium (IV) oxide (titanium dioxide, TiO2)How does titanium dioxide protect us from uv light? What does titanium dioxide do in sun creams? Students can research this question online.In the cosmetics industry the use of nanosized particles in creams etc. is increasing, because of the small particle size, they can be more easily absorbed through the skin, as in moisturisers.Titanium dioxide, TiO2, is a white powder and a good reflector of visible light and most commonly encountered as a brilliant white pigment in paint.However, it also used in the cosmetic and skincare products industry as a pigment, thickener, moisturiser and used in sunscreens as a uv absorber.UICTA research homework could be set, requiring students to find out about the role of nanoparticles in UV protection.Ultraviolet light from the sun impacting on the skin can cause cell damage, e.g. DNA damage, which can lead to skin cancer.UICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.5 Materials (cont.)Students should be able to:Nanoparticles used in sun creams offer better skin protection than traditional uv sun blocker creams and less is needed to cover the same surface area of skin.In sun creams, nanoparticles provide better protection from the harmful effects of ultraviolet radiation (uv rays from the sun) and give better coverage of the skin.Titanium dioxide is a good uv light absorber and is effective as many organic molecules used as uv absorbers in many commercial sun creams.Some of these organic 'sun blocker' molecules can cause skin irritations on sensitive skin. Can the nanoparticles be absorbed by the skin and cause this irritation or other effects?Nanoparticles of titanium dioxide are incorporated into 'sun blockers', though the particles have to be specially coated to avoid skin irritation problems from using such titanium dioxide based sunscreens.The interaction of uv light and titanium dioxide in the presence of other molecules can produce highly reactive and harmful free radicals.As well as being a good uv absorber (90% absorbed, 10% scattered), nanosized titanium dioxide particles have another m, T&LComm, WUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.5 Materials (cont.)Students should be able to:The TiO2 particles are smaller than the wavelength of light and are therefore too small to see, and when used in sunscreen creams they are transparent to light rather than opaque, so the skin looks a more natural colour (no white creamy marks). This is a good example of where particle size matters, and the tiny size of titanium dioxide particles gives it this commercial advantage.Note in passing that nanoparticles of zinc oxide are also used in sunscreens with the similar properties and effects.Students work in small groups, research the topic using ICT, delegate sections of a report to each member, prepare a poster and debate the use of nanoparticles in sun cream for/against including preparing counter m – WComm – T&Ldemonstrate understanding of the structure of graphene (a one-atom-thick layer of graphite), explain its physical properties including strength and electrical conductivity, and recall its uses such as those in batteries and solar cells; andDiscuss the structure of graphene, a thin layer of pure carbon and why it can be referred to as a 2D material. Link its properties to its m – T&L2.5 Materials (cont.)Students should be able to:Emergent materialsdescribe the ongoing emergence of new carbon based materials, including fullerene, and discuss their possible uses in modern society.Investigate new materials and discuss the impact they could have on our lives. Using materials to fight crimeexplore the variety of evidence that can be collected at a crime scene, including biological evidence, fingerprint evidence, footprints or tyre tracks, trace evidence, digital evidence, and drug or explosive evidence;Students are very familiar with the t.v. shows based on forensics. Using this knowledge a discussion can be started to assess their existing level of knowledge. If showing a TV show ensure that all students meet the age guidance.Forensic evidencedescribe the usefulness of collecting trace evidence – hair, fibres, paint or glass fragments – at a crime scene, and how these may be analysed for comparison;An excellent way of putting this knowledge to use is by taking part in some of the interactive forensic cases on the internet, for ex contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.5 Materials (cont.)Students should be able to:Fingerprintsrecognise the variety of types of fingerprints: arch, loop, whorl and composite;Students can be given a worksheet with pictures of the types of fingerprint. Then place their own thumb onto an ink block and print it onto the sheet. They must then try to identify which type of fingerprint they have. demonstrate understanding that fingerprints are unique and so can be used for identification purposes;examine the process by which forensic scientists collect fingerprint evidence from different surfaces at a crime scene and preserve the print, including the use of: powders such as carbon black and aluminium dust; alternative light sources; and chemical developers to visualise prints;Compare their fingerprint to others in the class. Are they the same or different? In this way students will be able to understand why fingerprints can be used for identification purposes.Students can practice lifting fingerprints from smooth surfaces. A simple way is to sprinkle cocoa powder on the surface, brush it over the print, cover the print with clear sticky tape, lift the tape and stick it on white card. Any fine powder can be used including talcum powder.PSSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.5 Materials (cont.)Students should be able to:explore how forensic scientists compare a photograph or scan of a fingerprint to a database of fingerprints to help identify the individual; andexplore the use of fingerprint recognition as a security measure, for example to access a mobile phone or tablet.Finger prints can also be lifted using a technique called ‘fuming’. 3 drops of superglue are place on a piece of tinfoil in an airtight container. The object with the print (a glass slide works very well) is placed in the container. It must not touch the glue. Put the lid on and place it in a bowl of warm/hot water. The glue will give off fumes which will stick to the organic substances in the print and after approx. 20 minutes it will be visible.PSResourcesInteractive CSI site: : prints: contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.6 Symbols, formulae and equationsStudents should be able to:Symbolsrecognise names and symbols for common elements;Using the students’ Periodic Tables, recap the symbols and names for common elements.Chemical symbols bingo: Prepare a 4 x 4 grid with the symbols of elements. Call out the name, students mark off until they get 4 in a row.Grid with list of symbols. Students write the element name.Pictures of elements. Students write the element name and symbol.PSFormulaeinterpret chemical formulae by naming the elements and stating the number of each type of atom present;write chemical formulae of compounds;Take the students through some common examples such as H2O, NaCl, O2, etc. Explain that the subscript number indicates the number of atoms of that element in the molecule. Note that writing ‘1’ is not required.Show that some formulas have brackets in them. For example, sodium hydroxide is NaOH and magnesium hydroxide is Mg(OH)2. There are two of each atom inside the bracket. So Mg(OH)2 contains one magnesium atom, two oxygen atoms and two hydrogen atomsPrepare a worksheet of examples for the students to completeStudents work in pairs to prepare a worksheet for their partner to complete.UMWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.6 Symbols, formulae and equations (cont.)Students should be able to:Equationsdemonstrate understanding that chemical reactions use up reactants and produce new substances called products;Explain that in a chemical reaction, the reactants are the substances present when the reaction begins, and the products are the new substances produced as a result of the reaction. construct word equations to describe the range of reactions covered in this unit;In a chemical equation, the reactants are on the left side of the arrow, and the products are on the right. There can be clues to show that a chemical reaction has taken place, for example: can see, smell or feel a change – a new substance is visible, a gas is formed and heat is given off or taken in.Demonstrate word equations for the range of reactions in this specificationUMwrite balanced symbol equations for all reactions covered in this unit and for unfamiliar chemical reactions when the names of the reactants and products are specified;Demonstrate how to balance an equationWrite word equationwrite symbol equations write the total number of atoms for each element on the left hand side and on the right hand side.Multiply if necessary to balance both sides.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.6 Symbols, formulae and equations (cont.)Students should be able to:demonstrate understanding that in chemical equations the three states of matter are shown as (s), (l) and (g), with (aq) for aqueous solutions, and include appropriate state symbols in balanced symbol equations for the reactions in this specification;e.g. copper + oxygen → copper(II) oxide; Cu + O2 → CuOBalanced Equation 2Cu + O2 → 2CuOModel kits can be used to aid visualisation of the quantities of atoms involved, and how the molecules break up and rearrange during a reaction.ResourcesModel KitsVideos on YouTube illustrate reactions and balancing equations. For example: contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.7 Qualitative analysisStudents should be able to:describe how to test for hydrogen gas: apply a lighted splint and a popping sound results (equation for reaction required);describe how to test for carbon dioxide: limewater (calcium hydroxide solution) will change from colourless to milky if the test is positive;describe how to test for oxygen gas: apply a glowing splint and it relights in the presence of oxygen; andStudents can collect and test Hydrogen in small groups using gas collecting kits consisting of a small plastic basin, beehive stand, test tube with side arm, test tube to collect gas, delivery tube, stoppers, hydrochloric acid, magnesium ribbon.Set up the equipment. Drop Mg into HCl and observe the bubbles of gas produced.Collect this gas over water.When the test tube is full of gas (empty of water) stopper it under water.Light a splint and place it at the mouth of the test-tube.Hydrogen will burn with a squeaky pop.WOSMPSThe same equipment can be used to collect Oxygen and test it. Add Hydrogen peroxide to Manganese dioxide which acts as a catalyst, speeding up the breakdown of hydrogen peroxide into oxygen and water. The test-tube of gas collected can be tested with a glowing splint which will relight.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.7 Qualitative analysisStudents should be able to:To test for carbon dioxide: place 10-20cm3 of lime water into small beaker and cover with cling film. Place a straw through the cling into the limewater. Students can blow out through the straw. The carbon dioxide exhaled will turn the limewater milky white. SAFETY: Students must be careful not to suck up the limewater. The cling film will prevent the limewater splashing out. Allow student to carry out the flame tests in small groups.investigate how a flame test can be carried out with a nichrome wire and concentrated acid using metal chlorides to identify metal ions.recall the flame colours of some metal ions: lithium (crimson), sodium (yellow-orange), potassium (lilac), calcium (brick red), and copper (blue–green);Students record the observations using coloured diagrams in addition to a written record or take photographs with their mobile phones (in accordance with general school guidelines) to print and add into their records. Emphasise the type of precipitate as well as the colour and observe what happens as excess sodium hydroxide is addedPSWOSMResourcesGas collecting kits. Suitable acid and metal to produce hydrogen, hydrogen peroxide, manganese dioxide, lime water, beakers, cling, straws, splints, safety goggles.NaCl, KCl, CaCl2, LiCl, CuCl2 solids, flame test rods, safety glasses, Bunsen burner, heat proof mat. Assess the risk to using hydrochloric acid to clean the nichrome rods. Use due care when using Bunsen burner. Refer to Hazcards for each individual substance. Emphasis on keeping an organised bench can prevent spillageUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.8 Metals and the reactivity seriesStudents should be able to:recall the reactivity series of metals, including K, Na, Ca, Mg, Al, Zn, Fe and Cu;demonstrate knowledge that this series is based on the differing reactivity of metals with water and acid;Create/discuss a summary of all the experiments demonstrated.Using all the information gleaned during the series of experiments allow students to construct a reactivity series of the metals placing the most reactive metals at the top of the pare to the accepted list of metal reactivity before asking students to devise a mnemonic to aid memory, for example:Comm – T&LPSSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.8 Metals and the reactivity series (cont.)Students should be able to:PeterSmithCaughtMyAuntZeldaInTheLarderCheerfullySlurpingGinger alePotassiumSodiumCalciumMagnesiumAluminiumZincIronTinLeadCopperSilverGoldPeterSchmeichalCaughtMaldiniAndZolaInTheLimeightCheerfullyScoringGoalsAccompanying the mnemonics with cartoon pictures of the scenarios conjured up aid in remembering the mnemonic. The addition of a reference to reactive metals to the picture, link the mnemonics to its meaningcollect and/or analyse experimental data to predict where an unfamiliar element should be placed in the reactivity series or to make predictions about how it will react;Ask students to locate the position of lithium, sodium and potassium on the Periodic Table. Ask what the chemical symbols are, what the name of the Group is. Show students the shiny surface of lithium and sodium when cutSMWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.8 Metals and the reactivity series (cont.)Students should be able to:investigate the reactivity of metals (Prescribed Practical C2);Show students that these metals are stored in oilDemonstrate the reactions of lithium potassium and sodium in water. Ask why they are stored in oilSee Practical manual C2PSWOEnergeticsdemonstrate understanding that chemical reactions in which heat is given out are exothermic and that reactions in which heat is taken in are endothermic;investigate the temperature change during a reaction;investigate the temperature changes which occur during a reaction (Prescribed Practical C3);Demonstrate exothermic and endothermic reactions from this specification. You could also try these experiments:Elephant’s toothpaste: Hydrogen peroxide, potassium iodide, washing up liquid.Vinegar and baking powder.Barium hydroxide and Ammonium Chloride. Place the reacting beaker on a wet wooden block. As the reaction proceeds the temperature drops enough to freeze the water onto the bottom of the beaker. So the block is frozen onto the beaker.PSWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.8 Metals and the reactivity series (cont.)Students should be able to:explain the meaning of the terms electrolysis, inert electrode, anode, cathode and electrolyte, and explain conduction in an electrolyte in terms of ions moving and carrying charge;See Practical manual C3Demonstrate the electrical conductivity of a piece of metal using a simple circuit with a bulb. Demonstrate that solid sodium chloride and solid sugar do not conduct electricity with the same circuit.Dissolve these substances separately in water and demonstrate their conductivity or lack of. Focus on the changes observed as the sodium chloride solution is conducting electricity. Focus on the names given to each part of the apparatus, electrode, anode, cathode, electrolyte and the function of an inert electrode and the conditions necessary for electrolysis to occur. Focus on the constant nature of a metal conductor and the decomposition of an electrolyte.Students can use diagrams to show what happens when sodium and chlorine react to form the compound sodium chloride. (Bonding has already been covered in section 2.4) Inform students that in solution these ions are no longer attracted to each other by the strong electrostatic forces and are free to move. Ask students to suggest what movement is likely during electrolysis and to suggest what has happened to equate this with their m, T&LSMWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.8 Metals and the reactivity series (cont.)Students should be able to:Aluminiumextractiondescribe the industrial extraction of aluminium from alumina, demonstrate understanding that the alumina has been purified from the ore bauxite, and demonstrate understanding of the need to replace the anodes periodically; andinterpret and write half equations for the reactions occurring at the anode and cathode for the electrolysis of aluminium oxide.demonstrate knowledge that recycling aluminium uses only a fraction of the energy needed to extract it from bauxite and saves waste;Using a set of questions to focus on the pertinent points, show a video of the production of aluminium on an industrial scale. Encourage students to try to write half equations for the reactions at the anode and cathode and for the combustion reaction between the anode product and the graphite electrode. Focus on the name of the ore, its purification, the name of the pure ore, briefly on the disposal of the residue in terms of the later discussion of the importance of recycling aluminium, the materials used to make the electrolysis cell and the anodes. The need to change the anode, the reuse of the remaining bits of anode as a way to save costs and energy, the two main functions of cryolite, to increase the conductivity of the electrolyte and to reduce the melting point of aluminium oxide making the process more cost effective, the useful nature of the aluminium oxide crust.Discuss the reasons for recycling aluminium, to preserve stocks of ore, to create less waste i.e. less residue from the purification process and less unused aluminium lying in landfill sites, more energy efficientComm – T&LComm - WResourcesPractical manuals C2 and C3Hydrogen peroxide, potassium iodide, washing up liquid, vinegar, baking powder, barium hydroxide, ammonium Chloride, sodium chloride, simple circuit, beakersA video clip showing the industrial production of aluminium. A selection of videos can be found on the internet including the following from the Royal Society of Chemistry contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.9 Rates of reactionStudents should be able to:describe the rate of a reaction in terms of the change in the amount of reactants or products with time;demonstrate understanding that the rate of a reaction may be determined by measuring the loss of a reactant or gain of a product over time;Demonstrate the reaction of magnesium ribbon and zinc granules with dilute hydrochloric acid asking which reaction is faster, how much faster, products of reaction, balanced chemical equation of each reaction, can students suggest a way to measure the speed of the reactions. Comm – T&LUMUsing the magnesium reaction demonstrate the timed collection of the gas evolved in a test tube over water. Ask how the measurement can be made more accurate, demonstrate the timed collection of the gas evolved using an upturned measuring cylinder, introduce students to the gas syringe and ask about the relationship between the time taken for the reaction to finish and the rate of the reaction. This leads to an appreciation of a measure of rate as 1/time. PSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.9 Rates of reaction (cont.)Students should be able to:suggest appropriate practical methods to measure the rate of a reaction and collect reliable data (methods limited to measuring a change in mass or gas volume against time) for the reaction of: metals with dilute acid; and metal carbonates with dilute acid;Ask how the rate of the reaction between the magnesium ribbon and the dilute hydrochloric acid may be increasedAllow groups of students to plan an experiment to measure the rate of reaction between the magnesium ribbon and the dilute hydrochloric acid, for three fixed total lengths of ribbon which are used in one, two and four pieces. Distribute the plans to the other groups of students who carry out the plans one at a time only following the instructions written.WOComm - WThis is useful as an exercise in developing the skill of planning. The class can discuss which group gave the clearest instructions, in the most logical order, which group gave the most detailed instructions, which group gave instructions for a fair test.SMComm – T&LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.9 Rates of reaction (cont.)Students should be able to:Ask students what will happen to the rate if the size of the marble chips is decreased and write this as a formal prediction.Ask students to plan an experiment to investigate how the rate of the reaction changes for three different sizes of particle. (Chips, smaller chips and powder.) Ask students to check if they have included the parameters of a fair test. Carry out the experiment planned to see how surface area affects rate.Demonstrate the same reaction timing the loss of mass as a measure of rate.Analyse the results producedUMPSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.9 Rates of reaction (cont.)Students should be able to:interpret simple experimental data quantitatively, for example drawing and interpreting appropriate graphs to determine the rate of reaction;Give students results from different reactions: measuring gas volume in a fixed time, measuring loss of mass in a fixed time, measuring time taken for a fixed volume of gas to be produced (filling a test tube) measuring time taken for a mass of solid to reduce by a fixed value (half). Using the results develop with the students an appreciation of including five or more values for the independent variableDevelop skills to deal with the results, drawing graphs, reading graphs and developing conclusions from the evidence.Understand the differences between the terms accuracy, reliability and validityUMUMdescribe the effects of changes in temperature and concentration on rates of reaction, and explain these in terms of frequency and energy of collisions between particles;Lead to a discussion of why the rate changes, and to an understanding of the collision theory and concept of activation energy. Students can act as particles to explain how the factors influence rate.To aid visualisation and understanding, marbles can be used to represent particles. Place the marbles in a box. Move the box gently and the marbles will move slowly. Gradually increase the speed of the box to demonstrate what happens when more energy is given to particles; move faster and collide more often.PSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.9 Rates of reaction (cont.)Students should be able to:demonstrate understanding that a catalyst is a substance which increases the rate of a reaction without being used up; andcarry out practical work to investigate how changing a variable changes the rate of reaction.Demonstrate the catalytic decomposition of hydrogen peroxide using manganese (IV) oxide as a catalyst collecting the oxygen produced. Discuss how to alter the concentration of a solution. Develop an understanding of the concept of catalysis.ResourcesLithium, sodium and heavy walled glass trough 2/3 filled with water, safety screen, absorbent paper, knife, tweezers, cutting surface, safety goggles.Magnesium ribbon, scissors, stop watch, test tubes, delivery tubes to fit troughs/beakers, measuring cylinders, gas syringe, splints to test for hydrogen produced. Zinc granules, dilute hydrochloric acid, gas syringe.Magnesium ribbon, dilute hydrochloric acid, stop clocks, glassware as needed including gas syringes to collect gas produced.Large marble chips, small marble chips, calcium carbonate powder, dilute hydrochloric acid, glassware as needed, stop clocks.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.10 Organic chemistryStudents should be able to:Hydrocarbonsdemonstrate understanding that there is a large number of carbon compounds, the study of which is simplified by splitting the compounds into ‘families’ or homologous series (limited to alkanes and alkenes); recall: that a hydrocarbon is a molecule consisting of hydrogen and carbon only; that alkanes are one of the homologous series of hydrocarbons; the general formula of the alkanes; and the molecular formula, structural formula, state at room temperature and pressure of methane, ethane, propane and butane;Use molecular kits to build a long hydrocarbon. Alternatively play dough and match sticks.Each pupil should have atoms of 2 colours. Stick 4 matchsticks into a carbon to represent the 4 bonds. Join a hydrogen atom to each stick. Gradually increase the number of carbons in the chain. Ask 3 pupils to join their chains together. Introduce these as the alkanes. Encourage pupils to identify what they all have in common. Each group should now make methane, ethane, propane and butane.Present students with a blank table with four column headings, name, structural formula, molecular formula and state at room temperature and pressure. Ask students to fill in the information for the first four members of the homologous series of alkanes.PSWOUMComm – T&LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.10 Organic chemistry (cont.)Students should be able to:Crude oilrecall that crude oil is a finite resource that has been formed over millions of years from dead plants and animals and that it is the main source of hydrocarbons;Put all the different play dough molecules into a box. This mixture of different length hydrocarbons represents crude oil. Explain how crude oil is made and discuss why it will eventually run out.Fractionaldistillationdescribe and explain the separation of crude oil by fractional distillation, describe the fractions as largely a mixture of alkanes, and recall the names and uses of the following fractions:petrol used as a fuel for cars;kerosene as a fuel for aircraft;diesel as a fuel for cars, lorries and trains; andbitumen used to surface roads and roofs;How can we separate all the long chain hydrocarbons from this mixture? Or all the short chains?Recap the process of separating a mixture of alcohol and water by simple distillation.Simple distillation of cola will leave a thick, sticky, caramel coloured substance in the flask. This can be used to aid the explanation of why long chain hydrocarbons such as bitumen are viscous whereas smaller chains such as petrol can be boiled and removed more easily.PS2.10 Organic chemistry (cont.)Students should be able to:Combustion of alkanesdescribe the combustion of alkanes (limited to complete combustion) to produce carbon dioxide and water, including word and symbol equations;The products of combustion can be demonstrated by placing a glass funnel above a Bunsen burner or candle flame. (use a retort stand to hold the funnel above the flame). Attach tubing to the funnel, onto a U-tube sitting in ice and into a test tube of lime water. A pump can be used to draw the air from above the flame through the lime water (which will turn milky white due to the presence of CO2) and water vapour will condense inside the ice cold test tube.PSAlkenesrecall the general formula of the alkenes, along with the molecular formula, structural formula, state at room temperature and pressure of ethene, propene and butene; andUsing the same molecular models as before introduce a double bond to one of the hydrocarbons. What happens to the number of hydrogens in the molecule? Each group should make ethene, propene and butene.PSCombustion of alkenesdescribe the combustion of alkenes (limited to complete combustion) to produce carbon dioxide and water, including word and symbol equations.By introducing a third coloured atom to represent oxygen, students can break the bonds in the hydrocarbons and rearrange the atoms to demonstrate what happens during combustion.Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.10 Organic chemistry (cont.)Students should be able to:Atmospheric pollutionrecall that the combustion of fuels is a major source of atmospheric pollution due to the combustion of hydrocarbons producing carbon dioxide, which leads to the greenhouse effect, causing sea level rises, flooding and climate change;In groups students can discuss why burning fuels such as petrol and diesel causes atmospheric pollution. They could develop a flow diagram or poster to show how carbon dioxide is produced, enters the air and eventually leads to the greenhouse m – T&LPolymersdescribe how monomers, for example ethene or chloroethene (vinyl chloride), can join together to form very long chain molecules called polymers and the process is known as addition polymerisation;write equations for the polymerisation of ethene and chloroethene; andAddition polymerisationShow students (either actual examples or photographs) examples of polythene, polythene bags, bottles and PVC window frames, clothing. Use balanced chemical equations to explain the polymerisation reactions of ethene and mono choloroethene (vinyl chloride).Focus on the structural formula of the molecule, the structural formula of the repeating unit of the polymer, the correct chemical terminology to indicate repeating units the terms ‘monomer’ and ‘polymer’ and the uses of the polymer. Ask students if they recognise a selection of other polymers such as polystyrene, PTFE and poly(propene) and help the students deduce the simple alkene that they are made from and vice versaUMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal Capabilities2.10 Organic chemistry (cont.)Students should be able to:demonstrate understanding that addition polymers (plastics) are non-biodegradable and evaluate the advantages and disadvantages of their disposal by landfill and incinerationDivide the class into 2 groups. One group has to develop a list of advantages and the other disadvantages. Each group must nominate a scribe and a speaker. The scribe will write the list, the speaker will present it to the class, the remaining members of the group must come up with the information. Smaller groups can be used if m – WComm – T&LResourcesMolecular Model kits or play dough and match sticks.Schematic diagram showing the separation of crude oil by fractional distillation into its different fractions, for example refinery gases, petrol, kerosene, diesel oil and bitumenMany videos can be found on the internet to show the products of combustion including this from the Royal Society of Chemistry. Single Award SciencePhysicsIntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Single Award Science. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their:Knowledge and understanding Subject specific skillsThe Cross-Curricular SkillsThinking Skills and Personal CapabilitiesThe Planning Framework is not mandatory, prescriptive or exhaustive. It is also available in word version therefore teachers are encouraged to adapt and develop it to best meet the needs of their students.Subject Skills Assessed through GCSE Single Award Science:The following skills are assessed in GCSE Single Award Science:develop their knowledge and understanding of the material, physical and living worlds;develop their understanding of the nature of science and its applications and the interrelationships between science and society;develop their understanding of the relationships between hypotheses, evidence, theories and explanations;develop and apply their observational, practical, enquiry and problem-solving skills and understanding in laboratory, field and other learning environments;develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions; and develop their skills in communication, mathematics and the use of technology in scientific contexts.Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.Cross-Curricular Skills at Key Stage 4Students will be enabled to make effective use of information and communication technology in a wide range of contexts to access, manage, select and present information; including mathematical information, for example secondary research online; collation and graphical presentation of data and use of spreadsheets for financial data on a wide range of topics.Thinking Skills and Personal Capabilities at Key Stage 4Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.Students will be able to set personal learning goals and targets to meet deadlines, for example to identify, organise and manage actions in an action plan. They will be able evaluate their responses to practice exam questions, identifying weaknesses and seeking support as required. Time management will be improved as they will be encouraged to work systematically and in an organised way to complete tasks.Key Stage 4 Statutory Skills and Personal CapabilitiesCommunication SkillsComm – T&L (Talking & Listening) W (Writing) R (Reading) Using MathematicsUMUsing ICTUICTProblem solvingPSWorking with OthersWOSelf-ManagementSMKey FeaturesThe Planning Framework:Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE Single Award Science specification content.Includes suggestions for a range of teaching and learning activities which are aligned to the GCSE Single Award Science specification content.Highlights opportunities for inquiry-based learning.Indicates opportunities to develop subject knowledge and understanding and specific skillsIndicates opportunities to develop the Cross-Curricular Skills and Thinking Skills and Personal Capabilities.Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.Suggests the time required to teach units/options (delete or amend as appropriate).Makes reference to supporting resources.Planning Framework for GCSE PhysicsUnitOptionUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesElectrical CircuitsStudents should be able to:Conductors and Insulatorsdemonstrate understanding of the difference between conductors and insulators, that an electric current in a metal is a flow of electrons, and that the electrons move in the opposite direction to that of a conventional current;Pupils use textbooks and/or web-based resources to discover that metallic electrical conductors have free electrons, while insulators do not. They go on to find out that an electric current is caused by a drift of these free electrons from the negative terminal of a battery to the positive terminal, which is in the opposite direction to that of a conventional – T&L,RSMSimple Circuitsdemonstrate understanding of the role of conductors, insulators and switches in simple series and parallel circuits;Computer Simulation, such as provided by the Crocodile Physics package, to explore the behaviour of conductors, insulators and switches in simple series and parallel circuits.Pupils can use simple card games to learn the standard symbolsUICT, PSStandard Symbolsinterpret and draw circuit diagrams using the standard symbols illustrated below:A very useful package to use with students of all ability ranges is: package is for purchase, although a 10 minute “sampler” is available free of charge.Institute of Physics also provide free access to Virtual Physics Lab (VPL).UICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesElectrical Circuits (cont.)Students should be able to:Series and Parallel Circuitsrecall the meaning of cell polarity and relate it to the symbol for a cell;demonstrate understanding that the voltage provided by cells connected in series is the sum of the voltages of each cell, having regard to their polarity;Pupils may recall this material from KS3PS, Comm – T&Lrecall that for components connected in series: the current through each component is the same; and the voltage of the supply is equal to the sum of the voltages across the separate components; andPupils need to learn the units for current and charge and be able to apply the equation I = Q/t in all its forms. They should be given the opportunity to gain practice doing questions from textbooks or worksheets. PS, UMOhms Lawrecall that for components connected in parallel: the voltage across each component is the same as that of the supply; and The total current taken from the supply is the sum of the currents through the separate components.Pupils carry out the traditional Ohm’s Law investigation on a length of resistance wire, measuring the voltage across the wire and the current through the wire using a voltmeter and an ammeter respectively.Pupils plot the graph of current (vertical axis) against voltage (horizontal axis) and observe that it is a straight line through the origin.UM, PS, WOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesElectrical Circuits (cont.)Students should be able to:Resistancecarry out practical work to: describe and carry out an experiment using a voltmeter to measure the voltage across a metal wire and an ammeter to measure the current passing through the wire;obtain sufficient values of voltage and current so that a voltage–current characteristic graph (V–I graph) can be plotted, with voltage on the y-axis and current on the x-axis; recall that the V–I graph is a straight line that passes through the origin; and recall that this shows that the current and voltage are proportional for a metal wire at constant temperature, and that this is known as Ohm’s law (Prescribed Practical P1);Pupils conclude that the current through a metal wire at a constant temperature is directly proportional to the voltage across it.Pupils use textbooks and web-based resources to find and record a formal statement of Ohm’s Law and the equation V = IR, the mathematical definition of electrical resistance.This is a Prescribed Practical activity. Teachers might therefore find it helpful to prepare a worksheet structuring the experiment and providing scaffolding for those who find experimental work more challenging. A structured approach also allows for differentiation, allowing the able students to engage with the more difficult questions that this type of experiment can frequently pose.UM, Comm – RPS, WOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesElectrical Circuits (cont.)Students should be able to:Factors Affecting Resistancerecognise and use the equation voltage = current × resistance where voltage is measured in volts, current in amperes and resistance in ohms;Working in small groups, pupils use a 1 m length of resistance wire (such as constantan, nichrome, or iron) to investigate how the resistance of a conductor depends on its length. While the 2-meter method is often used, centres may decide to employ multimeters and an introductory lesson on their use is then advised. It is usually helpful for a technician to prepare the resistance wire by mounting it on a metre stick. Pupils plot graphs of resistance against length and infer that they are in direct proportionUM, WOcarry out practical work to: investigate experimentally how the resistance of a metallic conductor at constant temperature depends on length; obtain sufficient values to plot a graph of resistance (y-axis) and length (x-axis); recall that the graph is a straight line that passes through the origin; and recall that this shows that when a metal wire is at constant temperature, the resistance and length of wire are proportional (Prescribed Practical P2);Teachers might guide students to discover that R = kL or that R/L is a constant. Other students might be advised to solve problems by proportion or ratio methods. Whatever strategy is employed, students should get maximum practice solving problems from textbooks, worksheets or past examination papers.WO, PSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesElectrical Circuits (cont.)Students should be able to:solve simple problems using the knowledge that the resistance of a metal wire at constant temperature is proportional to its length; andStudents use a multimeter and resistance wire (such as constantan) of various SWG to investigate how the resistance of a conductor depends on its cross-section area. They use the SWG given by the manufacturer and use web-based resources to convert that to a CSAThey plot a graph of resistance against 1/CSA and deduce that resistance is inversely proportional to cross section area.PS, WO, SMInvestigate experimentally how the resistance of a metallic conductor at constant temperature depends on the area of cross section and the material it is made from.Students practice solving problems from textbooks, worksheets or past examination papers on the relationship between resistance, length and CSA, using either the equations R = kL and R = k/A or proportion methods.UM, SMrecall how the resistance of a metallic conductor at constant temperature depends on the area of cross section and the material it is made from, and solve simple problems using this knowledge (knowledge of resistivity is not required);Students construct circuits to include variable resistors.Demo everyday examples – dimmer switches etc.WO, SMexamine how variable resistors control current in a circuit and where they are used;Unit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesHousehold ElectricityStudents should be able to:Powerrecognise the equationpower = voltage × current and use this in calculations to select the appropriate rating of a fuse;Using numerical or experimental methods introduce students to the concept of power.Investigate a range of appliances and components to practice the use of the equation from results obtained.PS, UMevaluate the consequences of incorrect fuses in common electrical appliances;Demo a fuse wire popping and encourage pupils to discuss real life consequences. Demo contrary also and discuss risks of a fuse too highly m – T&L, PSrecall that the unit used in the cost of electricity to the consumer is the kilowatt-hour (kWh);Progress through discussion and questioning why certain appliances can be run all day (fridge) and some are only run for set periods (tumble dryer or immersion heater)Comm – T&L, PSdemonstrate understanding of the meaning of the kilowatt-hour and use of the power rating of electrical appliances to calculate their cost;Allow pupils to calculate costing from real bills.Pupils can create an advisory leaflet for customers to help them reduce their electricity costs.Also can create and film a TV ad.UMComm - WUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesHousehold Electricity (cont.)Students should be able to:recognise and use the formulaenergy (kWh) = power (kW) × time (hr) to calculate the cost of using appliances for varying amounts of time;UMuse meter readings to calculate the cost of household electricity and investigate the factors that affect these bills;Protection from electrical shockrecall the wiring inside a fused three-pin plug and demonstrate understanding of the function of the live, neutral and earth wires; and on practice at rewiring a 3 pin plug. Emphasis on avoiding loose connections, excess wires touching. Can relook at adequate fuse choices.PS, SMRecall that appliances with metal cases are usually earthed and demonstrate understanding of how the earth wire and fuse together protect the user from electric shock and the apparatus from potential damage.Show YouTube clip of rescue helicopters using an earthing rod to ensure safety.Use Van de Graaf generator to demo the benefit of being ‘earthed’.‘Fun fly sticks’ are a cheaper alternative to fully grown generator. – T&L, WOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesHousehold Electricity (cont.)Students should be able to:demonstrate understanding of how double insulation protects the user;Demo and discuss double insulated appliancesComm – t&lUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEnergyStudents should be able to:Forms of Energyrecall that energy can exist in many forms such as chemical, heat, electrical, sound, light, magnetic, strain energy, kinetic and gravitational potential; of types of energyCircus of energy convertors. Have pupils investigate the devices and record the energy conversions of each device.SM, WO, PSConservation of Energyrecall that the Principle of Conservation of Energy states that energy can be changed from one form to another but the total amount of energy does not change;Discuss where energy is wasted and useful. roller coasterComm – T&Lrecall that energy is measured in joules (J);Use textbooks or powerpoints to recall m – W, RUICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEnergy (cont.)Students should be able to:Energy Transfersdraw and interpret energy transfer diagrams for the energy conversions that occur in a range of common devices found in everyday life, and interpret these diagrams using the Principle of Conservation of Energy (Sankey diagrams are not required);Use the results gained in the energy circus to draw energy conversion diagrams for each device.Worksheet of partially completed diagrams can be used to check understanding.SMPSrecall that kinetic energy Ek is the energy possessed by a moving object, and recognise and use the equationE=12mv2 To calculate kinetic energy in joules, the mass of an object in kilograms and the velocity of an object in meters per secondUsing examples from textbook or other source allow pupils to calculate the KE of various objects.By estimation, pupils can also calculate their own KE and that of cars. Discuss and link to road safety later in the module.Physics rollercoaster video (previously mentioned) can also be used to start discussion.PS, UMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEnergy (cont.)Students should be able to:recall that an object has gravitational potential energy Ep because of its position above the ground, and recognise and use the equationEp = mghto calculate the potential energy in joules, the mass in kilograms and the vertical height in metres, using g as 10 N/kg.Another handy video is visualisation of KE and PEUsing textbook or past paper questions/worksheet allow pupils practise at using the equation in a variety of circumstances.PS, SMRenewable sourcesdemonstrate knowledge that renewable energy is defined as energy which is collected from resources that will never run out or that are naturally replenished within a human lifetime;Use video remind students of knowledge from KS3Comm – T&Lrecall examples of renewable energy such as sunlight, wind, rain, tidal, waves, wood and geothermal heat, and demonstrate understanding that biomass is renewable if the plant material used is regrownPupils to draw up presentation or table of renewable energy sources. Using internet or similar for research purposes.Include pros and cons of each.Pupils can make their own model of a renewable energy m – WWOSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEnergy (cont.)Students should be able to:Non-renewable sourcesexplain why the emphasis on developing alternative renewable fuels has increased in recent years due to the finite nature of fossil fuels;Starter video WUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEnergy (cont.)Students should be able to:demonstrate knowledge that: a non-renewable energy source is one that has a finite supply (it will run out some time);fossil fuels such as oil, natural gas and coal are considered non-renewable because their formation takes millions of years;fossil fuels come from the dead remains of plants and animals subject to pressures and temperatures in the Earth’s crust;nuclear energy based on fission is also non- renewable since supplies of uranium ore will not last forever; andbiomass is non-renewable if it uses plants that are not regrown;Pupils complete the same for non-renewable as for renewable.AFL can be achieved through the presentation produced.Ensure pupils adequately demonstrate their knowledge of the points specified.WOSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEnergy (cont.)Students should be able to:Efficiencyrecall that not all of the energy used in a particular process or device is useful and that the efficiency is a measure of how much of the input energy to a process or device appears as useful output energy; andRecall energy conversion diagrams from previous practical.Pupils can calculate the efficiency of a number of real life appliances.A suitable worksheet can also be produced to allow students to calculate efficiency from a given set of values.WO, UMrecognise and use the equation efficiency = useful output energy total input energy quoting efficiency as % or decimalUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesElectricity generationStudents should be able to:Power Stationsexamine the principle of electricity generation (limited to a magnet moving near or inside conducting coils);Short animated clip , using a block diagram, the component parts of power stations and their functions, and apply knowledge of energy transfers to those that take place within power stations;Pupils could use the information in videos such as the one suggested to construct their own flow/block diagram as to how the power station works.A mini model can be constructed in class for demonstration purposes.SM, Comm – WPSTransformersdescribe the distribution of electricity across the grid, including the use of step-up and step-down transformers and the reasons for their use;Progress this flow diagram to incorporate how this energy then gets to our homesUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesElectricity generation (cont.)Students should be able to:deduce that electricity is the most useful energy type (as it is easily transferred into heat, movement, sound and light), and name devices in the home that use these energy transfers;‘fully charged’ video about National Grid.Using two transformers the transmission of electrical power from power station to consumer can be demonstrated. Details of the experimental demonstration can be found in Fields Waves and Atoms by Tom Duncan Chapter 16 – Electromagnetic InductionBy using textbook or other numerical data, pupils can create a comic strip or similar to illustrate how the step up and step-down transformers are used and why.Summarise knowledge with a presentation of ‘The usefulness of energy’Comm – T&LComm – WSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesHeat TransferStudents should be able to:compare the heat conductivity of different materials by measuring the time it takes heat to travel through a variety of conductors and at least one insulator (Prescribed Practical P3);Using a premade or constructed device (such as described in the practical guide) pupils can deduce the difference in heat conductivity of metals by how quickly drawing pins or paperclips fall from a metal rod when the wax melts.PSrecall experiments or demonstrations to show that heat can be transferred from place to place by conduction and that metals are the best conductors of heat;‘magic ice cube’ demo and allow pupils to discuss the findings, WOrecall experiments or demonstrations that show convection in liquids and gases; andConvection tube with potassium permanganate can be used to demo convection.A nice example here: can also create and hang spirals over a heat source to illustrate the flow of air particles. PSComm T&Lrecall experiments or demonstrations that show that dark matt surfaces are better at absorbing and radiating heat energy than light shiny surfaces.Leslie cubes and infrared thermometers can be used.A simpler demo is to cover thermometers in tin foil and matt black paint. Place equidistant to a heat source and record the difference in temp rise over a period of time.PS, WOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesHeat Transfer (cont.)Students should be able to:demonstrate knowledge that the transfer of energy by conduction and convection involves particles, and of how this transfer takes place;Pupils to consolidate their knowledge by drawing their own diagram of how this happens using particles.SMdemonstrate understanding, in simple terms, of how the arrangement and movement of particles determine whether a material is a conductor or an insulator, and demonstrate understanding of the role of free electrons in the conduction of heat through a metal;A good info video is here: teacher required to select the relevant points for CCEA m t&ldescribe everyday applications of heat transfer and the role each transfer method plays;Have different everyday scenarios of heat transfer on cards. Shuffle and have pupil pick one. ‘Hot Seat’ now must explain the process in terms of conduction, or convection to the class.Allow pupils to question Hot Seat to increase understanding.PS, WOrecall that heat energy can be lost from homes mainly through conduction and convection and recall ways of reducing these heat losses;Pupils to create a ‘model house’ from a cereal box or similar. They must use methods to reduce heat loss. (insulation, curtains, carpets etc.) Have heat source inside house and use infrared thermometer to record temperature on outside. Compare with control box. Competition for house that retains most heat.WO, PSUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesWavesStudents should be able to:recall that waves transfer energy from one point to another through vibrations;Pupils explore with a slinky spring the motion of the medium in transvers and longitudinal waves. Students then watch the video make notes on what they have seen and experiencedWO, SMProperties of Wavesdistinguish between transverse and longitudinal waves in terms of the motion of the particles of the medium, recalling:sound and ultrasound as examples of longitudinal waves; andwater waves and electromagnetic waves as examples of transverse waves;Pupils use library and web-based resources to classify as many waves as possible as longitudinal and transverse.Demonstrations with slinky spring.Pupils note the difference between transverse and longitudinal waves in terms of the motion of the particles of the medium.UICT, Comm – RSMFrequency, wavelength and amplitudeexplain the meaning of frequency, wavelength and amplitude of a wave and extract details of these quantities from graphs of displacement of the particles against time and displacement of the particles against distance; andThe video below establishes v = fλ as a special case of speed = distance / time and explores the meaning of frequency, wavelength and period., Comm T&LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesWaves (cont.)Students should be able to:Speed of soundrecognise and use the equationv = fλ to calculate the velocity of the wave in metres per second (m/s), frequency of the wave in hertz (Hz) and the wavelength of the wave in metres (m).Pupils practice solving numerical problems relating to v = fλ from textbooks and/or worksheets.UMEchoes, sonar and radarexamine how to measure the speed of sound using both the echo method and the flash-bang method;Nice Visualisation of speed of sound: to use cymbals or other sound generation to measure speed of sound over 100m.Record time and average in the usual way.UM, PSComm T&LUltrasoundexplain how sound can be reflected, recall that this is known as an echo and recall what steps are taken in auditoria to counteract this problem;Class trip to local cinema, theatre or similar to investigate the use of fabric or shape of walls to reduce echoes.Discuss positive use of echoes and some negativedescribe some applications of echoes and carry out calculations on the echo principle, including radar and sonar, and describe some contemporary applications of ultrasound in industry and medicine;Pupils to research uses of sound around the world.Echolocation, bats, foetal scanning, fault diagnosis.With examples taken from textbooks and/or worksheets pupils practice use of the echo principle equation: distance = speed × timeComm – RUICTUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesWaves (cont.)Students should be able to:Electromagnetic Spectrumdemonstrate knowledge and understanding that a human’s audible range is from 20 Hz to 20 kHz and that ultrasound has a frequency greater than 20 kHz; ‘hearing test’ to be used with headphones if a traditional signal generator and loudspeaker are not available in the lab.Pupils can discuss reasons for hearing being affected and precautions that should be used.WO, PSEffects of electromagnetic radiationMicrowavesdistinguish between the different regions of the electromagnetic spectrum (radio waves, microwaves, infrared, visible light, ultraviolet, X-rays and gamma rays) in terms of their wavelength and frequency, arrange them in order of wavelength, and recall that they all travel at the same speed in a vacuum;Pupils use textbook and/or internet to find out what is meant by the electromagnetic spectrum, and the principal regions within it. They make notes on the topic and deliver a brief presentation to their peers. of Physics provide a great free workshop for teachers to demonstrate the regions of the electromagnetic spectrum with everyday objects.Contact them via website for m – RUICTComm T&LUMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesWaves (cont.)Students should be able to:Mobile Phonesresearch and recall the uses and dangers of electromagnetic waves;Pupils research the dangers of electromagnetic radiation; they make notes on their findings and present a summary of their material to their peers. - Rexplain the microwave heating effect in terms of energy absorption and molecular behaviour; and ‘How a microwave works’Comm T&Lexamine how mobile phones work by passing microwaves from one cell to another, demonstrate understanding that this requires phone masts to act as repeater stations, and consider possible health risks of mobile phone use.Students research and present on how mobile phones work and research health risks of mobile phones. Refer students to World Health Organisation m – RSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesRoad transport and safetyStudents should be able to:Reducing reliance on fossil fuelsexamine data on the use of fossil fuels in transport and evaluate the attempts being made to minimise reliance on fossil fuels by using substitutes (such as biodiesel) and extenders (such as alcohol);Using internet or similar discuss the ever increasing popularity of electric cars. Renault produces a good infomercial about the TWINGO. Discussion of other alternative fuels and why they may/may not be so popular. Stopping distanceUICTComm T&Lexamine strategies that car manufacturers are currently developing to reduce reliance on fossil fuels (such as regenerative braking and hybrid systems); cars – are they worth it?Good video to use as a starter for discussion. Prices quoted are in US dollars, but good m T&LWOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesRoad transport and safety (cont.)Students should be able to:Thinking, braking and stopping distancesapply the terms thinking distance, braking distance and stopping distance in relation to drivers of road vehicles;Recap or discussion definitions of the terms thinking distance, braking distance and stopping distancePractice calculations of thinking distance, braking distance and stopping distanceEmphasise DISTANCE not timeComm T&LUMexplain the meaning of reaction time and describe a simple experiment to measure it;Complete practical on reaction times – ruler drop is the most popular, but some cheap computer software and an interactive whiteboard can also be used as a whole class exptWO, SMcarry out practical work to measure reaction time by using a metre stick in pairs, measuring distance dropped and relating the measurement to reaction times; and fun reaction timer.Pupils make notes to ensure they can describe reaction time expt if asked in exam.WO, SMinvestigate how thinking distance changes with speed and appreciate that it may increase when the driver has taken alcohol, prescribed medicines or illegal drugs;Same experiments can be done after pupils have been ‘distracted’’. These can be whilst listening to headphones, reciting the alphabet, wearing beer goggles etc. Different times of the day – after break compared to afternoon slump.Pupils can also compare results to before and after ‘energy drink’ – if health and safety permits. Class discussion and Complete table to show effect of alcohol, prescription medicines or illegal drugs on thinking distance, braking distance and stopping distancePS, WOSMComm – T&LRoad transport and safety (cont.)Students should be able to:FrictionSafety in carsdescribe how braking distance increases with speed and investigate factors that affect braking distance, such as:the state of road’s surface; the weather; the condition of the tyres and brakes; andComplete table to show effect of state of road’s surface, the weather and the condition of the tyres and brakes on thinking distance, braking distance and stopping distance. There is lots of YouTube footage of cars driving in different. This is a light hearted Top Gear look at braking distances. Please watch and judge suitability prior to showing. - WRoad Safetyexplain that friction is the name given to the force which opposes motion, demonstrate understanding of the role it plays when a vehicle brakes, and examine factors that can affect frictional force on a moving object.Recap on friction, discuss its role in vehicle brakesNote down definition and Complete practical worksheets on effects on friction - weight, surface area and type of surface Can use newton metre pulling different surfaces to illustrate. Pupils can investigate for themselves and come to conclusion.WO, UM, SMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesRoad transport and safety (cont.)Students should be able to:Speed calculationsevaluate how the use of seatbelts, airbags, crumple zones and a rigid passenger cell reduce the risk of serious injury to people and examine how vehicles are designed to absorb energy in collisions to reduce injury to passengers;Watch the video can then create their own presentation/advertisement on a car of their choice - promoting all of the relevant safety features.SM, UICTassess how speed restrictions, speed bumps and traffic cameras contribute to road safety;Discussion, safety videos – light hearted look at the old ‘green cross code’. Discuss and have pupils to evaluate their own communities. What safety features are at the school, entrance to their estate, near large junctions. etc.Google street maps is handy to take a virtual tour of the local community. PSComm – T&LUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesRoad transport and safety (cont.)Students should be able to:Balanced Forcesrecognise and use the equation average speed = distance travelled time taken to calculate average speed;Recap speed .Practice applying equation by completing exam question calculationsUMproduce and interpret straight line graphs of distance against time;Demo/practical measuring motion on a trolley using data loggersexplain that when forces on an object are balanced, the object will move at a steady speed in a straight line or remain at rest;Possible activity – measure speed of different activities (running 100m)Teacher exposition of straight line graphs of distance against timeUMexplain the meaning of resultant force and appreciate that a resultant force will cause an acceleration;Practice interpreting graphs using past paper questionsProduce straight line graphs of distance against time using given data.UM, SMrecognise and use the equation:resultant force = mass × accelerationUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesRadioactivityStudents should be able to:recognise that some combinations of neutrons and protons are unstable and disintegrate, and that such nuclei are described as radioactive;Recap structure of atoms - label diagramNotes on definition of radioactive substancesSMAlpha, Beta and Gamma radiationexplain that radioactive nuclei emit alpha, beta and gamma radiation; andPossible demo – popcorn (as an analogy for a radioactive nuclei) see here for information T&LBackground radioactivityrecall that:alpha radiation is stopped by a few centimetres of air or a thin sheet of paper;beta radiation is stopped by several metres of air or a thin sheet of aluminium; andgamma radiation easily passes through all of these but can be blocked by lead.Good all round introduction video to radiation. Pupils can make their own notes whilst watching., pair and share to form a ‘whole class’ set of notes detailing the required facts.Label diagrams to show penetration of each type of radiationComm – T&LComm - RUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesRadioactivity (cont.)Students should be able to:Half lifedemonstrate knowledge of what background activity is, its source and how it is taken into account when measuring activity;Video/animation of practical to determine the radiation emitted from an unknown sourceIOP Virtual Physics Lab is a good resource for schools without their own radioactive sources.Cheap portable ‘geiger counters’ can be bought through eBay from Japanese sellers. They are very common pieces of personal equipment there.Uranium glass can also be purchased easily. Brazil nuts, bananas and thorium welding rods are all easily accessible sources of radiation.Institute of Physics provide a free workshop and instructions on building your own cloud chamber from a plastic fish tank and dry ice.UICTSMSM, WOUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesRadioactivity (cont.)Students should be able to:Ionising radiationexplain the meaning of the term half-life, carry out simple calculations involving half-life, and link the concepts of half-life and background activity to the time taken for a radioactive source to become safe;Carry out experiment using M&M sweets or skittles to illustrate half-life. Details here calculate the half-life of skittlesdemonstrate knowledge of what ionisation is, recall that radioactive emissions cause dangerous ionisations, and recall the steps taken to minimise the risk to those who use ionising radiations;Teacher to discuss the term ionisation.Class to discover through discussion the dangers associated with ionising radiation.Resource here:IOP – Teaching radiation Comm t&ldescribe some uses of radioactivity in industry, medicine and agriculture;Possible activity:Research the uses and dangers of ionising radiation and construct a concise table to present to the class.UMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEarth in SpaceStudents should be able to:The Solar Systemdescribe the main features of the Solar System, including the Sun, the rocky and gas planets, moons, asteroids and comets;Websites providing FREE resources for this section for teachers and pupils: the order of the eight planets from the Sun outwards; forcerecall that gravity provides the force needed for the orbital motion of planets, comets, moons and artificial satellites; the use of artificial satellites in the observation of the Earth, weather monitoring, astronomy and communications;Pupils use textbook and/or web-based resources to find the principal components of the Solar System and illustrate their findings with diagrams. They report their findings to their peers and receive appropriate feedback.SMComm – WComm - RUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEarth in Space (cont.)Students should be able to:investigate how gravitational force varies on different planets and how this can affect weight; andPupils use textbook and/or web-based resources to discover that all objects in the Solar System orbit another heavenly body and that the gravitational field provides the centripetal forceComm – RUICTdistinguish between the weight and mass of an object, knowing that an object of mass 1 kg has a weight of 10 N, and calculate the weight of an object when given the mass in kilograms using the equation: weight = mass x gravityWatch footage of Neil Armstrong on the moon. Discuss why he is able to hop and skip in a very heavy space pare mass and weight on different planets. from worksheets and textbooksUICTUMAsteroid strikesdeduce that there is the possibility of the Earth being struck by an asteroid, that such events have taken place in the past and that evidence for this exists;Opportunity for short story writing or role play. ‘What happens if ……..? Style.Pupils to include factual evidence sourced from reputable sources!Comm – WComm - RStarsexplain: that stars are formed from clouds of hydrogen gas; the processes that bring about star formation; and that nuclear fusion is the energy source of a star; website is aimed at a much younger audience, but for differentiation or confidence building it is a very good resource.Pupils to create a flow diagram of the life cycle of a starUMSMUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEarth in Space (cont.)Students should be able to:Galaxiesexplain that galaxies are huge collections of stars and that: our galaxy is called the Milky Way; the distances between the stars and the galaxies are enormous; a light year is the distance that light travels in a year; galaxies are moving away from each other and the further away the galaxies are, the faster they are moving apart; space is expanding; and there is a red shift in light observed from most distant galaxies and the further away the galaxies are, the bigger the red shift; and of starts Higher AbilityPupils can make their own notes as they watch. universeAnd Redshift m T&LUICTComm -RUnit/Option contentLearning Outcomes or Elaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Key Stage 4 Statutory Skills and Personal CapabilitiesEarth in Space (cont.)Students should be able to:Expanding UniverseEvaluate data that suggests that the expanding Universe began with a Big Bang some 14 billion years ago, and be aware that other theories may exist or co-exist (for example the Steady State theory). State versus Big bang theoryTONGUE IN CHEEK (one use of bad language @4.01) debate about the differences between the two.Pupils can create their own debate arguing for and against the different theories of the beginning of the universe.Much more fun to give pupils their side of the argument to debate and research. Forces them out of their comfort zone and allows them to see someone else’s point of view.SM, Comm – RWOWOSM ................
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