AQA Level 1/2 Certificate in Science: Double Award

AQA Level 1/2 Certificate in Science: Double Award Scheme of Work This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more activities suggested than it would be possible to teach. It is intended that teachers should select activities appropriate to their students and the curriculum time available. The first two columns summarise the specification references, whilst the Learning Outcomes indicate what most students should be able to achieve after the work is completed. The s column indicates resources commonly available to schools, and other references that may be helpful. The timings are only suggested, as are the Possible Teaching and Learning, which include references to experimental work. s are only given in brief and risk assessments should be carried out. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street,

B1 Cell activity B1.1 Cell structure B1.1a Most human and animal cells have a nucleus, cytoplasm, membrane, mitochondria and ribosomes. Label diagrams of animal and plant cells. Use a microscope. Prepare slides of plant and animal cells. 2 Activity: Revise plant and animal cell structure from KS3 using diagrams, then extend to include mitochondria and ribosomes. Label diagrams of plant and animal cells. Cells: Microscopes, slides, coverslips, tiles, forceps, mounted needles, iodine solution, methylene blue, onion, rhubarb, spirogyra and moss. Be able to label a sperm cell with cell membrane, cytoplasm and nucleus. B1.1b Plant and algal cells also have a cell wall and often have chloroplasts and a permanent vacuole. Match cell organelles to their functions. Practical: Prepare slides of onion epidermis, rhubarb epidermis, cheek cells, spirogyra, moss, etc. and observe under a microscope. Video: Watch video clip on plant and animal structures. Discuss: Discuss which structures could be seen and compare with EM images find some images using your preferred search engine. Task: Match organelles with their functions. : Competition to make a plant or animal cell model and create a display Puzzles, quizzes and images can be found at www.cellsalive.com A video clip on plant and animal structures can be found on the BBC website at www.bbc.co.uk/learningzone/ clips by searching for clip 4188. Useful information on cell structure can be found at www.biology4kids.com Be able to state two parts of a leaf cell that would not be found in a sperm cell. Be able to give two ways in which a root hair cell is different from an animal cell.

B1.1c Bacterial cells have cytoplasm and a membrane surrounded by a cell wall; genes are not in a distinct nucleus. Label diagrams of bacterial and yeast cells. Identify diagrams of cells as being from an animal, plant, bacterium or yeast. 1 Practical: How are bacterial and yeast cells different from plant and animal cells? Observe under microscope. Culture of yeast cells to show budding. Task: Label diagrams of bacterial and yeast cells. Diagrams of bacteria and yeast cells. Cells: microscopes, slides, coverslips, yeast culture, bacterial cultures and EM images. B1.1d Yeast cells have a nucleus, cytoplasm and a membrane surrounded by a cell wall. Activity: Compare with diagrams of plant and animal cells similarities and differences. Display images of cells to classify as plant, animal, bacterial or yeast and compare sizes of cells and organelles. Further information on cells can be found at www.cellsalive.com A useful video clip on cell structure can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clip 107. Be able to add labels to a yeast cell for cell membrane, cell wall, nucleus and vacuole.

B1.1e Cells may be specialised to carry out a particular function. Observe different types of cells under a microscope. Relate their structure to their function. Explain how specialised cells are adapted for their function. 1 Practical: Observe specialised cells under the microscope and EM images; link structure to function. Video: Watch video clip of egg and sperm cells. How Science Works: Use bioviewers to observe specialised cells. Task: Produce a poster of labelled specialised cells to explain how they are adapted for their function. Video: Watch a video on cell structure and function. Cells: Prepared slides of different plant and animal cells, microscopes, cavity slides, coverslips, germinating cress seeds or sprouting mung beans (root hair cells). A useful video clip on cells and their functions can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for 1832. Be able to relate the structure of different types of cell to their function Be able to identify cell adaptations and link them to their function. Be able to state why sperm cells need so many mitochondria. Be able to explain how a leaf cell is specialised to carry out photosynthesis.

B1.2 The movement of substances into and out of cells B1.2a Definition of diffusion and factors affecting rate. Define the term diffusion. Explain that diffusion is faster if there is a bigger concentration difference. 1 2 Demo: Diffusion of ammonium hydroxide and hydrogen chloride in a glass tube; nitrogen dioxide in gas jars; potassium permanganate in beaker of water; potassium permanganate on agar. Activity: Time how long it is before students can smell a perfume placed in a corner of the room. Demo: Concentrated NH 4 OH, concentrated HCl, gloves, mask, forceps, cotton wool, long glass tube with strips of damp litmus along length; two gas jars of NO 2, two empty gas jars; beaker of water, pot perm crystals; agar in test tube; strong perfume; beetroot. Be able to state two factors that affect the rate of diffusion. B1.2b Dissolved substances can move into and out of cells by diffusion. Give examples of substances that diffuse into and out of cells. Fresh beetroot placed in iced water and warm water compare and explain the difference in the depth of colour of the water. Practical: Investigate diffusion of acids and alkalis through agar. Practical: Investigate rate of diffusion of glucose through cellulose tubing. Video: Watch a video or computer simulation of diffusion see Mcgraw Hill website Activity: Role play of diffusion in gases and liquids at different temperatures and concentrations Agar: Agar plates impregnated with UI solution, cork borers, solutions of acids and alkalis. Glucose: Beakers, cellulose tubing, glucose solution, timers, test tubes, Benedict s solution and water bath or glucose test strips Further information can be found on BBC GCSE Bitesize at www.bbc.co.uk/schools/gcsebi tesize A useful video on diffusion can be found on the McGraw-Hill website at Be able to name the process by which oxygen passes into a lung cell.

http://highered.mcgrawhill.com/sites/0072495855/stud ent_view0 by selecting Chapter 2 and the How Diffusion Works animation. B1.2c Oxygen required for respiration passes through cell membranes by diffusion. Relate uptake of oxygen by blood at the lungs and uptake of oxygen from the blood at tissues to factors affecting diffusion rate.

B1.2d Water moves across boundaries by osmosis; from a dilute to a more concentrated solution through a partially permeable membrane. Define the term osmosis and explain what a partially permeable membrane is. 2 Introduce movement of water molecules as a special type of diffusion through a partially permeable membrane. Demo: Set up a simple osmometer at the start of the lesson and measure how far the liquid in the capillary tube rises during the lesson. Demo: Fill cellulose tubing sausages with concentrated sugar solution or water and place in beakers of concentrated sugar solution or water. Demo: Cellulose tubing filled with concentrated sugar solution attached to capillary tube held in clamp, beaker of water. Demo: Four beakers (two of water and two of sugar solution); four cellulose sausages (two of water and two of sugar solution). Be able to explain the difference between diffusion and osmosis. B1.2e Differences in concentrations inside and outside a cell cause water to move into or out of the cell by osmosis. Plot and interpret a graph of change in mass vs. concentration of solution. Make predictions about osmosis experiments. Practical: Investigate the effect of different concentrations of solution on potato cylinders mass and size. or Find the concentration of salt or sucrose inside potato cells. Demo: Model to show osmosis or get students to make a model. Video: Watch a computer simulation of osmosis or video on osmosis in living cells see interactive concepts in biochemistry and cellular transport. Potato experiment: Potatoes, cork borers, knives, rulers, balance, test tubes, range of different concentrations of salt or sucrose solutions. Clear plastic box, plasticine for membrane and different sized balls for water and solute. Refer to McGraw-Hill website at http://highered.mcgrawhill.com/sites/0072495855/stud ent_view0 select Chapter 2' and How Osmosis works. Be familiar with experiments related to diffusion and osmosis. Be familiar with the terms: isotonic hypotonic hypertonic turgor plasmolysis How Science Works: Investigate the effect of different concentrations of Living cells: Beetroot slices or rhubarb epidermis, slides,

solution on beetroot or rhubarb cells. Video: Watch a video clip of osmosis in blood cells. Demo: Investigate the effect of different concentrations of solution on shelled eggs. Activity: Interpret data about osmosis experiments. coverslips, pipettes, water, concentrate solution and blotting paper. Useful information on osmosis in chicken eggs can be found at http://practicalbiology.org by searching for Investigating osmosis in chickens eggs.

B1.2f Active transport substances are sometimes absorbed against a concentration gradient. This uses energy from respiration. Define the term active transport. Label diagrams to show where active transport occurs in humans and plants and what is transported. Explain why active transport requires energy. Relate active transport to oxygen supply and numbers of mitochondria in cells. 1 Recap diffusion and osmosis. Introduce active transport as absorption against the concentration gradient why might this be useful? Useful information can be found on BBC GCSE Bitesize at www.bbc.co.uk/schools/gcsebi tesize/science by searching for active transport. For interactive animations search for interactive biochemistry in your chosen search engine, then choose the Wiley website. Remember active transport requires energy. Note: Osmosis and diffusion do not require energy from the organism. B1.2g Active transport enables plants to absorb ions from very dilute solutions, eg by root hair cells. Similarly, sugar may be absorbed from low concentrations in the intestine and from low concentrations in the kidney tubules Explain why the uptake of particular substances requires energy from respiration Research: Research where active transport occurs in plants and humans and label these on diagrams with notes. Discuss: Discuss in terms of energy used and show images of kidney and root hair cells with mitochondria. Why must soil and hydroponics solutions be kept aerated? Show computer simulation of active transport.

B1.2h A single-celled organism has a relatively large surface area to volume ratio. All the necessary exchanges occur via its surface membrane. 1 2 Activity: Look at image of unicellular organism, eg Amoeba and discuss how it obtains food and oxygen and removes wastes; why do larger organisms need specialised systems? Useful information unicellular organism, Amoeba, can be found at www.biologyresources.com by searching for biological drawing amoeba feeding. The size and complexity of an organism increase the difficulty of exchanging materials. Explain why the size and complexity of an organism increases the difficulty in exchanging materials. Activity: Show image of root hair cell and ask how it is adapted to absorb lots of water. Activity: Observe prepared slides showing alveoli. Bioviewers or microscopes, cavity slides and amoeba. Microscopes, prepared slides of alveoli and villi. B1.2i In multicellular organisms many organ systems are specialised for exchanging materials. eg by having a large surface area, being thin, having an efficient blood supply and being well ventilated. Describe and explain the features of a good exchange surface. Label a diagram of an alveolus and list the ways it is adapted for gas exchange. Activity: Label a diagram of an alveolus showing exchange of gases and list how it is adapted for its function Be able to describe two adaptations of the villi which help the small intestine to function.

B1.2j Exchange surfaces in organisms are adapted to maximise effectiveness. Explain how particular examples of gas or solute exchange surfaces are adapted to maximise effectiveness Activity: On a labelled diagram, give adaptations of the small intestine and villi for absorption of food. Activity: Make a model of the lining of small intestine, use pipe cleaners highly folded to show increase in exchange surface area.. Be able to describe two adaptations of the alveoli which help the lungs to function.

B1.3 Cell division B1.3a The nucleus of a cell contains chromosomes. Chromosomes carry genes that control the characteristics of the body. Each chromosome carries a large number of genes. Label diagrams to illustrate the order of size of cell, nucleus, chromosome and gene. State that the genetic information is carried as genes on chromosomes. 1 Task: Draw and label diagrams showing cell, nucleus, chromosome and gene; sort cards showing names of these structures into order of size. Look at chromosomes on slides or bioviewers. Look at photographs of chromosomes from a male and a female or cut and pair chromosomes from photos of male and female karyotypes. : Use the Science Museum site to find out more about genes. Name cards to sort. Microscopes, prepared slides, and bioviewers. Photos of karyotypes partially paired chromosomes. Variation: Plant identification charts, rulers and clipboards. An interesting flash presentation on genes can be found at www.sciencemuseum.org.uk/ WhoAmI/FindOutMore/Yourge nes this is also available for download in PDF. B1.3b Many genes have different forms called alleles, which may produce different characteristics. Students should understand the difference between a gene and an allele

B1.3c In body cells the chromosomes are normally found in pairs. B1.3d Body cells divide by mitosis. Mitosis occurs during growth or to produce replacement cells. Recognise from photos of karyotypes that chromosomes are found in pairs in body cells. State that body cells divide by mitosis. Draw simple diagrams to describe mitosis. 1 Activity: Recap work covered in genes, chromosomes, nuclei, cells; look at photos of male and female karyotypes. Discuss: Discuss how organisms grow and relate this to cell division. Use bioviewers, root tip squashes or a video clip to show chromosomes and mitosis. Photos of karyotypes. Bioviewers, microscopes, slides, coverslips and germinating pea seeds. Be able to interpret genetic diagrams. Be able to complete a simple diagram to show cell division producing two daughter cells. B1.3e During mitosis copies of the genetic material are made then the cell divides once to form two genetically identical body cells. Describe the products of mitosis Activity: Produce notes with simple diagrams to explain mitosis in terms of copies of genetic information being made and cell division to produce two identical daughter cells. Use Science and Plants for Schools (SAPS) and Scottish Schools Equipment Research Centre (SSERC) sites for images, activities etc. Useful information can be found at www.science3-18.org by searching Investigating cell division. A useful animation on mitosis can be found at www.cellsalive.com by searching mitosis. A video clip on cell division by mitosis can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clip 4189 Note: Knowledge and understanding of the stages in mitosis are not required.

B1.3f Cells in testes and ovaries divide to form gametes. State that sex cells are called gametes and are produced in the sex organs divide 1 Activity: Consider fusion of sex cells at fertilisation to suggest why gametes have only one set of chromosomes use models or diagrams. Lots of class clips can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips Be able to spell mitosis and meiosis and know what each type of cell division is used for. B1.3g Cell division to form gametes is called meiosis. Distinguish between mitosis and meiosis B1.3h During meiosis copies of the genetic information are made, then the cell divides twice to form four gametes, each with a single set of chromosomes. Compare mitosis and meiosis. Note: HT only Knowledge and understanding of the stages in meiosis are not required. B1.3i Gametes join at fertilisation to form a single body cell with new pairs of chromosomes. A new individual then develops by this cell repeatedly dividing by mitosis. Describe the roles of meiosis and mitosis in sexual reproduction Make models to show what happens during fertilisation. Make models or draw diagrams to show how gametes are formed during meiosis. Use bioviewers, video clips or images to show chromosomes and meiosis. : Produce a poster to compare mitosis and meiosis. A video clip on cell division by mitosis and meiosis can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clip 6022.

B1.3j Most animal cells differentiate at an early stage whereas many plant cells retain the ability to differentiate throughout life. In mature animals, cell division is mainly restricted to repair and replacement. Describe cell differentiation in plants and animals. 2 Video: Watch a video clip showing cell differentiation in plants and animals. B1.3k B1.3j Stem cells from human embryos and adult bone marrow can be made to differentiate into many types of cells. In therapeutic cloning an embryo is produced with the same genes as the patient. Stem cells from the embryo will not be rejected by the patient and may be Name the sources of stem cells in humans. Explain the function of stem cells Explain how stem cells could be used to help treat some medical conditions. Video: Watch the stem cell story at Euro Stem Cell site. Activity: Provide students with a help sheet to direct them in researching stem cells where they are produced in humans; their uses; how they could be used to treat some medical conditions; pros and cons of stem cell research. Use research to produce a poster, carry out role play or a debate about stem cell research (links with B3.3). information on stem cells can be found at www.eurostemcell.org Video clips on embryo stem cells and stem cell research can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clips 6581 and 6013. Useful information can be found at www.christopherreeve.org and www.ukscf.org Be able to give one use of stem cells. Be able to give one reason why some people might object to using stem cells from embryos. Note: Stem cell techniques are not required.

used for medical treatment B1.3m Treatment with stem cells may be able to help conditions such as paralysis. Make informed judgements about the social and ethical issues concerning the use of stem cells from embryos in medical research and treatments.

B2 Tissues, organs and organ systems B2.1 Organisation and B2.2 Animal tissues, organs and systems B2.1a Multicellular organisms develop systems for exchanging materials; during development cells differentiate to perform different functions. Explain why large organisms need different systems to survive. Explain what cell differentiation is. Describe organisation in large organisms. 2 Activity: Revise KS3 show diagrams of the main organ systems to identify and describe their functions. Activity: Look at the different types of cells in the stomach and discuss how they were produced link with lesson on specialised cells. Torso, posters of organ systems. Be able to appreciate the sizes of cells, tissues, organs and organ systems. B2.1b/ B2.2a A tissue is a group of cells with similar structure and function; Examples include muscular, glandular and epithelial tissues Define the term tissue, and name different types of animal tissue Activity: match tissue type and function Task: Draw and label different types of tissue, relating structure and function B2.1c/ B2.2.b Organs are made of tissues and one organ may contain several tissues Examples of tissues in the Define the term organ. Name the main organs in the human body and state their functions. Name the tissues in the stomach and explain their Match tissues with their functions. To summarise, produce a flow diagram showing organisation in large organisms and relate to size.

stomach. role in digestion. B2.1d Systems are groups of organs that perform a particular function; Define the term system Name the main systems in the human body and state their functions. Activity: Recap the functions of the digestive system. Be able to label a diagram of the digestive system. B2.2c Structure and function of the digestive system. Label a diagram of the digestive system. Describe the function of the digestive system to digest and absorb food molecules. Describe the functions of the organs in the system salivary glands, stomach, small intestine, liver, pancreas and large intestine. Task: Label a diagram of the digestive system and colour areas where digestion, digestion and absorption of food, and absorption of water occur. Add labels to diagram to state functions of organs in the system. Video: Watch a video about the digestive system. Task: Make a life size model of digestive system. Activity: Role play what happens to food as it moves along the digestive. Useful information on the human body can be found at http://kidshealth.org/kid by selecting How the body works in the left navigation bar. You can download a digestive system to label from http://klbict.co.uk/interactive/sci ence/digestion2.htm A useful video clip on digestion and absorption can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clip 4180.

B2.3 Plant tissues, organs and systems B2.3a Examples of plant tissues epidermal, mesophyll, xylem and phloem. Identify different tissues in a plant and describe their functions. 1 2 Draw an annotated diagram of the tissues in a leaf Be able to label the main tissues in a leaf. B2.3b Plant organs include stems, roots and leaves. Label the main organs of a plant and describe their functions. Activity: Look at a flowering plant and identify the main organs. Label a diagram of a plant with names and functions of organs. How Science Works: Observe prepared slides or bioviewers of leaves, stems and roots and identify different tissues; suggest what they are for. Plant tissues: Microscopes, prepared slides and bioviewers. Be able to identify the position of xylem and phloem in a root and a stem. Label a diagram of a cross section of a leaf. Demo: Demonstrate transport of coloured dye in celery or a plant could prepare slides and observe them.

B3 Carbohydrates, lipids, proteins and enzymes B3.1 Carbohydrates, lipids and proteins B3.1a All carbohydrates are made up of units of sugar. Carbohydrates that contain only one sugar unit, eg glucose, or two sugar units, eg sucrose, are referred to as simple sugars. Complex carbohydrates, eg starch and cellulose, are long chains of simple sugar units bonded together. Describe the structure of starch and cellulose molecules in terms of sugar units. 1 Video: Watch a computer simulation of carbohydrate, lipid and protein structure. Research: Research project to include the digestion and assimilation of carbohydrates, lipids and proteins, including names and functions of some these molecules in the body. Present as a poster, PowerPoint presentation or mind map. Useful videos can be found at http://www.yteach.com/index.p hp/search/results/3.2_carbohy drates lipids_and_proteins,4, 0,16527;17154;17166,0,25,1,t n,1.html Know the components that make up complex carbohydrates, lipids and proteins B3.1b Lipids are molecules consisting of three molecules of fatty acids joined to a molecule of glycerol. Describe the structure of a lipid molecule.

B3.1c Proteins are long chains of amino acids folded to produce a specific shape that accommodates other molecules. Proteins act as structural components, hormones, antibodies and catalysts. Describe the structure of protein molecules. List some protein molecules found inside living organisms.

B3.2 Enzymes B3.2a B3.2b B3.2c Biological catalysts are called enzymes; these are proteins Catalysts increase the rate of chemical reactions. High temperature changes the shape of enzymes and affects their function Different enzymes work best at different ph values. Explain why enzymes are specific. Define the terms catalyst and enzyme. Explain why enzyme function is affected by high temperatures. Describe and explain the effect of different ph values on the activity of different enzymes. 6 Demo: Action of an inorganic catalyst and catalase on the breakdown of hydrogen peroxide. Activity: Make models or cut-outs to demonstrate the shape of the active site of an enzyme and the shape of the substrate(s). Video: Computer simulation to show shape of enzymes and substrates and effect of temperature on the shape of an enzyme molecule. Practical: Investigate the optimum ph values for pepsin and trypsin enzymes. Video: Computer simulation to show shape of enzymes and substrates and effect of ph on the shape of an enzyme molecule Demo: Manganese dioxide, liver, boiled liver, celery, apple or potato, hydrogen peroxide, test tubes and goggles. An enzyme animation can be found at www.youtube.com by searching for CZD5xs OKres. Further information can be found at www.skoool.co.uk ph: Pepsin solution, trypsin solution, buffer solutions at different ph values, UI strips, egg white suspension, test tubes, timers and goggles. Be able to evaluate the advantages and disadvantages of using enzymes in the home and industry. Be able to name the enzymes used to convert: i) starch to glucose and ii) glucose to fructose. B3.2d Some enzymes work outside body cells, eg digestive enzymes catalyse the breakdown of large molecules into smaller ones in the gut. Explain why food molecules need to be digested..produce an annotated diagram of enzyme activity in the digestive system. Practical: Experiments using enzymes to break down starch/protein/fats in food.

B3.2e, f Microorganisms produce enzymes that pass out of cells. These have many uses in the home and industry. State that microorganisms produce enzymes that we use in the home and in industry. For example, biological detergents. Explain why biological detergents work better than non-biological detergents at removing protein and fat stains at lower temperatures. Explain the advantages and disadvantages of biological and non-biological detergents Demo: Exhibition to illustrate uses of enzymes in the home and industry. Make a table to show names of enzymes used in home and industry and what they are used for. Practical: Investigate the effect of temperature on stain removal using biological and non-biological detergents. Exhibition: Biological and non-biological detergents, baby food, sugar syrup and slimming foods containing fructose. Detergents: Liquid detergents, white cotton stained with fat and protein, kettle, beakers, cylinders, stirring rods, thermometers and white tiles. Be able to name the enzyme that digests stains containing fats or protein. Be able to use a line graph to describe the effect of increasing temperature on the time taken by a detergent to remove a stain. Be able to explain why a biological detergent does not work well at 60 C. B3.2g Enzymes in industry Give examples of enzymes used in industry proteases, carbohydrases and isomerase in baby foods, sugar syrup and fructose syrup..explain the advantages and disadvantages of enzymes in industry. Video: Watch a video about uses of enzymes in industry. Activity: Compare taste of glucose and fructose solutions. Produce a table to show the advantages and disadvantages of using enzymes in industry. Information and test questions for enzymes in industry can be found at www.absorblearning.com

B4 Human biology B4.1 Breathing B4.1a The breathing system lungs, thorax, ribcage, diaphragm and abdomen. The breathing system takes air into the body so oxygen and carbon dioxide can be exchanged between the air and the bloodstream. Label a diagram of the breathing system. State the function of the breathing system. 1 Activity: Identify the main organs of the breathing system and discuss the function of the system. Lung dissection Task: Label a diagram showing the position of the lungs, ribcage, rib muscles, diaphragm, abdomen, thorax, trachea, bronchi, bronchioles and alveoli. Video: Watch a video clip showing structure of the breathing system. Torso or model of the breathing system. Dissection: Lungs with heart and trachea, board, tube, foot pump, large plastic bag and knife. A video clip on anatomy and physiology of the lungs can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clip 5373. Be able to identify the main parts of the breathing system on a diagram. For example, add labels to a diagram for alveolus, diaphragm, rib and trachea. Note: Consider all members of the class before carrying out the lung dissection. B4.1c The alveoli provide a very large surface area, richly supplied with blood capillaries, so that gases can readily diffuse into and out of the blood. List the adaptations of alveoli for gaseous exchange. Relate the features of alveoli to the general features of exchange surfaces

B4.1d A healthy person breathes automatically 24 hours each day. Spontaneous breathing may stop due to disease or injury. Patient can be helped to breathe using a mechanical ventilator. Evaluate the development and use of artificial aids for breathing, including the use of artificial ventilators. Describe how both types of mechanical ventilator work: Negative pressure ventilator causes air to be drawn into the lungs Positive pressure ventilator forces air into the lungs. 1 Discuss: Brainstorm situations that would require the use of artificial aids for breathing. Discuss: Discuss machines that have been used to aid breathing show pictures or actual aids and work out how they work. Research the development of artificial aids for breathing and present as a poster or PowerPoint presentation.

B4.2 Respiration B4.2a Respiration in cells can take place aerobically (using oxygen or anaerobically (without oxygen) to release energy Distinguish between respiration and breathing aerobic and anaerobic respiration 1 2 Be able to write word and balanced symbol equations for aerobic respiration. B4.2b/ c During aerobic respiration glucose and oxygen react to release energy. Explain what aerobic means Write the word equation for aerobic respiration. Write a balanced symbol equation for aerobic respiration. Discussion: Ask what substance the body uses to release energy from and build up the word equation for aerobic respiration; what does aerobic mean? B4.2d Aerobic respiration occurs continuously in plants and animals. Know that plant and animal cells die if respiration stops. Write an account about the importance of oxygen for living organisms. B4.2e Most of the reactions in aerobic respiration take place inside mitochondria. State the site of aerobic respiration and be able to give examples of cells that contain a lot of mitochondria. Activity: Show energy drink and glucose tablets and ask what they are used for. Lead in to discussion on the uses of energy in animals and plants; explain all the reactions involved are controlled by enzymes. Bottle of Lucozade, glucose tablets and a plant. List uses of energy in plants and animals.

B4.2f Energy released during respiration is used to build larger molecules, enable muscle contraction in animals, maintain a steady body temperature in mammals and birds and build up proteins in plants. State the uses of energy in animals and in plants. Explain why respiration has to occur continually in plant and animal cells. Describe the test for carbon dioxide. Demo: Heat production from germinating peas. Highlight need for energy even when asleep or the need for a glucose drip if in a coma. Activity: Where does aerobic respiration occur? Show EM images of mitochondria in cell. Compare number of mitochondria in muscle and skin cells. Why are there so many in muscle cells? What other cells will have a lot of mitochondria? Show EM images and include mitochondria in plant cells (links with B2.1.1). Peas: Soaked peas, boiled and cooled peas and thermos flasks with temperature probes. Information and images on mitochondria can be found at www.biology4kids.com Practical : investigate the composition of exhaled air. : Research composition of inhaled and exhaled air and display as pie charts or bar charts. Exhaled air: carbon dioxide in inhaled and exhaled air apparatus, limewater, mirrors, cobalt chloride paper and thermometers.

B4.2g During exercise more energy is used, so the heart rate, breathing rate and depth of breathing increase. Muscles store glucose as glycogen, which can be converted back to glucose for use during exercise. Design an investigation to find out the effect of exercise on heart and breathing rates. Plot the results in a graph. Write equations and explain the conversion between glucose and glycogen in liver and muscle cells. 1 2 Practical: Investigate the effect of exercise on heart rate, breathing rate and depth of breathing. Video: Effect of exercise on the body. Video: Use of spirometer. Activity: Use spirometer tracing to calculate breathing rate and depth of breathing. Discuss: Discuss the sources of glucose during exercise and link to storage and conversion of glycogen in liver and muscles back into glucose (links with B3.1.2 and B3.3.3). Timer, pulse sensor and spirometer if available. Be able to interpret line graphs and spirometer tracings to compare rate of breathing before, during and after exercise. Be able to explain the advantages to the body of the walking. B4.2h These changes increase the supply of sugar and oxygen to, and increase the rate of removal of carbon dioxide from, the muscles. Explain why heart rate and breathing rate increase during exercise. Interpret data relating to the effects of exercise on the body, eg spirometer tracings.

B4.2i B4.2j If insufficient oxygen is reaching the muscles they use anaerobic respiration to obtain energy. Anaerobic respiration is the incomplete breakdown of glucose and produces lactic acid. An oxygen debt needs to be repaid in order to oxidise lactic acid to carbon dioxide and water. (HT) Write the equation for anaerobic respiration in animal cells. Explain the effect of lactic acid build up on muscle activity. Define the term oxygen debt. Practical: Investigate how long it takes muscles to fatigue repetitive actions, eg step ups or holding masses at arm s length. Practical: Investigate effect of muscle fatigue on muscle strength. Discuss: Discuss causes and effects of muscle fatigue; relate to lactic acid build up. Write the word equation for anaerobic respiration in animal cells. Video: Watch a video showing sprinters and discuss how the body reacts at the end of the race paying back the oxygen debt. Timers, masses Force meters Be able to write word and balanced symbol equations for anaerobic respiration. Be able to explain why muscles become fatigued during exercise. Be able to understand that the build-up of lactic acid leads to oxygen debt. B4.2k Anaerobic respiration releases less energy than aerobic respiration. (HT) Explain that anaerobic respiration is less efficient than aerobic respiration due to incomplete breakdown of glucose. HT only B4.2l During long periods of exercise, muscles can Explain why muscles may become fatigued Interpret graphs showing the effect of exercise on the body

become fatigued and stop contracting efficiently; lactic acid can build up which is removed by the blood. B4.2m Anaerobic respiration in plant cells and in some microorganisms results in the production of ethanol and carbon dioxide Compare anaerobic respiration in animals, plants and microorganisms Practical: investigate production of ethanol and carbon dioxide by yeast Be able to compare anaerobic respiration in animals, plants and microorganisms

B4.3 Digestion B4.3a Starch, proteins and fats are insoluble. They are broken down into soluble substances so that they can be absorbed into the bloodstream in the wall of the small intestine. In the large intestine much of the water mixed with the food is absorbed into the bloodstream. The indigestible food which remains makes up the bulk of the faeces. Faeces leave the body via the anus. Label a diagram of the digestive system. Describe the functions of the digestive system to digest and absorb food molecules. Describe the functions of the organs in the system salivary glands, stomach, small intestine, liver, pancreas and large intestine. Explain why food molecules need to be digested. 1 Activity: Recap the functions of the digestive system. Task: Label a diagram of the digestive system and colour areas where digestion, digestion and absorption of food, and absorption of water occur. Add labels to diagram to state functions of organs in the system. Video: Watch a video about the digestive system. Task: Make a life size model of digestive system. Activity: Role play what happens to food as it moves along the digestive system (opportunity for investigations see B2.5.2). Torso/model of digestive system. The Digestive System builder can be found at http://science.waltermack.com/ flashteachertools/biology/dig estivesystembuilder2a.swf Information on the human body: http://kidshealth.org/kid Digestive system to label: http://klbict.co.uk/interactive/sci ence/digestion2.htm Digestion and absorption on the BBC website at www.bbc.co.uk/learningzone/cl ips [clip 4180 ]. Be able to label a diagram of the digestive system: salivary glands, oesophagus, stomach, liver, gall bladder, pancreas, duodenum, small intestine, large intestine,

B4.3b B4.3c Amylase is produced in the salivary glands, pancreas and small intestine. It catalyses the breakdown of starch into sugars. Protease enzymes are produced by the stomach, pancreas and small intestine. They catalyse the breakdown of proteins into amino acids. For amylases, state the, organs which produce them, substrates they act on and products of digestion. For proteases, state the, organs which produce them, substrates they act on and products of digestion. 2 Activity: Add labels to diagram of digestive system giving names of enzymes produced. Produce table giving names of enzymes, substrates and products. Practical: Investigate the effect of temperature on amylase activity measure time taken for starch to disappear. Different groups do different temperatures and share results. Could be done using a computer simulation instead. Plot results and find optimum temperature for amylase. Recap results of trypsin-pepsin experiment enzymes have an optimum ph. Amylase: Saliva or amylase solution, starch solution, test tubes, water baths at different temperatures, glass rods, spotting tiles, iodine solution and timers. Be able to state where amylases are produced and the reactions they catalyse. Be able to state where proteases are produced and the reactions they catalyse. Be able to interpret graphs showing the effect of temperature and ph on enzyme activity. Research: Alexis St Martin story. B4.3d Lipase enzymes are produced by the pancreas and small intestine. They catalyse the breakdown of lipids into fatty acids and glycerol. For lipases, state the, organs which produce them, substrates they act on and products of digestion. Remember that liver produces bile, which is stored in the gall bladder. Be able to state where lipases are produced and the reactions they catalyse.

B4.3e B4.3f The stomach produces hydrochloric acid to provide the right conditions for stomach enzymes to work effectively. The liver produces bile, which is stored in the gall bladder. Bile neutralises the acid added to food in the stomach and provides alkaline conditions in the small intestine for the enzymes there to work effectively. Know that the stomach produces hydrochloric acid Know that the liver produces bile which is stored in the gall bladder. Know that bile makes the contents of the small intestine alkaline. Demo: Effect of bile salts on rate of digestion of milk. Activity: Use computer simulations to model effect of temperature, ph and concentration on enzyme activity. Demo: Two tubes, milk, sodium carbonate solution, phenolphthalein solution, lipase solution, +/- washing up liquid and timer. Further information can be found at www.skoool.co.uk Know that enzymes in the stomach work best in acid conditions and that enzymes in the small intestine work best in alkaline conditions.

B4.4 Homeostasis B4.4.1 Principles of homeostasis B4.4.1 a Automatic control systems in the body keep conditions inside the body relatively constant. Know that conditions in the body must remain relatively constant. 2 Discussion: suggest different conditions in the body that may change in different circumstances. B4.4.1 b B4.4.1 c Control systems include: cells called receptors, which detect stimuli (changes in the environment) coordination centres that receive and process information from receptors effectors, which bring about responses Sense organs, with receptors, include: Match receptors in different organs with the stimuli they detect. Activity: Label diagrams to show the brain, spinal cord, nerves; neurones within nerve; light receptor cell. Demonstrate different stimuli that we can detect loud bang, light, touch, movement, smell, taste, temperature change. Practical: Detecting different tastes on the tongue draw results on diagram of tongue. Discuss: Discuss the senses and complete a table to show name of sense, main organ and stimulus it responds to. Practical: Investigate sensitivity of different areas of the body. Response to temperature: three bowls of water hot, warm and ice-cold. Taste receptors: Salt, sugar, coffee and lemon solutions to taste. Skin sensitivity: Hairpin set with 1 cm gap, blindfolds. Be able to sequence a reflex action from stimulus to response. Be able to match the organ containing receptors to the stimulus detected. Note: knowledge and understanding of the structure and functions of sense organs is not required

the eyes - sensitive to light the ears - sensitive to sound, and to changes in position (balance) the tongue and in the nose - sensitive to chemicals the skin. sensitive to touch, pressure the brain sensitive to blood temperature and concentration of water in the blood the pancreas sensitive to the concentration of glucose in the blood

B4.4.1 d Coordination centres include the brain and spinal cord and the pancreas. Explain what hormones are. Give some changes that occur at puberty and link with secretion of hormones. Discuss: Recap the control of blood sugar levels as a lead into names of other hormones, where they are produced and how they are transported around the body. Compare a nervous coordination with hormonal coordination Many processes are coordinated by chemical substances called hormones. Hormones are secreted by glands and are usually transported to their target organs by the bloodstream. Brainstorm changes that occur in boys and girls at puberty what causes them?

B4.4.1 e, f Reflex actions are automatic and rapid, for example a pain withdrawal reflex. Reflex actions often involve sensory, relay and motor neurones. Explain the importance of reflex actions and be able to give examples. Describe the pathway of a nerve impulse in a reflex response and explain the roles of the structures involved. stimulus receptor sensory neurone relay neurone motor neurone effector response Explain the role of chemicals at synapses. Describe different ways of measuring reaction time. 1 Demo: Knee-jerk and pupil reflexes. Discuss their importance and gather other examples leading into explanation of why they are faster than a voluntary action. Try the Sheep Dash activity. Practical: Investigate reaction time using different combinations of receptors. Activity: Use cards to sequence the pathway of a nerve impulse. Arrange students holding cards in this sequence and discuss role of each and how impulse passes from one to another. Match structures in nerve pathway to different reflex actions, eg production of saliva when smelling food; pupil response to light. The Sheep Dash activity can be found on the BBC website at www.bbc.co.uk/science/human body/sleep/sheep Reaction time: Metre-rulers and blindfolds or sensors and dataloggers. Cards : Research diseases of the nervous system.

B4.4.1 g Effectors include muscles and glands Analyse examples of behaviour in terms of: stimulus receptor co-ordinator effector response Know that muscles contract and glands secrete substances. 1 Organise descriptions of behaviour into behaviour pathways, naming the relevant receptor / effector etc. be able to use scientific terms associated with the control systems in the body. B4.4.1 h Controlled internal conditions include: temperature water content of the body ion content of the body blood glucose levels Research: case studies showing the effects of uncontrolled internal conditions, eg hypothermia, diabetes.

B4.4.2 Temperature control B4.4.2 a B4.4.2 b Body temperature is monitored and controlled by the thermoregulatory centre in the brain. It has receptors sensitive to the temperature of the blood. Temperature receptors in the skin send impulses to the thermoregulatory centre. State that normal body temperature is around 37 C. Describe different methods to measure body temperature. Calculate a mean and state the range of body temperatures for the class. Compare the changes that occur when body temperature is too high or too low. State that body temperature is monitored and controlled by the thermoregulatory centre in the brain, using information about blood and skin temperature. 1 Practical: Investigate the range of normal body temperature in the class and calculate the mean. Practical: Monitor skin temperature in different conditions using surface temperature sensors. Discuss: Brainstorm changes that occur when body temperature is too high and too low and write notes in the form of a table or a flow chart. Discuss: Discuss how the body detects and controls core body temperature. Body temperature: Clinical thermometers, forehead thermometers. Skin temperature sensors and dataloggers. Be able to use data from tables to calculate the volume of urine lost by the body/ the proportion of water gained by the body from food eaten. Note: The name of the hypothalamus is not required.

B4.4.2 c If core temperature is too high blood vessels supplying the skin capillaries dilate so more blood flows through the capillaries and more heat is lost. Also more sweat is released to cool the body by evaporation Explain the changes in blood vessels supplying skin capillaries when the body is too hot or too cold. Explain how sweating cools the body as it evaporates. Explain why the skin looks red when you are hot and pale when you are cold. 1 Video: Watch a video clip or computer animation showing changes that occur when body temperature is too high or too low and make notes. Show a model of the structure of the skin. Task: Draw diagrams to explain the changes in blood vessels supplying skin capillaries when the body temperature is too high or too low. Demo: Demonstrate the effect of cooling by ethanol on the skin. Discuss the effect of evaporation relate to kinetic theory. Be able to apply ideas in new contexts. HT only B4.4.2 d Sweating cools the body; water balance in hot weather. Explain why we drink more fluid during hot weather. Practical: Investigate the effect of sweating on the rate of cooling using tubes of hot water wrapped in wet and dry paper towels. Plot cooling curves and make conclusions. Sweating: Boiling tubes, paper towels, elastic bands, thermometers or temperature sensors, pipettes and timers. B4.4.2 e If core body temperature is too low blood vessels supplying the skin capillaries constrict and reduce the blood flow through the Explain how shivering helps to warm the body by releasing more energy from respiration. Plot cooling curves. Recap respiration and energy release to explain the effect of shivering. Note: never say that blood capillaries near the surface of the skin dilate. HT only

capillaries. Also, muscles may shiver releasing energy from respiration and warming the body

B4.4.3 Control of blood glucose B4.4.3 a/b B4.4.3 c Blood glucose concentration is monitored and controlled by the pancreas by producing insulin, which allows glucose from the blood to enter cells. When blood glucose levels fall glucagon is produced by the pancreas to convert stored glycogen back into glucose. State that insulin is produced by the pancreas and explain its effect on blood glucose levels. State that glucagon is also produced by the pancreas and explain its effect on blood glucose levels. 1 2 Discussion: Ask if anyone knows someone who has diabetes and if anyone knows what it is. Demo: Demonstrate how doctors used to diagnose diabetes by tasting fake urine, then test with Benedict s solution and glucose test strips. Which gives the most accurate results? Show the position of the pancreas in the body. Students practice writing accounts about the control of blood glucose concentration. Demo: weak tea samples with and without glucose, glucose test strips, Benedict s solution and water bath. Blood testing meters and test strips. Model of human body torso. Be able to give one way other than using insulin of treating diabetes. Be able to state which organ controls blood glucose concentration. HT only B4.4.3 d In Type 1 diabetes glucose levels may rise too high because the pancreas does not produce enough insulin. Type 1 diabetes can be controlled by diet, exercise and Explain the cause, effects, treatment and problems associated with the disease. Interpret glucose tolerance test. Evaluate modern methods of treating diabetes. If possible get someone who has type 1 diabetes to explain the initial symptoms, how they were diagnosed, what they have to do to control the disease blood testing, injections, diet, exercise, demonstrate blood testing and show the vials of insulin and pens used today. Question and answer session. Video clips on blood sugar levels and diabetes can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clips 7314 and 5371. Further information on diabetes can be found at www.diabetes.org.uk Be able to describe how insulin reduces the concentration of glucose in the blood. Know that type 1 diabetes is caused by insufficient insulin

B4.4.3 e injecting insulin. Type 2 diabetes develops when the body does not respond to its own insulin. Obesity is a significant factor in the development of Type 2 diabetes. Type 2 diabetes can be controlled by careful diet, exercise and by drugs that help the cells to respond to insulin. Explain the difference between type 1 diabetes and type 2 diabetes Ask if anyone can explain why one of the first symptoms is extreme thirst (links with B3.1.1). Video: Watch a video about type 1 diabetes. Research: Research and produce a report to explain the cause, effects, treatment and problems associated with the disease. Interpret data on glucose tolerance tests in healthy people and diabetics. Research: Research the work of Banting and Best. Research: Research how treatment of diabetes has developed including use of human insulin produced by bacteria, current research into pancreas cell transplants and stem cell research. and that type 2 diabetes is caused when body cells do not react to insulin

B5 Defending ourselves against infectious diseases B5a Microorganisms that cause infectious disease are called pathogens. Explain how pathogens cause disease. Carry out and describe aseptic techniques. 2 Task: Look at pictures of bacteria, viruses and fungi and link these to diseases. Research: Conduct research into different diseases. Online task: Complete a table giving examples of diseases caused by viruses and bacteria. Practical: Use agar plates to compare the growth of micro-organisms from unwashed and washed hands (to be observed in later lesson). Pictures/bioviewers A useful website is www.curriculumbits.com Microbes and disease. Information on health conditions can be found in the Health section of the BBC website at www.bbc.co.uk by searching Medical Conditions. Unwashed and washed hands: Agar plates, biohazard tape, incubator and hand wash. Be able to use data from a bar chart to compare the numbers of deaths from different pathogens. Note: Structure of bacteria and viruses is not required. The BBC website has video clips on microbes and the human body (clip 207) and hand washing and food hygiene (clip 2883). These can be found at www.bbc.co.uk/learningzone/cl ips

B5b B5c Bacteria and viruses may reproduce rapidly inside the body and produce toxins that make us feel ill. The body has different ways of protecting itself against pathogens. White blood cells ingest pathogens and produce antibodies and antitoxins. Describe ways in which the body defends itself against disease. Explain how microbes make us feel ill and how viruses damage cells. Describe the actions of white blood cells using the terms ingest, antibodies and antitoxins. 1 Task: Label diagram to show how body prevents entry of microbes. Compare viral and bacterial infections. Practical: Use microscope or bioviewers to view blood smears. Draw diagrams or cartoon strip to show actions of white blood cells. Video: BBC clip or video on defence against disease. Microscopes or bioviewers and slides of blood smears. A video clip on white blood cells www.bbc.co.uk/learningzone/cl ips [clip 1838 ]. Be able to explain why bacteria and viruses make us feel ill. Be able to explain how to reduce risk of infection. Note: knowledge of the structure of viruses is not required.

B5d B5e Immunity and action of antibodies. Vaccines what they are and how they work. Explain the processes of natural and acquired immunity. Evaluate the advantages and disadvantages of being vaccinated against a disease, eg the measles, mumps and rubella (MMR) vaccine. 1 Task: Card sorting exercise to sequence how a vaccine can give immunity to a disease. Look up and interpret child immunisation programmes. Role play on whether to give your child vaccinations. Consider the actions of Dr Wakefield and the MMR vaccine. Information on vaccinations can be found on the NHS website at www.nhs.uk by searching When are vaccinations given?. Information on the MMR vaccine can be found on the BBC website at www.bbc.co.uk by searching MMR debate. Be able to use data from a line graph to describe the relationship between the per cent vaccinated and frequency of the disease. research Edward Jenner. Students practice writing accounts about immunity and vaccination. Information about the history of medicine can be found on the GCSE Bitesize section of the BBC website at www.bbc.co.uk by searching Medicine through time. B5f Some medicines including painkillers help to relieve symptoms but do not kill the pathogens. Discuss: Brainstorm medicines used to relieve symptoms and treat disease; names of some antibiotics. Samples of medicine packaging. B5l,m Investigating the action of disinfectants and antibiotics; aseptic techniques; incubation Use aseptic techniques and explain the precautions taken when handling microorganisms. Distinguish between antibiotics, disinfectants and Practical: Antibiotics or antiseptics etc and growth of microbes (area of clearance to be measured in later lesson). Investigate type of agent or concentration. Research work of Fleming and/or Antibiotic investigation: Agar plates inoculated with bacteria, antibiotic discs, forceps, incubator and ruler. A video clip on penicillin can be found on the BBC website Be able to explain why schools do not incubate above 25 C.

temperatures. antiseptics. Florey and Chain. at www.bbc.co.uk/learningzone/cl ips by searching for 2884. B5.n In industrial conditions higher temperatures can produce more rapid growth B5g,h Use of antibiotics how they work. Explain how antibiotics work to kill specific bacteria. Research MRSA and C. difficile infections and treatment. BBC website is a good place to start. Research flu pandemics. Useful information can be found on the BBC website at www.bbc.co.uk Be able to explain why drugs that kill bacteria cannot be used to treat viral infections.

B5i Mutations lead to resistant strains of pathogens which can spread rapidly. Antibiotics kill non-resistant strains of bacteria but resistant bacteria survive, reproduce and their population increases. Explain how the treatment of disease has changed due to understanding the action of antibiotics and immunity. Describe how resistant strains of bacteria arise, and become more common when antibiotics are used. 1 Task: Draw a timeline to show how treatment of disease has changed over the years. Interpret graphs showing trends in antibiotic effectiveness/resistance. HT only B5j Problems of antibiotic overuse and inappropriate use. Non-serious infections are not treated with antibiotics Evaluate the consequences of mutations of bacteria and viruses in relation to epidemics and pandemics. Explain why antibiotics are not used for minor infections. Interpret graphs showing trends in antibiotic effectiveness/resistance. Evaluate data related to antibiotic use for various bacterial diseases. HT only B5k Development of new antibiotics to combat resistant bacteria. Explain what we should do to slow down the rate of development of resistant strains of bacteria. Discussion: Difficulties encountered during the search for new antibiotics.

B6 Plants as organisms B6.1 Photosynthesis B6.1a B6.1b B6.1c B6.1d Photosynthesis equation. Light energy is absorbed by chlorophyll in chloroplasts and used to convert carbon dioxide and water into glucose, oxygen is a byproduct. See below The glucose produced in photosynthesis may be: used for respiration converted into insoluble starch for storage used to produce fat or oil for storage Write the word and symbol equations for photosynthesis. Carry out experiments to show that light, carbon dioxide and chlorophyll are needed to make glucose. Explain why plants should be destarched before photosynthesis experiments and describe how this is done. Describe experiments to show that plants produce oxygen in the light. Explain the steps involved in testing a leaf for starch. Explain why glucose is converted to starch for storage. 3 Activity: Write word equation for photosynthesis produce cards for equation and put into correct order. Discuss: Brainstorm what plants need to survive and how they are useful to other organisms in order to come up with the word equation for photosynthesis. Discuss: How is the leaf adapted for photosynthesis? Practical: Where are the stomata? Dip privet leaves into hot water and observe nail varnish imprints of leaves (links with B2.2.2 leaf structure, xylem and phloem, B3.1.3 exchange systems in plants and B3.2.3 transport in plants). Practical: Set up experiments to show that light, carbon dioxide and chlorophyll are needed to make starch follow up with testing a leaf for starch in later lesson. Ideas and info can be found at www.s-cool.co.uk Broad leaved plant and bioviewers. Stomata: Leaves from privet and spider plants, kettle, beakers, nail varnish, slides, coverslips and microscope. Photosynthesis: Geraniums, plants with variegated leaves, lamps, black paper and paper clips, bell jars, saturated KOH solution or soda lime, ethanol, boiling tubes, beakers, glass rods, tiles, iodine solution, Be able to write word and balanced symbol equations for photosynthesis. Be able to explain the results from photosynthesis experiments. Be able to describe leaf structure in terms of photosynthesis.

used to produce cellulose, which strengthens the cell wall used to produce proteins heating apparatus and goggles. B6.1e To produce proteins, plants also use nitrate ions that are absorbed from the soil Demo: Plants produce oxygen in the light. Demo: Test a leaf for glucose. Oxygen: Elodea/Cabomba, glass funnel, large beaker, test tube and splints. Glucose: Plant in light, Benedict s solution, boiling tube and Bunsen burner. B6.1f Carnivorous plants such as the Venus Fly Trap are adapted to live in nutrient-poor soil as they obtain most of their nutrients from the animals, such as insects, that they catch. Practical: Observe starch in an apple and potato. Activity: Label diagram of a plant to show that water enters via the roots and travels in the xylem to the leaves; carbon dioxide enters leaves via stomata; light is absorbed by chlorophyll in leaves. Starch: Pieces of apple and potato, sharp knives, slides, coverslips, iodine solution and microscopes.

B6.1c Factors affecting the rate of photosynthesis temperature, CO 2 concentration, light intensity. Limiting factors and the rate of photosynthesis. Interpret data showing how factors affect the rate of photosynthesis. State factors that affect the rate of photosynthesis. Explain how conditions in greenhouses can be controlled to optimise the growth of plants. Evaluate the benefits of artificially manipulating the environment in which plants are grown. 2 Practical: Investigate the effect of light intensity or temperature on the rate of photosynthesis and plot data. Practical: Use sensors to measure oxygen, light, temperature and carbon dioxide levels. Practical: Computer simulation to investigate factors that affect the rate of photosynthesis. List factors that affect the rate of photosynthesis. Interpret graphs regarding limiting factors. Rate: Elodea/Cabomba, funnel, large beaker, gas syringe, lamp, thermometer, sodium hydrogencarbonate. Sensors for use with any of the experiments. Useful information can be found on the BBC GCSE Bitesize at www.bbc.co.uk/schools/gcsebi tesize Further information can be found at www.s-cool.co.uk Be able to interpret line graphs to compare the rate of photosynthesis under different conditions. Be able to interpret graphs in terms of what is limiting photosynthesis in a particular situation. Design a greenhouse to maintain optimum growth of plants. Explain all its design features. Practical Investigate growth of tomatoes in greenhouse, lab and outside. Tomato plants, pots, compost, fertiliser, sensors and balance.

B6.2 Plant responses B6.2a Plant shoots and roots respond to light, moisture and gravity. Describe how plant shoots and roots respond to light, gravity and moisture. (phototropism, hydrotropism and geotropism) 2 Demo: demonstrate a plant s sense of touch Venus fly trap, Mimosa, Honeysuckle or show video clips. Useful information on plant growth can be found at www.scool.co.uk by searching for plant growth. To be able to describe the role of auxin. B6.2b Hormones control and coordinate growth in plants. B6.2c Responses to light, gravity and moisture are controlled by the unequal distribution of auxin, which causes unequal growth rates in shoots and roots. Draw diagrams to explain the role of auxin in plant responses in terms of unequal distribution in shoots and roots. Practical: Effect of light on growth of shoots dark, even light, light box and clinostat in light box. Practical: Compare the ability of different plants to reach light obstacle course. Practical: Demonstrate positive and negative phototropism. Practical: Investigate which part of a shoot is sensitive to light. Practical: Effect of gravity on growth of plants. Interpret Darwin s experiments. Light experiments: Mustard seedlings in dishes, two light boxes, clinostat in light box. Obstacle course: Three identical shoe boxes with simple obstacle course inside and hole at one end, dish of mustard seedlings, germinating broad bean and sprouting potato. Positive and negative phototropism: Broad bean seedling held by pin in jar with light entering through a slit. Interpret experiments using agar blocks and seedlings with shoot tips removed. Light sensitivity: Three pots of oat seedlings in three light boxes tips removed, tips

Demo response to water. covered and untreated. Task: Draw diagrams to explain plant responses in terms of distribution of auxin. Gravity: Grow broad beans in dark jar in different positions, blotting paper. Broad bean seedling in clinostat in dark rotating and still. Water: Trough of dry soil with clay plant pot full of water at centre, plant broad beans around clay pot.

B6.3d Use of plant hormones in agriculture and horticulture. Explain how plant hormones are used as weed killers and rooting hormones. 1 Practical: Investigate the effect of rooting hormones on growth of cuttings. Practical: Investigate the effect of weed killer on an area of lawn. Rooting hormone: Rooting powder, jars of water and plant cuttings. Weed killer: Selective weed killer solution. Be able to state some commercial uses of plant hormones. Note: names of specific weed killers and rooting hormones are not required.

B7 Variation and inheritance B7.1 Genetic variation B7.1a Genetic and environmental causes of variation. Classify characteristics as being due to genetic or environmental causes. Decide the best way to present information about variation in tables and charts. 1 2 Discuss: ways in which humans show variation. Discuss: why organisms of the same species show genetic and environmental variation. Class survey of characteristics collate results in a table and produce a display of the results as bar charts. Include in the table whether each characteristic is due to genetic or environmental causes, or both. : Produce a bar chart to display some of the information. Survey: Height measure, bathroom scales. Useful information can be found at www.upd8.org.uk by searching the future in your genes. Follow-up lesson to complete display. Activity: Examine the benefits of knowing how genes are linked to diseases.

B7.1b B7.1c Genes carry information about characteristics and are passed from parents to offspring in gametes. Nucleus contains pairs of chromosomes that carry genes. Label diagrams to illustrate the order of size of cell, nucleus, chromosome and gene. 1 Task: Draw and label diagrams showing cell, nucleus, chromosome and gene; sort cards showing names of these structures into order of size. Look at chromosomes on slides or bioviewers. Look at photographs of chromosomes from a male and a female or cut and pair chromosomes from photos of male and female karyotypes. Practical: Measure variation in a plant species growing in different areas of school grounds, eg leaf length in areas of sun/shade. : Use the Science Museum site to find out more about genes. Name cards to sort. Microscopes, prepared slides, and bioviewers. Photos of karyotypes partially paired chromosomes. Variation: Plant identification charts, rulers and clipboards. An interesting flash presentation on genes can be found at www.sciencemuseum.org.uk/ WhoAmI/FindOutMore/Yourge nes this is also available for download in PDF.

B7.1d In human body cells one of the 23 pairs of chromosomes carries the genes that determine sex; the sex chromosomes in females are XX and in males are XY. Explain using a Punnett square and genetic diagram how sex is determined in humans. 1 Activity: Look at male and female karyotypes and identify the number of pairs of chromosomes and each pair of sex chromosomes. Use a Punnett square to illustrate the inheritance of sex; work out the chance of producing a male or female. A video clip on dominant and recessive characteristics can be found on the BBC website at www.bbc.co.uk/learningzone by searching for clip 4197. Be able to use a Punnett square to show the inheritance of sex.

B7.1e Different genes control different characteristics. Some characteristics are controlled by a single gene; each gene may have different forms called alleles. Describe some of the experiments carried out by Mendel using pea plants. Explain why Mendel proposed the idea of separately inherited factors and why the importance of this discovery was not recognised until after his death. 2 Video: Watch a video/computer simulation of Mendel s experiments. Activity: Draw and label genetic diagrams to explain Mendel s experiments. Interpret genetic diagrams of Mendel s experiments. Use past exam questions to draw and interpret genetic diagrams. A video clip on dominant and recessive characteristics can be found on the BBC website at www.bbc.co.uk/learningzone by searching for clip 4197. Variety of pea seed, plants and pods or diagrams of them Be able to complete and interpret genetic HT students should be able to use the terms homozygous, heterozygous, phenotype and genotype. B7.1f Homozygous and heterozygous individuals Recognise the terms homozygous and heterozygous B 7.1g A dominant allele controls the development of a characteristic when present on only one of the chromosomes. Predict and explain the outcome of crosses using genetic diagrams based on Mendel s experiments and using unfamiliar information. A recessive allele controls the development of a characteristic only if the dominant allele is not present.

B7.1h There are two forms of reproduction sexual results in variation in the offspring due to mixing of genes. Asexual reproduction produces genetically identical clones. Explain why sexual reproduction results in variation but asexual reproduction does not produce variation. Describe sexual reproduction as the joining of male and female gametes. 1 Activity: Revise sexual reproduction/meiosis. Video: Show video clips of fertilisation of an egg by a sperm and of insects pollinating flowers. Activity: Revise asexual reproduction/mitosis. Be able to sequence the stages involved in adult cell cloning. Know the difference between sexual and asexual reproduction and why sexual reproduction leads to variation.

B7.1i B7.1j Chromosomes are made up of large molecules of DNA. DNA has the code for inherited characteristics A gene is a small section of DNA. Each gene codes for a particular combination of amino acids which makes a specific protein. Relate chromosomes, genes and DNA. Describe the role of DNA State that a gene is a small section of DNA. HT only State that each gene codes for a particular sequence of amino acids to make a specific protein. 1 Video: Watch a video about Watson and Crick discovery of the structure of DNA. Activity: Extract DNA from fruits such as kiwi fruit or strawberry. Further information on Watson and Crick can be found at www.bbc.co.uk by searching historic figures Watson and Crick. How to extract DNA from fruits can be found at www.funsci.com/fun3_en/dna/ dna.htm A video clip on DNA and the Human Genome Project can be found on the BBC website at www.bbc.co.uk/learningzone by searching for clip 6015. Useful information on the DNA timeline can be found at www.timelineindex.com by searching DNA. B7.1k DNA is made of 2 long strands twisted together as a double helix. It has four different bases Describe the structure of DNA. Task: Make a model of DNA using playdoh. Note: The names of the four bases are not required.

B7.1l A sequence of 3 bases is the code for a particular amino acid. The order of bases determines the order of amino acids in a protein Relate the order of bases in DNA to protein structure. Activity: matching different triplets to particular amino acids to break the code and discover the correct sequence of amino acids coded for. Remember that proteins are made of amino acids in a specific order, and DNA has bases in a specific order

B7.2 Genetic disorders B7.2a B7.2b B7.2c Some disorders are inherited. Polydactyly, having extra fingers or toes, is caused by a dominant allele. Cystic fibrosis, a disorder of cell membranes, is caused by a recessive allele. Name examples of inherited diseases Explain what polydactyly is. Draw / interpret genetic diagrams to show how polydactyly is inherited. Explain what cystic fibrosis is and why it can be inherited from two healthy parents. Draw/interpret genetic diagrams to show how cystic fibrosis is inherited. 1 Show images or video clips to show polydactyly. Video: Watch a video to explain what cystic fibrosis is, how it is inherited and to illustrate the severity of the disorder. Activity: Produce notes and draw genetic diagrams to explain how polydactyly and cystic fibrosis are inherited. A video clip on gene therapy and cystic fibrosis can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clip 6014. Sensitivity may be needed when teaching this topic. Be able to use a family tree to explain why only some offspring inherit cystic fibrosis from a parent sufferer. Interpret genetic diagrams relating to these disorders.

B7.2d Some inherited conditions are caused by inheritance of abnormal numbers of chromosomes, eg Down s Syndrome is caused by the presence of an extra t chromosome. Know that an extra chromosome may result in Down s syndrome. 1 Compare normal karyotypes with karyotypes resulting in Down s Syndrome Know what causes Down s syndrome

B7.2e Concerns about embryo screening include: the risk of miscarriages the reliability of the information from the screening procedure decisions about terminating pregnancy. Make informed judgements about the economic, social and ethical issues concerning embryo screening. 1 Activity: Role play choices for parents of a cystic fibrosis sufferer who would like another child. To involve experts explaining cystic fibrosis and the screening procedure; the child with the disorder; parents to discuss what they would do if the foetus had the disorder. Activity: Watch a video of the process and write a list of issues to be considered re embryo screening. http://www.nytsynvideo.com/la nguage/en/categories/135/vide os/3795 - video about PGD Be able to suggest one reason why people support and one reason why people are against the screening of embryos for the cystic fibrosis allele or for Down s syndrome

B7.3 Genetic manipulation B7.3a Modern cloning techniques tissue culture, embryo transplants and adult cell cloning. Describe the process of adult cell cloning in animals. Interpret information about cloning techniques. Explain advantages and disadvantages of cloning techniques. Make informed judgements about the economic, social and ethical issues concerning cloning. Describe the process of tissue culture in plants. 1 Video: Watch the clip on cloning from Jurassic Park. Practical: Grow new plants from tissue cultures. Video: Watch a video clip of adult cell cloning/dolly the sheep. Task: Produce a flow diagram to describe the process of adult cell cloning or carry out card sorting activity. Research: Research and debate the advantages and disadvantages of cloning plants and animals. Video clips on cloning can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clips 4140 and 4139. Useful websites are www.bbc.co.uk and www.hfea.gov.uk Be able to present arguments for and against human cloning. Explain the importance of cloning to plant growers. Describe the process of embryo transplants in animals. Research latest legislation on human cloning and discuss social and ethical issues in regards to human cloning. Interpret information about cloning. Discuss: Discuss how identical twins are formed and lead on to embryo transplants. Draw diagrams to show the method of embryo transplants.

B7.3b Genes can be cut out and transferred to other organisms. Enzymes are used to isolate the gene Gene is inserted into a vector Vector is used to insert gene into required cells Define the term genetic engineering. Describe the process of genetic engineering to produce bacteria that can produce insulin and crops that have desired characteristics. Interpret information about genetic engineering techniques. 1 2 Discuss: the terms genetic engineering, genetic modification and gene therapy. List examples of genetic engineering. Activity: Produce a diagram to explain how human insulin is produced by bacteria and discuss the advantages of this over porcine insulin (links with B3.3.3). Video: Watch a video clip on genetic engineering. Information on genetically modified food can be found at www.curriculumbits.com B7.3c Genetically modified crops Discuss the advantages of genetic modification Research: Research advantages and disadvantages of GM crops; what characteristics may be modified; produce a poster or a table of benefits versus concerns for homework. Information on genetic engineering can be found at www.upd8.org.uk by searching for mosquitoes vs. malaria. Be able to give two reasons why farmers are in favour of growing GM crops. Activity: Interpret information about genetic engineering techniques. Consider benefits, drawbacks and risks of using GM mosquitoes. Be able to give two reasons why people are against growing GM crops. B7.3d Concerns about GM crops

B8 Adaptation and interdependence B8.1 Adaptation B8.1a Organisms require materials from their surroundings and from other organisms to survive. List factors that affect the survival of organisms in their habitat. 2 3 Discussion: factors that affect the survival of organisms in a habitat. Discuss resources that organisms may compete for and the effect on populations. Refer to Encyclopaedia Britannica website www.britannica.com Be able to name two things for which plants compete. B8.1b Plants compete for light, space, water and nutrients. Give examples of resources that plants compete for in a given habitat. B8.1c Animals compete for food, mates and territory. Give examples of resources that animals compete for in a given habitat. Activity: Interpret population curves, eg hare / lynx, red / grey squirrels, native / American crayfish. Camouflage: Equal numbers of red and green cocktail sticks and timer. Describe adaptations that some organisms have to avoid being eaten. Interpret population curves. Activity Camouflage game on the school field. Exhibition of camouflaged organisms. Practical: Investigate the distribution of plants on the school field or relationship between light intensity and types of plants. Practical: Competition in radish seedlings spacing trials and height (links with B2.4.1 and B3.4.1). Pictures showing camouflaged organisms. Distribution: Quadrats, identification sheet, sensors and dataloggers. Competition: Radish seeds, potting trays and compost.

B8.1d B8.1e B8.1f Adaptations for survival. Extremophiles Adaptations for survival in deserts and the Arctic. Adaptations to cope with specific features of the environment. Observe adaptations of a range of organisms. Explain how organisms are adapted to survive in their habitat. Define the term extremophile and be able to give general examples. Describe and explain adaptations for survival in the Arctic. Describe and explain adaptations for survival in a desert. 2 Activity: Prepare a report on how adaptations help a variety of plants, animals and microorganisms to survive in their habitat. Provide a display including examples of extremophiles, desert and arctic organisms. Prepare a presentation about adaptations. Look at different types of plants succulents, cacti, broad leaved and Venus fly trap. Practical: Investigate the rate of cooling either surface area, (SA)/Volume ratio, colour of body, body covering or huddling. Link results to different organisms. : Design and label an imaginary creature to survive in a given habitat. The more unusual the better Useful information can be found on the BBC website at www.bbc.co.uk by searching adaptations and behaviours. Further information can be found at www.yourdiscovery.com Useful video clips can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for extremophile bacteria (clip 10469), plant adaptations extreme cold (clip 5506), and plant adaptations extreme heat (clip 5514). Cooling: Different sized containers with lids, different coloured containers, insulation materials, test tubes for huddling, thermometers or temperature probes and timers. Be able to relate features seen in a diagram to the organism s survival.

B8.2 Environmental change and distribution of organisms B8.2a, b B8.2c Environmental change and the distribution of organisms. Environmental changes due to living and non-living factors. Evaluate data on environmental change and the distribution and behaviour of living organisms. Give examples of how an environment can change. 2 3 Discuss: Brainstorm how an environment can change and how these changes could affect organisms. Discuss distribution of bird species, disappearance of bees, global warming, agricultural pollution, sulfur dioxide and oxygen levels in water. Be able to give two ways in which humans damage the environment. B8.2d Indicators of pollution lichens and invertebrates. Interpret data on lichen distribution and sulfur dioxide levels. Practical: Pond/stream dipping and measurement of environmental factors, eg temperature changes over a day, oxygen content of water and ph. Pond dipping: Kick nets, sample trays and pots, identification charts, oxygen, ph and temperature sensors.

B8.2e Measuring environmental changes. Interpret data on invertebrates and water pollution. Suggest reasons for the distribution of organisms in a habitat. Evaluate methods used to collect environmental data and consider the validity and reliability as evidence of environmental change. Name and explain how different factors can affect the distribution of organisms in a habitat. Demo: Demonstrate use of rain gauges and maximum - minimum thermometers. Practical: Choice chambers. Activity: What are indicator species? Interpret data on lichens and invertebrates. How Science Works: Carry out a lichen survey on local trees/walls. Practical: Investigate the effect of phosphate levels on algal growth and oxygen levels. Research why the bee population is falling and the effects this will have Discuss: Brainstorm factors that may affect the distribution of organisms. Rain gauge, maximum - minimum thermometer. Choice chambers: choice chambers, with areas of different conditions, woodlice or maggots. Lichen identification charts, clip boards. Phosphate levels: Jars of water and algae, phosphate solution and pipettes and oxygen sensor. A useful clip on the honey bee can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clip 7187. Be able to demonstrate an understanding of the use of equipment to measure oxygen, temperature and rainfall. Activity: Briefly explain how these factors could affect the distribution of organisms.

B8.2f Quantitative data can be obtained by sampling with quadrats and along a transect. Measure abiotic factors. Describe how to carry out random sampling of organisms using a quadrat. Use a transect. Calculate mean, median, mode and range. 2 3 Review how environmental data can be collected. Practical Use quadrats to investigate patterns of grass growth under trees and see if it is linked to abiotic factors. Practical: Use quadrats to investigate the distribution of daisies and dandelions on the school field or lichens, moss or Pleurococcus on trees walls and other surfaces and link to abiotic factors. Using a quadrat can be found at www.skoool.co.uk appropriately sized quadrats, clipboards, sensors. Transect: String, identification charts. Be able to process data and calculate the mean, median, mode and range for a set of data. Know that sample size is important in terms of reliability and validity. Practical: Use a transect to investigate the change in organisms growing across a path effect of trampling or from a tree into open field light/ temperature/ humidity. Practical Measure and use environmental data to calculate mean, median, mode and range. Environmental data: Sensors, dataloggers, thermometers and calculators. Interpret various types of diagrams that illustrate the distribution of organisms in a habitat.

B9 Evolution B9.1 Natural selection B9.1a B9.1c Darwin s theory of evolution by natural selection. Other theories, eg Lamarck, are based mainly on the idea that changes that occur in an organism during its lifetime can be inherited. State the theory of evolution. Describe different theories of evolution. 1 Discuss: Look at exhibition to show the wide variety of organisms that live, or have lived, on Earth. Where did they come from? Video: Watch video on Darwin s theory of evolution and other theories Research: Research and produce report on evolutionary theories, eg Darwin, Lamarck, Creationism, Buffon, and Cuvier. Video clips on evolution and natural selection can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clips 5523 and 5516.

B9.1e Evolution occurs by natural selection. Identify differences between Darwin s theory of evolution and conflicting theories. Suggest reasons for the different theories. Explain the terms inherited and acquired characteristics. Describe the stages in natural selection. Define the term mutation. Explain why mutation may lead to more rapid change in a species. 1 Discuss: Recap findings on evolutionary theories which seems most plausible and why? Activity: Natural selection role play activities. Peppered moth game; explain in terms of natural selection. Produce flow diagram to explain evolution by natural selection. Look at pictures of Darwin s finches and match up with the Galapagos Island they lived on based on food available there. A video clip on evolution can be found at www.teachers.tv/videos/evoluti on Further online resources for teachers at www.echalk.co.uk Be able to use an evolutionary tree to describe relationships between organisms and the time scales involved in evolution. B9.1b The theory of evolution was only gradually accepted. Suggest reasons why Darwin s theory was only gradually accepted. Interpret evidence relating to evolutionary theory. Discuss: Brainstorm why Darwin did not publish his theory straight away and why it was only gradually accepted. Look at cartoons of Darwin drawn after he published his work. Cartoons of Darwin, picture of his book. Be able to give two reasons why people were against Darwin s ideas at that time.

B9.1d Studying similarities and differences between organisms allows us to classify them as animals, plants or microorganisms. Classify organisms based on their similarities. 1 Task: Interpret evidence relating to evolutionary theory fossils, pictures of horses, humans, tree of life etc. Sort pictures of organisms into an evolutionary timeline. Exhibition of organisms to classify into groups (this could be the first lesson on evolution). Fossils and pictures Exhibition of organisms or pictures.

B9.2 Speciation B9.2a B9.2b B9.2c Evidence for early forms of life comes from fossils. Fossils are the remains of organisms from many years ago, which are found in rocks. They can be formed in various ways. Many early forms of life were soft bodied so left few traces behind; these traces have been mainly destroyed by geological activity. State what a fossil is. Describe ways in which fossils are formed from hard parts that do not decay easily; when conditions for decay are absent; when parts are replaced by other materials as they decay; as preserved imprints. Explain why fossils are useful to us today to provide evidence of how lifer has developed; to help us understand evolutionary relationships. 1 2 Observe an exhibition of fossils or fossil pictures and guess how they were formed and what they are fossils of. Research: Research different ways in which fossils are formed and produce a report with illustrations complete for homework. Video: Formation of fossils. Make imprints of leaves, shells, bones etc. Discuss: Brainstorm how life on earth might have begun and discuss why we cannot be certain how life began. Objects to make imprints in sand, plasticine, plaster of Paris. A video clip on DNA and prehistoric animals can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for clip 5890. Interesting information on a huge fossilized skull found in Argentina can be found at www.upd8.org.uk by searching Godzilla is real. Understand that the fossil record is incomplete because many fossils have been destroyed by geological activity. B9.2d We can learn from fossils how much or how little organisms have changed as life developed on Earth. Suggest reasons why scientists cannot be certain how life began on Earth. UPD8 activity: Students look at fossil evidence to explain how living things once lived.

B9.2e Causes of extinction - changes to the environment over geological time, new predators, new diseases, new competitors, a catastrophic event, through the cyclical nature of speciation. Define the term extinction. Explain how extinction may be caused. Understand that organisms become extinct because something changes and the species cannot adapt quickly enough to the new circumstances. 1 Activity: Exhibition of pictures of organisms that have become extinct. Or Give a list of extinct organisms and ask students to print off images; suggest reasons why they died out. Produce a poster of pictures of extinct organisms; discuss the evidence we have that they looked like this. Research: Research causes of extinction and write a report / PowerPoint presentation. Be able to define the term extinct. Be able to give two reasons why some organisms are in danger of extinction. Be able to give one reason why it is important to prevent species from becoming extinct.

B9.2f New species arise as a result of isolation, genetic variation, natural selection and speciation. Define the term species. Explain how new species arise using the term isolation. Include, explain and use the terms genetic variation, natural selection and speciation. 1 Recap the definition a species Discussion: Brainstorm organisms that are only found in Australia and ask why this is; support with projected images or video clips. Activity: Produce a flow diagram or cut-out to illustrate how new species arise (links with B1.8.1). Understand that it takes millions of years for a new species to form.

B10 Energy and biomass in food chains B10a The Sun is the source of energy for most communities; photosynthesis. 1 Activity: Revise food chains and webs and associated terminology producer, consumer, herbivore, and carnivore. How Science Works: Investigate leaf litter separate into plant material and different types of animals; construct pyramids of number and biomass. Useful information can be found at www.gould.edu.au/foodwebs Leaf litter, identification charts, balance and containers.

B10b B10c Energy losses in food chains. Pyramids of biomass Explain why energy and biomass is reduced at successive stages in a food chain. Describe how energy and mass is transferred along a food chain. Construct and interpret pyramids of biomass. 1 Activity: Compare information shown in pyramids of number and biomass and discuss why biomass decreases at each level. Interpret data on energy transfer in food chains and list energy losses at each level. Demo: Heat produced by germinating peas (links with B2.3 and B3.4.4). Germination: Flasks of soaked peas and boiled peas with thermometers. Be able to draw a pyramid of biomass using information given in a food chain Note: Students do not need to be able to interpret pyramids of number.

B11 Decay and the carbon cycle B11a B11b Living things remove materials from the environment for growth and other processes; these are returned to the environment in wastes and when organisms die and decay. Conditions for decay. Describe how plants and animals return materials to the environment. Name the type of living organism which causes leaves to decay Name the gas needed for decay Describe the role of microorganisms in decay. State factors affecting the rate of decay temperature, moisture, oxygen. 2 Discuss: Show some examples of rotting foods; discuss what has caused the food to rot. What would happen if things didn t rot when they died? Sort items into biodegradable and nonbiodegradable. Practical: Investigating the factors that affect decay, eg temperature and decay of bread or fruit. Rotting tomato and other foods Materials to sort. Decay: Moist food, incubator, fridge, containers with lids. be able to explain why leaves decay faster in summer than winter. B11c B11d Decay releases nutrients for plant growth. Material is constantly cycled and can lead to stable communities. Explain how decay is useful to plants in an ecosystem. Explain the importance of cycles in maintaining the ecosystem over many years. Discuss: Discuss why plants in a wood continue to grow without the use of fertilisers and relate to recycling of materials. Research how kitchen and garden wastes can be recycled. Evaluate the necessity and effectiveness of recycling organic kitchen or garden wastes. Pictures of decaying plants and animals in the wild. Practical: Investigate the rate of decay of grass clippings. Grass clippings: Thermos flasks with thermometers / temperature probe,

Practical: Competition whose potato will decay the fastest? Plan the best conditions for decay. disinfectant, wet and dry grass and composting agent. Demo: Set up a wormery and observe how worms improve the soil and breakdown dead leaves. Online activity: Earthworm investigation. Earthworms: www.curriculumbits.com search for Earthworm investigation.

B11e The main processes involved in the carbon cycle. Describe the carbon cycle in terms of photosynthesis, respiration, feeding, death and decay, combustion of wood and fossil fuels. Explain the role of microorganisms and detritus feeders in decay. 1 Demo: Use a sensor to measure carbon dioxide levels in the air; Show a piece of coal - discuss what it is and how it was formed. Activity: Revise carbon dioxide in photosynthesis and respiration. Produce a flow chart to show what happens to carbon in an ecosystem. Demos: Show examples of fossil fuels; burn a fossil fuel and bubble the fumes through limewater. Cut-out different coloured cards for processes and organisms and arrange them as in the carbon cycle. Practice writing a description of events that occur during the carbon cycle. Carbon dioxide sensor, coal and oil. Demo: fuels, inverted glass funnel to direct fumes through tube of limewater and pump. Be able to give two reasons why deforestation increases the amount of carbon dioxide in the atmosphere. Be able to describe how the carbon in dead bodies may be recycled. Be able to describe the stages in the carbon cycle.

C1 The fundamental ideas in chemistry C1.1 Solids, liquids and gases C1.1a Matter can be classified in terms of the three states of matter. Students should be familiar with the states of matter and be able to define and explain their inter-conversion in terms of how the particles are arranged and their movement. Students should understand the energy changes that accompany changes of state. 1 Discuss: Revise states of matter. Activity: Students make chart to show differences in properties and structure of solids, liquids and gases Activity: Melt ice to water, or cool molten stearic acid back to a solid. Plot a graph of temperature against time. Discuss: The plateau of the graph in terms of energy being absorbed and used to break bonds, or energy being given out by bonds forming. C1.1b Evidence for the existence of particles can be obtained from simple experiments. Students should be familiar with simple diffusion experiments such as Br2 / air, NH3 / HCl, KMnO4 / water. 1 Demo; Show suitable examples of diffusion experiments or other experiments to show that matter is made from particles.

C1.2 Atoms C1.2a All substances are made of atoms. A substance that is made of only one sort of atom is called an element. There are about 100 different elements. Elements are shown in the periodic table. The groups contain elements with similar properties. Know that substances are made of atoms. State that substances made of only one sort of atom are called elements. Know that elements are found in the periodic table and that groups contain elements with similar properties. State where metals and non-metals appear in the periodic table. 2 Activity: Use the periodic table to elicit answers about: list of known elements (about 100) location of non-metals and metals groups and periods idea of atoms. use of symbols and rules for their use proton number, mass number. Task: Students make notes on their periodic table, and in books. Periodic table for chemistry Information about the periodic table can be found on the BBC website at www.bbc.co.uk/learningzone/cl ips by searching for periodic table. VLE/Interactive software eg periodic table slides. C1.2b Atoms of each element are represented by a chemical symbol, eg O represents an atom of oxygen, Na represents an atom of sodium. Know that symbols represent atoms of different elements. Students do not need to know the symbols of elements not mentioned in the specification. Be able to use symbols confidently. C1.2c Atoms have a small central nucleus, which is made up of protons and neutrons, and Know the structure of an atom. Task: Students view/draw diagrams of basic atomic structure naming subatomic particles. VLE/Interactive software eg The Atom.

around which there are electrons. C1.2g All atoms of a particular element have the same number of protons. Atoms of different elements have different numbers of protons. C1.2d The relative electrical charges are as shown: Proton charge of +1 Know the charges on subatomic particles. Discuss: charges on sub-atomic particles, and produce chart in books. How Science Works: Drawing a table. View the Atomic structure PowerPoint presentation at www.iteachbio.com/chemistry/ Chemistry/Atomic%20Structur e.ppt Neutron no charge Electron charge of 1 C1.2e In an atom, the number of electrons is equal to the number of protons in the nucleus. Atoms have no overall electrical charge. Task: Work out number of electrons, protons and neutrons in first ten elements of periodic table. Results as diagrams or chart in books.

C1.2k The relative masses of protons, neutrons and electrons are: Name of particle Mass Proton 1 Discuss: Give the students the mass numbers for elements numbers 1-10. Ask them to find the pattern between the mass numbers and sub-atomic particles. Be able to calculate numbers of protons, neutrons, and electrons in an atom, using the periodic table. Neutron 1 Electron Very small C1.2f The number of protons in an atom of an element is its atomic number. The sum of the protons and neutrons in an atom is its mass number Students will be expected to calculate the numbers of each sub-atomic particle in an atom from its atomic number and mass number. Know the difference between atomic number and mass number. C1.2h Atoms of the same element can have different numbers of neutrons; these atoms are called isotopes of that element. Task: Students to complete a chart showing atoms of same element having different numbers of neutrons, to develop idea of isotopes.

C1.2i Atoms can be represented as shown in this example: (Mass number) 23 Introduce representation of different atoms as: 40 K Na (Atomic number) 11 19 : Students draw structures of several named atoms using the periodic table. C1.2l The relative atomic mass of an element (Ar) compares the mass of atoms of the element with the 12 C isotope. It is an average value for the isotopes of the element. Discuss: Why does chlorine have a A r of 35.5? Introduce idea of average value for mass number, and relate to 12C isotope. HT Only

C1.2j Electrons occupy particular energy levels. Each electron in an atom is at a particular energy level (in a particular shell). The electrons in an atom occupy the lowest available energy levels (innermost available shells). Describe electron arrangements for elements up to number 20. Students should be able to represent the electronic structure of the first 20 elements of the periodic table in the following forms: 1 Review atomic structure, nucleus and electron cloud. Explain: Introduce idea of shells within the cloud, and filling numbers and order. Use electron shell sheet to complete them. Teacher completes elements 1,2,3,7 and 11, students complete others. Electron shell diagram sheet with elements placed in same position as periodic table, elements 1 20. VLE/Interactive software eg periodic table slides. View the electron shell PowerPoint presentation at http://education.jlab.org/jsat/po werpoint/chembond.ppt Note: They do not have full outer shells, except for He and Ne. From Ne onwards they have eight electrons in their outer shell. Electrons are easier to count when drawn in pairs. This helps later with covalent bonding.

C1.4 The periodic table C1.4a The periodic table is arranged in order of atomic (proton) number and so that elements with similar properties are in columns, known as groups. The table is called a periodic table because similar properties occur at regular intervals. 1 Discuss: What is the periodic table? or the five Ws (Why, What, Where, When and Who). Limit answers to just a list of elements in a funny shape. Activity: Periodic table card game The object of the game is to see the problems and solutions found by both Newlands and Mendeleev using only the information they had in 1860s. Each group has 47 cards of elements known by Newlands and Mendeleev, and each card has information on it that they knew. Round 1: Working in pairs and not using the periodic table sort the cards into a logical order, eg alphabetically or numerically. Place on table. Is it a sensible order, does it tell you anything about the elements and their properties? Periodic table cards. These should be of elements 1 53, excluding the noble gases and 32. Group 1 cards should be one colour, Group 2 a second colour, Group 5 a third colour, Group 6 a fourth colour and Group 7 a fifth colour. Each card should only have atomic mass, symbol and name. VLE / Interactive software, the periodic table. Exampro Extra Online Chemistry Activity: The development of the periodic table. Round 2 (Newlands): Draw attention to the cards that are coloured. Remind them about Groups, refer back to Group 1 reactions. Sort according to mass, then place in rows of 8. Note that at first, you get a regular pattern,

After element with mass 40, the pattern breaks down. This is where Newlands failed to gain recognition. Round 3 (Mendeleev): Take Newlands order and adjust it. Show that if H is kept separate, and the third row is elongated, that the pattern reestablishes itself, up to Ga. Show pattern re-establishes under P. Mendeleev decided that he didn t know everything and so he left a gap for an undiscovered element. Complete final row, and show that on Mendeleev s method, I comes before TE. Task: Students make notes on Newland s method, and why it didn t gain acceptance. Mendeleev s method, including the key ideas of leaving gaps for undiscovered elements and also small adjustments to fit known properties of the elements.

C1.4b Elements in the same group in the periodic table have the same number of electrons in their highest energy level (outer electrons) and this gives them similar chemical properties. Know that elements in the same group have similar reactions because they have identical numbers of outer electrons. Knowledge limited to reactions of Group 1 elements with water and with non-metal elements. Know that the number of outer electrons determines how an atom reacts. Atoms with eight electrons in their outer shell are unreactive, ie the noble gases. 1 Demo: Li, Na and K with water. Show H 2 gas produced and alkali solution as well. Task: Students describe tests and write word equations for the reactions. How Science Works: Making a prediction. Ask students what they think reaction of Caesium (Cs) would be, show video clip of reaction with water. Demo: Burning Li, Na and K in air to react with oxygen. Large glass trough, universal indicator, small pieces ( rice grain) of alkali metals Li, Na, K, forceps, paper towels, scalpel, safety screen, glass tube (8mm wide), splints and matches. Note: Students are not required to know of trends within each group in the periodic table. Be aware of similarities between the elements within a group. C1.4c The elements in Group 0 of the periodic table are called the noble gases. They are unreactive because their atoms have stable arrangements of electrons. Know that noble gases have eight outer electrons, except for helium, which has two.

C1.3 Chemical reactions and related calculations C1.3f No atoms are lost or made during a chemical reaction so the mass of the products equals the mass of the reactants. Know that all atoms involved in a reaction must be accounted for. Calculate the amount of a product or reactant from masses of other products and reactants (the use of relative atomic masses and relative molecular masses is not needed here). 1 Tasks: Students carry out and report precipitation reaction experiments such as lead nitrate and potassium iodide to observe there is no change in mass on forming products. How Science Works: Write method/plan of practical. Use word and symbol equations to describe reactions. : Students do calculations using mass of reactants and products to find mass formed of one product or mass needed of one reactant. Balances, boiling tubes, 25cm 3 measuring cylinders, lead nitrate solution 1mol dm -3 potassium iodide 1 mol dm 3 Be able to calculate the mass of a reactant or product from information about the masses of the other reactants and products in the reaction.

C1.3d Chemical reactions can be represented by word equations or by symbol equations. Write word equations and balance given symbol equations for reactions in the specification. HT only: write and balance symbol equations for reactions given in the specification. 1 Task: Students write one word equation to show general reaction. Introduce symbol equations Explain: Show need for balancing the equation linked to idea of conservation of mass. Task: Students balance several equations themselves VLE/Interactive software, eg chemical reactions. C1.3e Information about the states of reactants and products can be included in chemical reactions Use the state symbols (g), (l), (s) and (aq) in equations where appropriate

C1.3b The relative formula mass (M r ) of a compound is the sum of the relative atomic masses of the atoms in the numbers shown in the formula. Students are expected to use relative atomic masses in the calculations specified in the subject content. Students should be able to calculate the relative formula mass (Mr) of a compound from its formula. 1 Task: Calculating relative formula mass (M r ). Chemists need to be sure of the amount of a compound present in terms of the number of molecules or atoms. Explain: Show how to make the calculation for simple, then more complex formulae. It is a good idea to revise what a formula tells you, especially where brackets are involved. Periodic table and list of formulae VLE / Interactive software, eg quantitative chemistry. Note: Students can choose to learn the periodic table in its entirety; however, the periodic table is usually given in the exam. Task: Students do examples of calculations with increasing complexity. Explain: that the figure they have calculated for each compound is known as 1 mole of that substance, and that for elements it is the same as the relative atomic mass. C1.3c The relative formula mass of a substance, in grams, is known as one mole of that substance. Understand that the M r and A r in grams is known as one mole. Students are expected to use the relative formula mass of a substance to calculate the number of moles in a given mass of that substance and vice versa. Understand that the M r and A r in grams is known as one mole. Students are expected to use the relative formula mass of a substance to calculate the number of moles in a given mass of that substance and vice versa.

C1.3g The masses of reactants and products can be calculated from balanced symbol equations. Calculate the mass of a reactant or product from information about the masses of the other reactants and products in the reaction and the balanced symbol equation. 1 Do calculations on masses of reactants and products from balanced symbol equations. Students make notes. HT only C1.3h In some chemical reactions, the products of the reaction can react to produce the original reactants. Such reactions are called reversible reactions and are represented: A + B C + D Explain what is meant by a reversible reaction, and its symbol. Name a reversible reaction. 1 Task: Students carry out circus of reversible reactions: copper sulfate hydration/ dehydration heating ammonium chloride in a test tube adding alkali and acid alternately to bromine water or to potassium chromate solution blue bottle reaction (RSC Classic Chemistry Experiments no. 83) oscillating reaction (RSC Classic Chemistry Experiments no.140). Test tube, copper sulfate, spatulas, stand and clamp, pipette and 100cm 3 beaker. See Exampro Extra Online Practical Guide for other details. VLE/Interactive software, eg reversible reactions. For example: ammonium chloride Students make notes on reversible reactions and the meaning of the double headed arrow. ammonia + hydrogen chloride

C2 Bonding and structure C2.1 Bonding and C2.2 Structure and how it influences the properties and use of substances C2.1a Compounds are substances in which atoms of two or more elements are chemically combined. 2 C1.3a When elements react, their atoms join with other atoms to form compounds. This involves giving, taking or sharing electrons to form ions or molecules to attain the electron arrangement of the nearest noble gas.

C2.1b Chemical bonding involves either transferring or sharing electrons in the highest occupied energy levels (shells) of atoms in order to achieve the electronic structure of a noble gas. C2.1c When atoms form chemical bonds by transferring electrons, they form ions. Atoms that lose electrons become positively charged ions. Atoms that gain electrons become negatively charged ions. Ions have the electronic structure of a noble gas (Group 0). Compounds formed from metals and non-metals consist of ions. Students should know that metals form positive ions, whereas non-metals form negative ions. Students should be able to represent the electron arrangement of ions in the following form: for sodium ion (Na+) Students should be able to relate the charge on simple ions to the group number of the element in the periodic table. Ionic bonding Activity: draw out ideas of electron shells, and noble gas configuration as being unreactive. Task: Students draw diagrams to explain how Na donates/transfers electron to Cl, so both achieve noble gas electronic structure. Students attempt another single electron transfer compound, such as potassium fluoride, before trying magnesium oxide, and calcium chloride. : Students could try to explain in terms of electron transfer other simple related ionic compounds. Periodic table View the bonding PowerPoint presentation at http://education.jlab.org/jsat/p owerpoint/chembond.ppt VLE/Interactive software eg bonding part 1. Know that the charge on an ion is related to its group in the periodic table. Use their periodic table list to check the charge on each ion. Know that noble gas structure is unreactive.

C2.1d The elements in Group 1 of the periodic table, the alkali metals, all react with nonmetal elements to form ionic compounds in which the metal ion has a single positive charge. C2.1e The elements in Group 7 of the periodic table, the halogens, all react with the alkali metals to form ionic compounds in which the halide ions have a single negative charge. Students should know some of the chemical properties of the halogens, limited to reactions with metals, and displacement of less reactive halogens. Activity: Displacement reactions Students add chlorine water to each of the three compounds and observe results. Add bromine water to fresh samples of the compounds and observe results. Add iodine solution to fresh samples of the compounds and observe results. Discuss: findings from results chart. Conclude that halogens higher in the Group displace halogens that are lower from their compounds. Task: Write symbol equations and balance for one reaction. All reactions standard.

Use periodic table to write correct formula for ionic compounds. 1 Explain: Teacher to explain method for writing formulae. Task: Students work out formulae for named compounds using periodic table for charges. At first concentrate on simple compounds with only two elements in them. Move on to more complex ones (acid radicals/molecular ions etc) requiring the use of brackets when Students are confident about simple balancing of charges. : More examples of formulae. Periodic table VLE/Interactive software eg bonding part 1 Remember the formula multiplies everything inside the brackets by the number outside, when dealing with molecular ions. Be careful to use only subscript numbers to avoid confusion with the charge. Never change the subscript number, instead they should bracket the polyatomic ion and put a fresh subscript outside the bracket.

C2.1f An ionic compound is a giant structure of ions. Ionic compounds are held together by strong electrostatic forces of attraction between oppositely charged ions. These forces act in all directions in the lattice and this is called ionic bonding. 1 C2.2a Ionic compounds have regular structures (giant ionic lattices) in which there are strong electrostatic forces in all directions between oppositely charged ions. These compounds have high melting points and high boiling points because of the large amounts of energy needed Describe NaCl crystal lattice and why it doesn t conduct electricity and is hard to melt. Discuss: Why are ionic compounds hard to melt? Relate this to regular structure of sodium chloride crystal structure, leading to idea of crystal formation form solution in regular way. Task: Students could make their own model from marshmallows and spaghetti (or similar). Students draw diagrams to explain properties of sodium chloride. Explain: consequences of how these lattices result in high melting and boiling points, and inability to conduct electricity. Students make notes. NaCl lattice model. View the bonding PowerPoint presentation at http://education.jlab.org/jsat/po werpoint/chembond.ppt VLE/Interactive software, eg bonding part 1. Marshmallows (breakfast size) and spaghetti.

to break the many strong bonds. C2.2b When melted or dissolved in water, ionic compounds conduct electricity because the ions are free to move and carry the current. Explain the electrical conductivity of ionic substances. Explain: how ionic substances, when dissolved in water, can conduct electricity (and why as solids they cannot). Students make notes.

C2.1g When atoms share pairs of electrons, they form covalent bonds. These bonds between atoms are strong. Some covalently bonded substances consist of simple molecules such as H 2, Cl 2, O 2, HCl, H 2 O, NH 3 and CH 4. Others, such as diamond and silicon dioxide, have giant covalent structures (macromolecules). 1 Covalent bonding View the bonding PowerPoint presentation at http://education.jlab.org/jsat/po werpoint/chembond.ppt VLE/Interactive software eg Bonding part 2. Molymods C2.1h Compounds formed from non-metals consist of molecules. In molecules, the atoms are held together by covalent bonds. Students should be able to represent the covalent bonds in molecules such as water, ammonia, hydrogen, hydrogen chloride, methane and oxygen in the following forms: Discuss: Bonding in non-metal compounds. Teacher led discussion into properties of non-metal compounds, relating to the electronic arrangements of non-metals and that electron shells are nearly full. Task: Students to show/draw structures of, H 2, Cl 2, O 2, HCl, H 2 O, NH 3 and CH 4. Students draw diagrams to explain covalent bonding. Students should do some of these themselves as they Remember CH 4 is made up of two elements and is not just a single element

Students should be able to recognise other simple molecules and giant structures from diagrams that show their bonding. demonstrate understanding.

C2.2c Substances that consist of simple molecules are gases, liquids or solids that have relatively low melting points and boiling points. Suggest the type of structure of a substance given its properties. 1 Exampro Extra Online Chemistry Activity: Structure and bonding. Exampro Extra Online Chemistry Activity: Bonding snap. Be able to explain that intermolecular forces are weak in comparison with covalent bonds. C2.2d Substances that consist of simple molecules have only weak forces between the molecules (intermolecular forces). It is these intermolecular forces that are overcome, not the covalent bonds, when the substance melts or boils. Explain: why covalent molecules have low melting and boiling points that there are weak forces of attraction between the molecules that need overcoming at melting and boiling. Students need to understand that intermolecular forces are weak compared with covalent bonds Explain: Teacher-led explanation that shared pairs of electrons are covalent bonds; why covalent compounds are poor conductors of electricity; why covalent compounds have low melting and boiling points, and that there are very weak forces between molecules, not strong bonds as in ionic compounds. Task: Students make notes, or answer questions from worksheet, including questions about unknown substances and their structures. : Past paper question on compound properties and structures. HT only C2.2e Substances that consist of simple molecules do not Explain why covalent molecules are unable to conduct electricity

conduct electricity because the molecules do not have an overall electric charge.

C2.2f Atoms that share electrons can also form giant structures or macromolecules. Diamond and graphite (forms of carbon) and silicon dioxide (silica) are examples of giant covalent structures (lattices) of atoms. All the atoms in these structures are linked to other atoms by strong covalent bonds and so they have very high melting points. Recognise diamond and graphite from their structures. Recognise other examples of giant covalent structures or macromolecules from diagrams showing their bonding. Explain the differences in the properties of diamond and graphite. Know they are examples of the same element carbon. Relate the properties of substances to their uses. 1 Task: Use a DART worksheet with some teacher input and access to models of diamond, graphite and silicon dioxide to allow students to explore and understand how the structure of each substance relates to its properties. Students annotate diagrams and make notes to explain structures and properties. Provide students with diagrams for labelling, particularly of fullerenes. DART worksheet, and models and diagrams of diamond, graphite and fullerenes. VLE/Interactive software eg bonding. Know that graphite is similar to metals in that it has delocalised electrons. Be able to recognise other giant structures or macromolecules from diagrams showing their bonding. Concentrate on the use of unknown substances and relate it to the property using knowledge of similar structures and their properties. C2.2g In diamond, each carbon atom forms four covalent bonds with other carbon atoms in a giant covalent structure, so diamond is very Know carbon atoms in diamond have four covalent bonds.

hard. C2.2h In graphite, each carbon atom bonds to three others, forming layers. The layers are free to slide over each other because there are no covalent bonds between the layers and so graphite is soft and slippery. Higher Tier only: Students should be able to explain the properties of graphite in terms of weak forces between the layers. Activity: Investigate the properties of graphite, including leaving marks on paper, conduction of electricity, high melting point. Graphite, apparatus to investigate electrical conductivity, test tubes and Bunsen burner. C2.2i In graphite, one electron from each carbon atom is delocalised. These delocalised electrons allow graphite to conduct heat and electricity. Students should realise that graphite is similar to metals in that it has delocalised electrons. HT only C2.2j Carbon can also form fullerenes with different numbers of carbon atoms. Fullerenes can be used for drug Students only need to know that the structure of fullerenes is based on hexagonal rings of carbon atoms. Research fullerenes, models of fullerenes and their uses. HT only

delivery into the body, in lubricants, as catalysts, and in nanotubes for reinforcing materials, eg in tennis racquets.

C3 Air and water C3.1 Air and oxygen C3.1a Air is a mixture of gases with different boiling points. Students should recall the approximate composition of air in terms of percentages of oxygen and nitrogen. Students should know that there are relatively small amounts of water vapour, carbon dioxide, neon and argon but the percentages of these components is not required. 1 Demo: on the gases present in the air. Best one is the classic two syringes one using copper, followed by burning magnesium in the nitrogen and making ammonia. Task: Students draw diagrams and chart of gases in air today VLE/Interactive software, eg Earth and atmosphere. RSC Alchemy disc has section on gases from the air. Further information can be found at www.rsc.org/education/teach ers/s/alchemy/index.htm A video on Joseph Priestley and the discovery of gases can be found on the BBC website at www.bbc.co.uk/learningzone/ clips by searching for clip 2078 C3.1b Dry air, free from carbon dioxide, can be liquefied and then fractionally distilled to obtain oxygen and nitrogen. Knowledge of the boiling points of the different gases is not required. View: Watch video on fractional distillation of air, and make notes as flow diagram of the process. HT only

C3.1c Elements can burn in air to form oxides, which can be classified as acidic, basic and amphoteric. Students should be able to describe the burning of Na, Mg, Fe, C and S. They should know that watersoluble oxides of metals give alkaline solutions and those of non-metals give acidic solutions. 1 Activity: Students burn elements (Mg, Fe, C) in gas jar or boiling tube of air containing small quantity of water in it. After combustion, add two drops of universal indicator solution, stopper, and shake. Observe ph of solution made. Demo: Teacher repeats using oxygen gas and gas jars. Also uses Na and S. Students make notes about oxides of elements, and also ideas of oxidation and reduction. Symbol equations can be used or written here. C3.1d When substances burn in air they are reacting with the oxygen. Students should be able to describe a test for oxygen. C3.1e Oxidation and reduction reactions involve the addition and removal of oxygen respectively. C3.1f Air is often polluted by carbon monoxide, sulfur Students should know how each pollutant arises and be able to describe one effect

dioxide and oxides of nitrogen. of each pollutant.

C3.2 Water C3.2a Natural waters contain dissolved salts, which can be removed to obtain pure water. Students should be aware that pure water can be made by distillation and that desalination is an important method of obtaining water for domestic use in some countries. Students should know the boiling point of pure water and a simple chemical test to show the presence of water. 2 Discuss: clean water (PMI). Task: Either class or demo Evaporate some tap water on a watch glass to dryness to assess how much dissolved solids it contains. Discuss: the need for clean water, and what this means. Note: One method of getting pure water is distillation. Demo: Demonstrate distillation of salt water and remind students about how it works. Economics in terms of energy requirements and vast volumes needed means it is not viable to produce drinking water from except in extreme circumstances. Tests: Demonstrate the tests for a) presence of water (cobalt chloride paper); b) pure water.(b.p. of water) Watch glass, beaker and heating equipment to evaporate some of the tap water to dryness. Simple distillation equipment of salt water. Boiling tube and thermometer, cobalt chloride paper A video on water purification can be found on www.teachersdomain.org/ass et/ess05_vid_h2otreatment Alternatively, there is a video on Chemistry in Action (you may have a copy lurking somewhere). Note: Clean water is usually referring to tap water or water safe to drink. It contains other chemicals that are not toxic, so that water can be safely drunk. Note: Avoid confusion with pure water, which contains only water molecules. Video: Watch video clip or a video on water purification and students complete a flowchart to explain process.

C3.2b Drinking water should have sufficiently low levels of dissolved salts and microbes. Students should be aware that water of the correct quality is produced by passing water from a suitable source through filter beds to remove solids, and then sterilising with chlorine. Emphasise the need to remove some dissolved, but not all, substances and the need to add chlorine to kill bacteria, and possibly (controversially) fluoride compounds to improve dental health. C3.2c Water filters containing carbon, silver and ion exchange resins can remove some dissolved substances from tap water to improve the taste and quality. Students should understand the principles of how ion exchange resins work, but do not need detailed knowledge of the structure or chemical nature of specific resins. Discuss: How water filters and ion exchange works. Detailed knowledge of specific water filters is not required. questions may give information about water filters so that comparisons can be made. C3.2d Chlorine may be added to drinking water to reduce microbes and fluoride may be added to improve dental health. Students should be aware of the arguments for and against the addition of fluoride to drinking water.

C3.3 Rusting C3.3a Both air and water are necessary for iron to rust. Students should know that rusting refers to the corrosion of iron. They should be able to describe and interpret experiments to show that both air and water are necessary for rusting. 2 Students activity: Devise a method to find out if air/oxygen, and/or water are necessary for rusting to take place. Carry out the experiment and obtain results next lesson. Write up method with risk assessment Activity; analyse results to get conclusion. Small iron nails, test tubes, vegetable oil, cotton wool, stoppers, calcium chloride (dried) Discuss: Suggest the need to see if results are reproducible or repeatable. C3.3b There are a number of ways in which rusting can be prevented, most of which are based on the exclusion of air and water. Students should be able to recall and explain some methods of rust prevention, eg greasing, painting and sacrificial protection. Activity: Use a DART or similar for ideas of rust prevention.

C4 Acids, bases and salts C4.1 Acids, bases and salts C4.1a Metal oxides and hydroxides are bases. Soluble hydroxides are called alkalis. Recall the ph scale. Know how alkalis are different from bases. 1 C4.1e Hydrogen ions, H + (aq), make solutions acidic, and hydroxide ions, OH - (aq), make solutions alkaline. The ph scale is a measure of the acidity or alkalinity of a solution. Students should be familiar with the ph scale from 0 to 14, and know that ph 7 is a neutral solution. Students should be able to describe the use of universal indicator to measure the approximate ph of a solution. Revise ph scale from KS3. Discuss: What makes an acid and an alkali in terms of ions. List and produce formulae for acids and alkalis to get idea that acids have hydrogen (ions), and alkalis have hydroxide (ions). Students make notes. NaOH 1 mol dm -3, HCl(aq) 1 mol dm -3, 100cm 3 beaker, indicator paper/ph meter, evaporating basin and 25 cm 3 measuring cylinders. VLE/Interactive software, eg chemical reactions. C4.1f In neutralisation reactions, hydrogen ions react with hydroxide ions to produce water. This reaction can be represented by the equation: Describe neutralisation in terms of hydrogen ions reacting with hydroxide ions to form water. Use symbol equation with state symbols to describe reaction (and should use state symbols hereafter when completing symbol equations). H + (aq) + OH - (aq) H 2 O (l)

C4.1d A solution of calcium hydroxide in water (limewater) reacts with carbon dioxide to produce calcium carbonate. Limewater is used as a test for carbon dioxide. Carbon dioxide turns limewater cloudy. Students should be familiar with using limewater to test for carbon dioxide gas. C4.1c Ammonia dissolves in water to produce an alkaline solution. It is used to produce ammonium salts. Ammonium salts are important as fertilisers. Activity: ammonia as an alkaline solution in water and how it can produce salts for fertilisers (and explosives). Students make notes.

C4.1b The particular salt produced in any reaction between an acid and a base or alkali depends on: the acid used (hydrochloric acid produces chlorides, nitric acid produces nitrates, sulfuric acid produces sulfates) the metal in the base or alkali. Know which acid makes which salt, and which metal makes which salt. Students should be able to suggest methods to make a named soluble salt. 1 Task: Students to come up with rules for making soluble salts, eg nitric acid makes nitrates etc. Students make notes. Task: Making a salt. Students to be given list of salts to make, and they should state the chemicals needed to make each salt. A card game could be produced with names of salts, acids, ions, and possible ingredients. Students produce word equation of the reaction needed to make each salt, then attempt to write balanced symbol equation. VLE/Interactive software, eg chemical reactions. Be able to state the substances needed to make the salt and name the salt, given the names of the metal and acid used.

C4.2 Making salts C4.2a Soluble salts can be made from acids by reacting them with: alkalis an indicator can be used to show when the acid and alkali have completely reacted to produce a salt solution. metals not all metals are suitable; some are too reactive and others are not reactive enough Know how to make a salt from a metal + acid and that this releases hydrogen gas. Write a word equation for the reaction Students should know that a lighted spill can be used to test for hydrogen. Students should be able to suggest methods to make a named soluble salt. Write symbol equation for the reaction. Interpret a symbol equation 3 Activity: making a salt by neutralisation of an alkali. eg NaCl (ph sensors could be used here instead of indicator paper or solution to be able to crystallise the salt without the need for boiling with carbon). : Students draw diagrams to explain the method. Activity: Making a salt by reacting a metal with hydrochloric acid. Students crystallise the salt and write symbol equation, using state symbols. Discuss: suitability of metals for this reaction, in terms of reactivity series. Students make notes. Burettes, burette funnels, measuring cylinder / 25cm 3 pipette, conical flask, white tile clamp and stand solutions of 0.5mol dm -3, hydrochloric acid, sodium hydroxide, 250 cm 3 beakers and phenolphthalein. Magnesium ribbon, 100 cm 3 beaker, dilute hydrochloric acid, evaporating basin, test tubes, matches and spills and 25 cm 3 measuring cylinders. VLE/Interactive software, eg chemical reactions. Note: It should be highlighted that averaging out results can give more reliable results.

insoluble bases the base is added to the acid until no more will react and the excess solid is filtered off. containing state symbols. Describe how to make a soluble salt from an insoluble base. Activity: Making a salt by neutralisation of an insoluble base such as copper oxide to make copper sulfate. Students crystallise the salt, and write symbol equation, using state symbols. : Making soluble salts. Students complete a worksheet naming the reactants needed to make a named soluble salt, and given the reactants, name the soluble salt produced. They also state the method needed to obtain a solid sample of the salt. CuO, spatula, dilute sulfuric acid, stirring rod, 100cm 3 beaker, 100cm 3 conical flask, filter funnel, filter paper, evaporating basin, 25cm 3 measuring cylinders, matches and spills and heating apparatus. See Exampro Extra Online Practical guide and Chemistry Activity. C4.2b Salt solutions can be crystallised to produce solid salts.

C4.2c Insoluble salts can be made by mixing appropriate solutions of ions so that a precipitate is formed. Precipitation can be used to remove unwanted ions from solutions: for example, in treating water for drinking or in treating effluent. Explain what precipitation is, and how it can be used to make insoluble salts. Know how making insoluble salts can be useful in the water industry as a cheap and effective way of removing unwanted ions from water. Name the substances needed to make a named insoluble salt. 1 Task: Students prepare insoluble salt, eg lead iodide and/or barium sulphate. Discuss: How precipitation reactions can easily remove unwanted ions from drinking water and effluents. Students make notes. : Making insoluble salts. Students complete a worksheet naming the reactants needed to make a named insoluble salt and, given the reactants, name the insoluble salt produced. 1 mol dm 3 lead nitrate, 1 mol dm 3 potassium iodide or 0.2 mol dm 3 barium hydroxide, 0.2 mol dm 3 sodium sulphate, 25 cm 3 measuring cylinders, 100 cm 3 beakers, filter paper and filter funnels. VLE/Interactive software, eg chemical reactions.

C4.3 Metal carbonates C4.3a The carbonates of magnesium, copper, zinc, calcium and lithium decompose on heating (thermal decomposition) in a similar way. Students should be aware that not all carbonates of metals in Group 1 of the periodic table decompose at the temperatures reached by a Bunsen burner. 1 Activity: Test each carbonate with acid to see that it evolves carbon dioxide gas, and then dry carbonates are heated to decompose. Use only Mg, Cu, Zn, Ca, and Na carbonates. : Tell students they have five samples of rock ores each containing different amounts of copper carbonate. They use today s practical to help them plan an investigation to determine which ore is most likely to contain the most copper carbonate. Mg, Cu, Zn, Ca, Na, carbonates, dilute hydrochloric acid, test tubes, boiling tubes with delivery tubes, clamps and stands, matches and spills and limewater. C4.3b Metal carbonates react with acids to produce carbon dioxide, a salt and water.

C4.3c Limestone, containing the compound calcium carbonate (CaCO3), is quarried and can be used as a building material, or powdered and used to control acidity in the soil. It can be used in the manufacture of cement, glass and iron and to produce calcium oxide (lime). Know that limestone is calcium carbonate and that it is quarried. 1 Discussion: Discuss limestone, its chemical name, and its uses. Activity; Students produce wall chart about chemistry and uses of cement, glass, iron production or soil ph control. They then present their wall chart to the group. Activity: Class make notes on each use of limestone. VLE/Interactive software eg useful Materials from rocks. Exampro Extra Online Practical Guide Chemistry of the Limestone Cycle. View the limestone uses PowerPoint presentation at www.worldofteaching.com/po werpoints/chemistry/limeston e.ppt

C5 Metals C5.1 The reactivity series C5.1a Metals can be arranged in an order of their reactivity from their reactions with water and dilute acids. Students should be able to recall and describe the reactions, if any, of potassium, sodium, lithium, calcium, magnesium, zinc, iron and copper with water and/or dilute acids to place them in order of reactivity. 1 Demo/Starter 1: Heat some Mg ribbon and then some Cu foil. Ask Why does one burn with a bright white light, and the other simply go black? Draw out ideas of reactivity of metals. Activity: Students place small pieces of calcium, magnesium, zinc, iron and copper in different test tubes one-third full of water. Observe result. Any element that is not reacting vigorously (this should be all of them except calcium) after three minutes should have an equal volume of dilute hydrochloric acid added. For Demo 1: Mg ribbon, copper foil, calcium lumps( buy new), iron nails, zinc foil or granules, test tubes, dilute hydrochloric acid For Demo 2: Piece of lithium size of a rice grain, trough Activity: Students should now be able to make a rudimentary reactivity series, to which they can add further metals. Demo 2: Show them the reactions of lithium and calcium with water. Ask them to add lithium to their reactivity series. They can then add in sodium and potassium from their notes.

You should then tell them where to position hydrogen and carbon in the reactivity series.

C5.1b Displacement reactions involving metals and their compounds in aqueous solution establish positions within the reactivity series. Students should be able to describe displacement reactions in terms of oxidation and reduction, and to write the ionic equations. Students should be aware that copper can be obtained from solutions of copper salts by displacement using scrap iron. 1 Discussion: What use is the reactivity series? Activity: Students carry out a series of reactions between sulfate solutions of metals and the metals. Students should report their findings and: describe the pattern using the reactivity series from last lesson write ionic equations for the reactions Demo: If time (and nerves) permit, demonstrate a thermite reaction eg iron oxide with magnesium 0.2 mol per dm -3 solutions of magnesium sulphate, copper sulphate, iron(ii) sulfate ( freshly made), zinc sulfate, test tubes or dropping tiles, foils of Cu, Zn, and Mg, iron filings. For the demo. This is a dangerous demo, which you should carry out only if you are confident and competent to do so. dry iron(iii)oxide, magnesium, crucible, bucket of sand C5.1c The non-metals hydrogen and carbon are often included in the reactivity series based on the reactions of metals with dilute acid, and of metal oxides with carbon. Students should know that a lighted spill can be used to test for hydrogen.

C5.2 Extracting metals C5.2a Unreactive metals such as gold are found in the Earth as the metal itself but most metals are found as compounds that require chemical reactions to extract the metal. Explain how an ore is different from a rock. Know that methods may be used to concentrate an ore before extraction. Know that some metals are so unreactive they can be found as metal in the Earth s surface (crust). 1 Discuss: Teacher discussion on making metals, ores, gold and silver etc. Discuss and relate extraction methods to limestone quarrying, and talk about metal recycling to reduce impact of quarrying and economic considerations. Demo: Ag, Cu and Au in hydrochloric acid to show unreactive nature of these metals. VLE/Interactive software, eg useful materials from metal ores. Task: Students make brief notes in books. Activity: Concentrating an ore heat a small quantity of copper carbonate until it stops bubbling and has turned black. Students could weigh the sample before and after heating to work out mass loss of carbon dioxide (refer back to lesson on heating carbonates and suggested homework task). Copper carbonate, matches and splints, boiling tubes, boiling tube holders( or clamp and stand) mineral/glass wool plug for boiling tube. 1. Students to compare each other s results. 2. Plot graph of class results of mass used against mass lost. 3. Mention variables are

continuous. 4. Identify range of data. 5. Describe relationship between mass used and mass lost. Students are to keep their copper oxide for next lesson. : Explain the benefits a company can gain by concentrating a metal ore before refining it.

C5.2b Metals that are less reactive than carbon can be extracted from their oxides by reduction with carbon: for example, iron oxide is reduced in the blast furnace to make iron. Knowledge and understanding are limited to the reduction of oxides using carbon. Knowledge of reduction is limited to the removal of oxygen. 1 How Science Works: The first samples of copper man made were found in camp fires. Thinking about what a camp fire has in it, ask students to guess what happened, to make a hypothesis about the guess, how they could test their hypothesis, and predict what should happen. Explain: about wood/charcoal/stones containing copper ores, and heat. Task: Students heat their copper oxide from last lesson with carbon/charcoal to see if they can make copper (tip heated mixture into cold water to prevent copper reoxidising to copper oxide). Conclude with idea that the carbon has removed the oxygen from the metal oxide and that removal of oxygen is reduction. This is how iron oxide is turned in a blast furnace into iron. Details not required, although it may make interesting homework. Demo: Blast furnace using potassium permanganate, iron oxide, and carbon with a mineral wool plug. Test iron made with a magnet. : Report the experiment. Periodic table. VLE /Interactive software, eg useful materials from metal ores. Copper oxide, carbon, or wooden spill, matches and spills, boiling tubes, boiling tube holders, or clamp and stand, mineral/glass wool plug for boiling tube and 250 cm 3 beaker of cold water. See resources on Exampro Extra Online for this. Details of the blast furnace are not required, but students should know the raw materials used and explain the simple chemistry involved, including the use of equations. Knowledge of the details of the extraction of other metals is not required. questions may provide information about specific processes for students to interpret or evaluate.

C5.2d New ways of extracting copper from low-grade ores are being researched to limit the environmental impact of traditional mining. Copper can be extracted by phytomining, or by bioleaching. Students should know and understand that: phytomining uses plants to absorb metal compounds and that the plants are burned to produce ash that contains the metal compounds bioleaching uses bacteria to produce leachate solutions that contain metal compounds. 2 Task: Students research the topics of phytomining and bioleaching, and produce notes on main features of the processes. Or Activity: With planning, students could grow cabbage plants or other types of brassica plants to extract metal from contaminated soil, and process to obtain the metal. Further background information can be found at www.copper.org See Exampro Extra Online Practical Guide. Be able to work out what is happening when given an unfamiliar method of extraction of an ore or a metal. Follow the metal through the diagram to see where it must be going in each step. Make notes on the diagram to help them. C5.2e Copper can be obtained from solutions of copper salts by electrolysis. Demo: Electrolysis of copper sulfate solution with copper electrodes. Copper sulfate solution 0.5 mol dm -3, copper electrodes, power pack 100cm 3 beaker, wires and light bulb. C5.2f Copper can be obtained from solutions of copper salts by displacement using scrap iron. Students should be able to describe this in terms of oxidation and reduction, and to write the ionic equation.

C5.2c Metals that are more reactive than carbon, such as aluminium, are extracted by electrolysis of molten compounds. The use of large amounts of energy in the extraction of these metals makes them expensive. 1 Demo: Demonstration of electrolysis of molten zinc chloride or lead bromide. Task: Students investigate how aluminium is mined, extracted and purified by electrolysis. You can find a variety of resources including video clips on the RSC website at www.rsc.org/education/teach ers/s/alchemy/index.htm RSC Alchemy a has section on aluminium at www.rsc.org/education/teach ers/s/alchemy/index 2.htm Knowledge of the details of industrial methods of electrolysis is not required, other than the detail required for aluminium (see Section 10(i)). Be able to find a metal s position in both the periodic table and the reactivity series, when given a metal to extract in an examination question, and be able to predict the best method of extraction carbon or electrolysis.

C5.2g We should recycle metals because extracting them uses limited resources, and is expensive in terms of energy and in terms of effects on the environment. Students are not required to know details of specific examples of recycling, but should understand the benefits of recycling in the general terms specified here. 1 Task: Working in pairs/groups, students research/find out the benefits of recycling metals such as iron, copper, aluminium, and produce a mini-project on it. Or Give groups of students a metal, and some questions. Students prepare an A4 sheet, poster or word document to email to rest of class about their answers. Questions could be: How is your metal extracted, and why is this method used? Use RSC Alchemy disc for individual metals, or internet sites. More information can be found on the RSC Alchemy website at www.rsc.org/education/teach ers/s/alchemy/index 2.htm Free teaching resources on recycling of metals can be downloaded from the British Metals Recycling Association (BMRA) website: http://www.recyclemetals.org/ metals_and_me What pollutants are produced in its extraction? How much of the metal is recycled? How is it recycled? Explain why recycling the metal is both good for the environment, economically sound (saves money), and saves on limited reserves of ores. Students present five minute briefing on their metal. Access to internet, paper, poster paper, glue scissors and magazines.

C5.3 Structure and bonding in metals and alloys C5.3a Metals consist of giant structures of atoms arranged in a regular pattern. 1 Demo: Show metal lattice structure, demonstrate how atoms can slide over each other and relate to properties. View the bonding PowerPoint presentation at http://education.jlab.org/jsat/p owerpoint/chembond.ppt Models of metallic structure such as layers of closely packed similar-sized spheres fixed together or bubble rafts. Model of metal structure with balls to show effect of introducing different atom size to structure. Be familiar with these specified examples but examination questions may contain information about alloys other than those named in the subject content to enable students to make comparisons. C5.3b The electrons in the highest occupied energy levels (outer shell) of metal atoms are delocalised and so free to move through the whole structure. This corresponds to a structure of positive ions with electrons between the ions holding them together by Represent the bonding in metals in the following form: VLE/Interactive software eg bonding. View the bonding PowerPoint presentation at http://education.jlab.org/jsat/p owerpoint/chembond.ppt HT only

strong electrostatic attractions. C5.3c Metals conduct heat and electricity because of the delocalised electrons in their structures. Explain the flow of an electric current in terms of delocalised electrons. Students should know that conduction depends on the ability of electrons to move throughout the metal. Discuss how atoms in a metal are really ions in a sea of electrons and this allows electrons to flow (electrical conductivity). Students make notes. HT only

C5.3d The layers of atoms in metals are able to slide over each other. This means metals can be bent and shaped. Use the structure of metals to explain their ability to bend and be shaped. 1 C5.3e Alloys are usually made from two or more different metals. The different sizes of atoms in the metals distort the layers in the structure, making it more difficult for them to slide over each other. This makes alloys harder than pure metals. Describe what alloys are, why they are more useful than pure metals, and how the metal structure is altered by the insertion of different sized atoms. Demo: Insert a different-sized ball to show alloy effects make sliding harder to achieve. Task: Students draw diagrams to explain metal and alloy structure and properties. Demo: Compare samples of pure metals with alloys, eg copper and brass, iron and steel. C5.3f Most metals in everyday use are alloys. Pure copper, gold, iron and aluminium are too soft for many uses and so are mixed with small amounts of other metals to Students should be familiar with these specified examples but examination questions may contain information about alloys other than those named in the subject content to enable candidates to make comparisons.

make them harder for everyday use. Know that alloys have improved properties as a result of the combination of metal atoms. C5.3g Shape memory alloys can return to their original shape after being deformed. An example is Nitinol, which is used in dental braces. Know what a memory alloy is, and give an example. Demo/Activity: Demonstrate a memory alloy if possible. Students could try to explain how it happens using structure ideas. : Think of five examples where memory alloys would be useful. Describe how the properties make each one useful in each application. Memory alloy wire, beaker, hot water.

C5.4 Properties and uses of metals C5.4a The elements in the central block of the periodic table are known as transition metals. Like other metals, they are good conductors of heat and electricity and can be bent or hammered into shape. They are useful as structural materials and for making things that must allow heat or electricity to pass through them easily. Know that the central block of the periodic table is known as the transition metals. Many commonly used metals are in this block. 1 Task: Students view metal properties circus, this is KS3 revision. Students to make brief notes on properties of metals. Activity: Draw attention to copper, aluminium and titanium as transition metals and their place on the periodic table as Transition metals. Students mark transition metals on their periodic table. Discuss: Teacher-led discussion on properties and uses of copper, aluminium and titanium. Task: Students make notes on properties and uses of these metals. : Exam question on using metals as structural materials. Circus of metals to show their properties, eg bendable, and conductivity of heat and electricity. Metal samples such as iron (thin long nails or wire), copper foil, aluminium foil, lead foil, and any others available, beakers and access to hot water, conductivity testing kit (power pack, wires, and bulb). Knowledge of the properties of specific transition metals other than those named in this specification is not required. Concentrate on matching property to use of metals. Note: Remember that some properties mean students shouldn t use it for the application, eg sodium is not suitable for applications involving water. C5.4d Copper has properties that make it useful for electrical wiring and plumbing. Know and understand that copper: is a good conductor of electricity and heat can be bent but is hard enough to be used to

make pipes or tanks does not react with water.

C5.4b Iron from the blast furnace contains about 96% iron. The impurities make it brittle and so it has limited uses. Know the difference between iron from the blast furnace and steel in terms of less carbon in steel than iron from the blast furnace. 1 Task: Students complete a project on iron, steel and alloys to explain the differences. Research: Research the meaning of carat in relation to gold, and the reasons for the different proportions of gold in each type of gold. : Past paper question on properties of metals and their uses, from past CHY1 papers. More information on Iron Section, can be found on the RSC Alchemy website at www.rsc.org/education/teach ers/s/alchemy/index 2.htm C5.4c Most iron is converted into steels. Steels are alloys since they are mixtures of iron with carbon. Some steels contain other metals. Steels can be designed to have properties for specific uses. Lowcarbon steels are easily shaped, high-carbon steels are hard, and stainless steels are resistant to corrosion. Know that the many types of steel are really alloys. Knowledge and understanding of the types of steel and their properties are limited to those specified in the subject content. Information about the composition of types of steel may be given in exam questions so that students can evaluate their uses. Note: there is no need for students to remember different combinations of alloys. Be able to interpret information provided.

C6 Rates of reaction C6a The rate of a chemical reaction can be found by measuring the amount of a reactant used or the amount of product formed over time: Rate of reaction = amount of reactant used time Rate of reaction = amount of product used time Students need to be able to interpret graphs showing the amount of product formed (or reactant used up) with time, in terms of the rate of the reaction..calculate rate of reaction from given data. 1 Activity: React marble chips with dilute hydrochloric acid and measure the volume of carbon dioxide evolved against time taken. How Science Works: Record results in a chart and plot a graph of volume of gas produced against time. Analyse the graph to obtain rate of reaction at one time. Explain clearly what the graph shows at each part: Initially rate is fast Slows down Reaction is complete. Students make notes on a graph. : Students calculate rate of reaction at two more times to show change in rate over the experiment. Marble chips, balance, dilute hydrochloric acid, burette/measuring cylinder/gas syringe, conical flask with delivery tube, washing-up bowls/troughs and stopwatches. Graph paper. See also Exampro Extra Online Chemistry Activity: Rates of reactions. Knowledge of specific reactions other than those in the subject content is not required, but students will be expected to have studied examples of chemical reactions and processes in developing their skills during their study of this section. Or How Science Works: Students plan an investigation using the method from lesson into how concentration of the acid would affect the rate of reaction.

C6f Increasing the surface area of solid reactants increases the frequency of collisions and so increases the rate of reaction. Know that for a reaction to happen particles have to collide. Use collision theory to explain the change in rate in terms of particle behaviour. Know how particle size affects rate of reaction. 1 Demo: Use decreasing mass method to investigate reacting equal masses of large chips and small chips of marble with dilute hydrochloric acid. Students describe the experiment. Students plot graph of results, and use the hypothesis of collision theory to explain the results. Discuss: Discussion on why every particle doesn t react at once to get idea of minimum (activation) energy required for a collision to cause a reaction. Students make notes. Large and small marble chips, balance, dilute hydrochloric acid, 250 cm 3 conical flask, cotton wool, stopwatch. Graph paper VLE/Interactive software eg Rates. Note: Allow students to do the experiment themselves. A video camera showing the balance, and stop watch, connected to a projector allows students to take measurements themselves. C6b Chemical reactions can only occur when reacting particles collide with each other and with sufficient energy. The minimum amount of energy particles must have to react is called the activation energy. Use collision theory to explain the change in rate in terms of particle behaviour. Know that a hypothesis has to be successfully tested before it becomes accepted scientific knowledge. 1 How Science Works: Class discussion on why increasing temperature might make the reaction faster. Develop hypothesis based on collision theory. Suggest we need to test out theory to see if it explains how rates of reaction change. : Explain the difference between a guess, hypothesis, and theory.

C6e Increasing the concentration of reactants in solutions increases the frequency of collisions and so increases the rate of reaction. Know how concentration affects rate of reaction. Use collision theory to explain the change in rate in terms of particle behaviour. Know that collision theory has now been successfully tested. 1 Activity: Disappearing cross method. Task: Students investigate sodium thiosulfate solution and dilute hydrochloric acid. Can be done with datalogging or by eye. How Science Works: Using different methods to obtain results/instrumentation. Students explain the results again in terms of the hypothesis. Teacher-led discussion, should we make this a theory rather than hypothesis? : Students plot graph of results and interpret it. 1 How Science Works: Class discussion on why increasing temperature might make the reaction faster. Develop hypothesis based on collision theory. Suggest we need to test out theory to see if it explains how rates of reaction change. : Explain the difference between guess, hypothesis, theory. Activity: Investigate the effect of temperature on the same reaction as last lesson or the marble chips/acid experiment. Students report their experiment. See Exampro Extra Online for other details. Always remember to mention how the particle speed and/or numbers and/or temperature accounts for the observed change, when asked why a rate changes. Plot 1/time as a measure of rate, against concentration. C6c Increasing the temperature increases the speed of the reacting particles so that they collide more frequently and more energetically. This increases the rate of reaction. Know how temperature affects rate of reaction. Know that for a reaction to happen particles have to collide with sufficient energy to react, and that this amount of energy is called the activation energy. Marble chips, balance, dilute hydrochloric acid, burette/measuring cylinder/gas syringe, conical flask with delivery tube, washing up bowl/troughs, stopwatches, thermometers and hot water beakers to heat acid in OR disappearing cross method with the most dilute thiosulfate solution from last time. Graph paper

C6d Increasing the pressure of reacting gases increases the frequency of collisions and so increases the rate of reaction. Use the collision theory to explain how the change in conditions affects the rate of any reaction, in terms of particle behaviour. Know how gas pressure affects rate of reaction. 1 Consolidation lesson on collision theory, rates of reaction and activation energy. Task: Students could draw particle diagrams to show how each change in conditions affects the particle mixture in the reaction and how this relates to the theory. VLE/Interactive software eg rates. How Science Works: Make a prediction on the effect of altering the pressure on a gas reaction.

C6g Catalysts change the rate of chemical reactions but are not used up during the reaction. Different reactions need different catalysts. Know that catalysts change the rate of a chemical reaction. This is important in industry to reduce costs. 1 Discuss: Why do cars have catalysts in their exhaust system? What do they do? Activity: Investigating effect of catalysts. Use one of these catalysts on hydrogen peroxide: liver, potato, manganese(iv) oxide. Students report their experiment. Explain: Develop idea of catalysts helping the reaction to take place. You may wish to mention how catalysts work, active sites, forming intermediates etc. Manganese (IV) oxide /liver/potato spatula, 20 vol hydrogen peroxide, balance, measuring cylinder and boiling tube. VLE/Interactive software, eg transition metals. Knowledge of named catalysts other than those specified in the subject content is not required, but students should be aware of some examples of chemical reactions and processes that use catalysts. Note: In questions involving industry and catalysts, students should be given information that they need to evaluate eg Why is a catalyst used that reduces the reacting temperature? Because reducing the temperature will save energy and make the

process cheaper. C6h Catalysts are important in increasing the rates of chemical reactions used in industrial processes to reduce costs. Describe the benefit of using a catalyst for a given process to the industry involved. Explain: the value to industry of using catalysts in terms of reducing costs etc. Students make notes. : Past paper question on rates.

C7 Crude oil and fuels C7.1 Crude oil and C7.2 Hydrocarbons C7.1a Crude oil is a mixture of a very large number of compounds. Know what a mixture is in terms of elements and compounds. 1 Recap what a mixture is, and explain that crude oil is a mixture. Fake crude oil (CLEAPSS/Hazcard recipe), boiling tube with side arm, bung for boiling tube with 0-350 O C thermometer, side arm, four test tubes, 250cm 3 beaker, four watch glasses, heat mat, matches and spills and fume cupboard. Molymods or similar. C7.1b Most of the compounds in crude oil are hydrocarbons, which are molecules made up of hydrogen and carbon atoms only. C7.1c The many hydrocarbons in crude oil may be separated into fractions, each of which contains molecules with a Students should know and understand the main processes in continuous fractional distillation in a fractionating column. Describe fractional distillation as based on each compound Demo: Experiment of distillation of crude oil (CLEAPSS recipe), followed by analysis and burning of obtained fractions. Task: Students make diagram of experiment and chart the results from Information and videos of fractional distillation can be found on BBC GCSE Bitesize at www.bbc.co.uk/schools/gcseb itesize RSC Alchemy disc has a Knowledge of the names of specific fractions or fuels is not required.

similar number of carbon atoms, by evaporating the oil and allowing it to condense at a number of different temperatures. This process is called fractional distillation. having a different boiling point. Know that each compound vaporises and condenses at different temperatures, and so they are separated. the demonstration: fraction colour viscosity ease of ignition Discuss: Differences between the demo and fractional distillation as continuous process. Use video. amount of smoke section on Oil Refining. This can also be found at www.rsc.org/education/teach ers/s/alchemy/index 2.htm C7.2c Some properties of hydrocarbons depend on the size of their molecules. These properties influence how hydrocarbons are used as fuels. Describe the relationship between molecule size and boiling point, viscosity, and flammability. Discuss: Discuss how these properties affect how we use hydrocarbons as fuels, diesel in winter, amount of soot etc. Students make notes. Knowledge of trends in properties of hydrocarbons is limited to: boiling points viscosity flammability.

C7.2a Most of the hydrocarbons in crude oil are saturated hydrocarbons called alkanes. The general formula for the homologous series of alkanes is CnH2n+2. Students should know that in saturated hydrocarbons all the carbon carbon bonds are single covalent bonds. 1 Demo /Activity: Name each formula and draw methane, ethane and propane as examples of alkanes in both forms. Show as models. Elicit general formula for alkanes. Discuss: the use of a line as representing a single covalent bond. VLE/Interactive software eg organic chemistry and useful organic. Molymods or similar. C7.2b Alkane molecules can be represented in the following forms: Describe what the structural formula shows. Know the general formula for alkanes. Task: Students draw molecular diagrams adding in notes to the diagrams of methane, ethane, and propane as alkanes. C 2 H 6 or Students should know that in displayed structures a represents a covalent bond. Students should be able to recognise alkanes from their formulae in any of the forms, but do not need to know the names of specific alkanes other than methane, ethane and propane.

C7.3 Fuels C7.3a Most fuels, including coal, contain carbon and/or hydrogen and may also contain some sulfur. The gases released into the atmosphere when a fuel burns may include carbon dioxide, water (vapour), carbon monoxide, sulfur dioxide and oxides of nitrogen. Solid particles (particulates) may also be released. Students should be able to relate products of combustion to the elements present in compounds in the fuel and to the extent of combustion (whether complete or partial). No details of how the oxides of nitrogen are formed are required, other than the fact that they are formed at high temperatures. Solid particles may contain soot (carbon) and unburnt fuels. 1 Demo: Burning a candle, and passing exhaust gases through anhydrous copper sulfate/cooling U tube and cobalt chloride paper, then limewater. candle here How Science Works: Draw attention to need for control experiment to compare the results. Students label diagram and make results chart. Note: Soot formation by incomplete combustion. Equipment as in diagram. See AQA website Practical Guide VLE/Interactive software eg, useful air and Earth and atmosphere. Access to internet. Know that products of combustion depend on the elements present in the fuel (check the formula) and how much oxygen is present. Carbon monoxide is made if there is not enough oxygen present for complete combustion, but really serious shortage of oxygen makes soot (carbon). C7.3b The combustion of hydrocarbon fuels releases energy. During combustion, the carbon and hydrogen in the fuels are oxidised.

C7.3c Sulfur dioxide and oxides of nitrogen cause acid rain, carbon dioxide causes climate change, and solid particles cause global dimming. Students are not required to know details of any other causes of acid rain or climate change. Discuss: candle wax is purified hydrocarbon, and many fuels contain sulfur compounds which cause acid rain. Carbon dioxide causes global warming and soot particles cause dimming. Task: Students make notes on experiment. C7.3d Sulfur can be removed from fuels before they are burned, eg in vehicles. Sulfur dioxide can be removed from the waste gases after combustion, eg in power stations Discuss: Class discussion on reducing harmful effects of sulfur in fuels. Research: the methods used, including removing the sulfur from the fuel before burning, eg low-sulfur fuels, or for removal of sulfur dioxide from the waste gases after combustion. Students make notes. : Past paper question on the uses of fuels. Note: Detailed knowledge of the processes is not required. Be able to explain why removing sulfur from fuels is good for the environment. Knowledge of the methods of removing sulfur is not required

C7.3e Biofuels, including biodiesel and ethanol, are produced from plant material, and are possible alternatives to hydrocarbon fuels. Students should know and understand the benefits and disadvantages of biofuels in terms of: use of renewable resources their impacts on land use their carbon footprint. Students should know that ethanol for use as a biofuel is produced from a dilute solution of ethanol obtained by the fermentation of plant materials at a temperature between 20 C and 35 C. 1 2 Activity: Making ethanol with yeast. (you could start the culture and in the second lesson distil the ethanol ). Students make notes on fermentation and distillation. Discuss: Evaluate the advantages and disadvantages of making ethanol from renewable and non-renewable sources. : Past paper questions/ worksheet on advantages and disadvantages of making ethanol from renewable and non-renewable sources. Sugar, yeast, limewater, 250 cm 3 conical flask and bung with delivery tube. test tube, distillation apparatus VLE/Interactive software, eg organic chemistry. Detailed knowledge of the methods used to produce other biofuels is not required. C7.3f Hydrogen can be burned as a fuel in combustion engines or can be used in fuel cells that produce electricity to power vehicles. Students should be able to compare the advantages and disadvantages of the combustion of hydrogen with the use of hydrogen fuel cells from information that is provided. Students should know and understand the benefits and Discuss: Class discussion about fuel cells and burning hydrogen as fuels. Task: Students produce chart comparing the advantages and disadvantages of using a fuel cell instead of burning hydrogen. Knowledge of the details of the reactions in fuel cells is not required.

disadvantages of hydrogen fuel in terms of: storage and use products of combustion.

C8 Other useful substances from crude oil C8.1 Obtaining useful substances from crude oil C8.1a Hydrocarbons can be broken down (cracked) to produce smaller, more useful molecules. This process involves heating the hydrocarbons to vaporise them. The vapours are either passed over a hot catalyst or mixed with steam and heated to a very high temperature so that thermal decomposition reactions occur. Recall that heating large alkanes with a catalyst or steam and hot temperature decomposes to make the hydrocarbon smaller molecules. Know that some of these smaller molecules are called alkenes. 1 Task: List five products from crude oil, and ask how we get enough of each of them. It is interesting to tell students that 100 years ago petrol was a waste product, but now we can t get enough of it! Demo: Demonstrate cracking or use video to show process of cracking. Students make notes. Explain: That cracking makes larger molecules into smaller, more useful ones, including a group of compounds called alkenes. Task: Students draw diagrams to explain cracking. VLE/Interactive software eg organic chemistry. You can find a variety of resources including video clips on the RSC website at www.rsc.org/education/teach ers/s/alchemy/index.htm See Exampro Extra Online Practical Guide: Cracking liquid paraffin. See Exampro Extra Online Chemistry Activity: Crude oil word puzzles. C8.1b The products of cracking include alkanes and unsaturated hydrocarbons called alkenes. Students should know that in unsaturated hydrocarbons some of the carbon carbon bonds are double covalent bonds. Be able to recognise an alkene by the double bond, or the name ending ene

C8.1b The general formula for the homologous series of alkenes is CnH2n. 1 VLE/Interactive software, eg organic chemistry. C8.1c Unsaturated hydrocarbon molecules can be represented in the following forms: C3H6 or Recognise alkenes from their formulae in any of the forms. Know that in displayed structures = represents a double bond. Students should be able to recognise alkenes from their names or formulae, but do not need to know the names of individual alkenes other than ethane and propene. Discuss: Introduce idea of double bond using structural formula of ethane and propene. Molymods Remember that = means a double covalent bond, and that means a single covalent bond. A double bond means that the compound is unsaturated. A single bond means that the compound is saturated. C8.1d Alkenes react with bromine water, turning it from orange to colourless. Know that the presence of double bonds in a molecule can be tested for by the decolourisation of bromine water. Activity: Class practical testing for double bonds using bromine water. Students should test a range of named alkenes and alkanes. Students make notes. Bromine water, test tubes, test tube racks, liquid alkanes, eg pentane, hexane, liquid alkenes, eg hexene, cyclohexene. : Students predict reactions of a variety of molecules displaying single and double bonds with bromine water.

C8.1e Some of the products of cracking are useful as fuels. Know that cracking produces more useful molecules including alkenes and fuels. Explain: Show with models how breaking large molecules produces not only alkenes, but also more fuels like petrol (octane) and diesel (dodecanes). Task: Students draw diagrams to explain the above.

C8.2 Polymers C8.2a Alkenes can be used to make polymers such as poly(ethene) and poly(propene). In polymerisation reactions, many small molecules (monomers) join together to form very large molecules (polymers). Represent polymerisation of ethene like this Students should be able to recognise the molecules involved in these reactions in the forms shown in the subject content. They should be able to represent the formation of a polymer from a given alkene monomer. Further details of polymerisation are not required. 1 Demo: Making Perspex. Use molecular models to demonstrate how polymers form. Class make own polymer chain by: each student making a monomer either with model or drawn onto front of paper chain piece. two students joining their monomer together and drawing on back structure at the joining. groups joining together to make long chain with monomer structure on front of each piece of paper and polymer structure on rear of chain. Students draw diagrams to explain ethene polymerisation. Exampro Extra Online Practical Guide: see AQA help notes. Molymods Paper chain pieces (use waste paper) and marker pens. VLE/Interactive software, eg organic chemistry. RSC Alchemy disc has section on poly(ethene). Further information can be found at www.rsc.org/education/teach ers/s/alchemy/index 2.htm Note: Although students will probably know the names of some common polymers, these are not required knowledge, unless they are included in the subject content for this section. : Students to draw diagrams showing propene polymerisation.

C8.2b The properties of polymers depend on what they are made from and the conditions under which they are made. For example, low density (LD) and high density (HD) poly(ethene) are produced using different catalysts and reaction conditions. Know that: LD polythene and HD poly(ethene) are made using different catalysts and conditions the differences in polymers properties depend on the monomer used and also the conditions under which they are made, as these influence the type of structure produced. 1 Review ideas of polymers. Show examples of polymers or use circus on properties such as transparency, flexibility, stretching etc. Including LD and HD poly(ethene). Ask what causes these differences. Activity: Identifying LD and HD poly(ethene) using 50 parts ethanol and 50 parts water mix. Discuss: a variety of possible monomers, and refer to the differences as being due to the structure achieved when the different monomers polymerise. Students make notes. 1 Demo: Show that there are two types of polymers, thermosetting and thermosoftening. Students can see which of a number of common polymers belong to each group. Task: Students report their experiment. Students suggest possible uses for polymers based on their properties. Explain: Develop explanation of the difference in the polymers behaviour in terms of structure. Students make notes. Selection of polymers with different properties including LD and HD poly(ethene). See Exampro Extra Online Practical Guide: Making slime. Be able to explain why the structure gives the property or vice versa. C8.2c Thermosoftening polymers consist of individual, tangled polymer chains. Thermosetting polymers consist of polymer chains with cross-links between them so that they do not melt when they are heated. HT only: Students should be able to explain thermosoftening polymers in terms of intermolecular forces. A video on the properties of plastics can be found on the BBC website at www.bbc.co.uk/learningzone/ clips by searching for clip 903. More information on poly(ethene) can be found on the RSC Alchemy website www.rsc.org/education/teach ers/s/alchemy/index 2.htm

C8.2d Polymers have many useful applications and new uses are being developed. Examples include: new packaging materials, waterproof coatings for fabrics, dental polymers, wound dressings, hydrogels, and smart materials (including shape memory polymers) Students should consider the ways in which new materials are being developed and used, but will not need to recall the names of specific examples. Know that we use a wide range of polymers developed for specific purposes. Identify from properties relevant uses for a polymer. 1 Activity: Choose from making a polymer from cornstarch testing a polymer s strength eg plastic carrier bag testing strength to breaking point (not a Hooke s Law investigation) testing waterproofing of different polymer fabrics investigating the amount of water absorbed by hydrogels. How Science Works: Students plan and report their investigation. See Exampro Extra Online Practical Guide. C8.2e Many polymers are not biodegradable, ie they are not broken down by microbes. This can lead to problems with waste disposal. Realise that polymers are often hard to dispose of, and that biodegradable ones offer some solutions to these problems. Discuss polymer developments, and waste disposal issues. Activity: Make notes on need for disposal of plastics via recycling and biodegradability rather than landfill. Could be and advantages and disadvantages of each disposal method. Knowledge of specific named examples is not required, but students should be aware of the problems that are caused in landfill sites and in litter. C8.2f Plastic bags are being made from polymers and cornstarch so that : Recycling plastics give two advantages and two disadvantages of recycling plastics.

they break down more easily. Biodegradable plastics made from cornstarch have been developed.

C9 Energy changes in chemical reactions C9.1a When chemical reactions occur, energy is transferred to or from the surroundings. Describe the differences between exothermic and endothermic reactions. Knowledge of delta H (ΔH) conventions and enthalpy changes, including the use of positive values for endothermic reactions and negative values for exothermic reactions, is required. 1 Activity: Circus of reactions. Students discover what happens to the temperature in each reaction: sodium hydroxide solution and hydrochloric acid mixture of equal masses of sodium hydrogencarbonate, citric acid and ammonium nitrate dissolved in water zinc in copper sulfate solution. Students keep record of results as equations and changes in temperature. Discuss: results leading to two types of reaction exothermic and endothermic, and energy transfer ideas. Students make notes. NaOH 1 mol dm -3, HCl(aq) 1 mol dm -3, 100 cm 3 beaker, thermometers, balance, 25 cm 3 measuring cylinders, NaHCO 3. citric acid powder, NH 4 NO 3, zinc granules, CuSO 4 solution (1 mol dm -3 )

C9.1b An exothermic reaction is one that transfers energy to the surroundings. Examples of exothermic reactions include combustion, many oxidation reactions and neutralisation. Everyday uses of exothermic reactions include self-heating cans (eg for coffee) and hand warmers. An endothermic reaction is one that takes in energy from the surroundings. Endothermic reactions include thermal decompositions. Some sports injury packs are based upon endothermic reactions. 1 Demo: Uses of heat changes in chemical reactions. Exothermic: burning fuel ( Bunsen burner) concentrated sulfuric acid and sugar a thermite reaction hand warmer ( if available) Endothermic: ammonium nitrate and barium hydroxide Sports injury pack Students make brief notes on selfheating warmers and injury packs. Exampro Extra Online Practical guide: Exothermic and endothermic reactions. VLE/Interactive software eg energy transfer. VLE/Interactive software, eg reversible reactions. C9.1c Know several exothermic and endothermic reaction uses. Explain self-heating cans / hand warmers, and sports injury packs in simple terms. (no need to recall chemicals or equations for processes).

C9.1d If a reversible reaction is exothermic in one direction, it is endothermic in the opposite direction. The same amount of energy is transferred in each case. For example Realise that in a reversible reaction the same energy change takes place in either direction. 1 Activity: Students should investigate the temperature changes for the reversible reaction: : Students report their experiment. Copper sulfate, spatula, test tubes, pipettes, and 100 cm 3 beaker.

C10 Electrolysis C10a When an ionic substance is melted or dissolved in water, the ions are free to move about within the liquid or solution. Know that in solutions and when molten, ionic compounds have ions that are free to move carrying the electric charge with them. 2 C10c During electrolysis, positively charged ions move to the negative electrode (the cathode), and negatively charged ions move to the positive electrode (the anode). Know positively charged ions move to the negatively electrode, and negative ions to the positive electrode. Predict the products of electrolysing solutions of ions. Discuss: Relating to ions, movement and attraction to the positive and negative electrodes. Students draw diagrams to explain. Demo: If there is time, demonstrate movement of ions, eg the electrolysis of a crystal of KMnO 4 on filter paper dampened with sodium chloride solution. C10b Passing an electric current through ionic substances that are molten, eg lead bromide, or in solution breaks them down into elements. This process is called electrolysis and the substance broken Know that compounds can be broken down into their elements by using electricity. Know that this process is called electrolysis. Discuss: what happens when we pass an electric current through a solution of a salt? Demo: Electrolysis of molten lead bromide. Students draw diagrams to explain. Activity: Electrolysis of copper chloride solution, using carbon electrodes to obtain copper on the Carbon electrodes, power pack and wires, 1 mol dm 3 CuSO 4 solution, 100cm 3 beaker. You can find a variety of resources including video clips on the RSC website at www.rsc.org/education/teache rs/resources/alchemy/index.ht m

down is called the electrolyte. cathode and chlorine at the anode. Students draw diagrams to explain. Exampro Extra Online Chemistry Activity: Electrolysis human model. VLE/Interactive software, eg useful materials from rocks.

C10e At the negative electrode, positively charged ions gain electrons; at the positive electrode, negatively charged ions lose electrons. Explain in terms of oxidation and reduction the changes to ions when touching the electrodes. 1 C10d Oxidation and reduction can be defined as the loss and gain of electrons respectively. C10f Reactions at electrodes can be represented by half equations, for example: 2Cl - Cl 2 + 2e - or 2Cl - - 2e - Cl 2 Students should be able to complete and balance supplied half equations for the reactions occurring at the electrodes during electrolysis. Use half equations to show electron transfers. Note: Students are not expected to write half equations from scratch in the exam, but should be able to complete and balance them.

C10g If there is a mixture of ions: at the cathode, the products formed depend on the reactivity of the elements involved Know that in a mixture of ions, the lowest member of the reactivity series is the element formed at the negative electrode. 2 at the anode, the products formed also depend on the relative concentrations of the ions present. C10j The electrolysis of sodium chloride solution produces hydrogen and chlorine. Sodium hydroxide solution is also produced. These are important reagents for the chemical industry, eg sodium hydroxide for the production of soap Know that salt is an important raw material. Know that we get sodium, hydrogen, chlorine, and sodium hydroxide from it. Give one industrial use for each of the products. Activity: Electrolysis of NaCl solution in Petri dish with universal indicator. To establish split into chlorine (bleaches indicator), an alkali ( turns indicator blue/purple) and an unknown gas. Students draw diagrams to show the experiment and the results. Demo: of Hoffman voltameter to show products clearly and also to enable hydrogen gas to be collected and tested (use acidified NaCl and Petri dish, carbon electrodes, power pack and wires and 1 mol dm 3 NaCl solution. Hoffman voltameter, test tubes, 1 mol dm 3 NaCl solution, litmus solution, test tubes, litmus paper and power pack and wires. VLE/Interactive software, eg useful materials from rocks. RSC Alchemy video on

and chlorine for the production of bleach and plastics. litmus solution to make demo spectacular and easier to understand the electrode processes). Task: Students draw diagrams to show the experiment and the results. Discuss: why hydrogen is formed. Relate to reactivity series position of sodium, and industrial uses of sodium chloride. Students make notes. Chemicals from Salt can be found at www.rsc.org/education/teach ers/s/alchemy/index.htm

C10i Aluminium is manufactured by electrolysis of a molten mixture of aluminium oxide and cryolite. Aluminium forms at the negative electrode and oxygen at the positive electrode. The positive electrode is made of carbon, which reacts with the oxygen to produce carbon dioxide. Electrolysis is used to electroplate objects, for reasons such as appearance, durability and prevention of corrosion. It includes copper plating and silver plating. Know the ore of aluminium. Describe how aluminium is extracted by electrolysis. Students should understand why cryolite is used. Students should be aware that large amounts of energy are needed in the extraction process. 1 Task: Explore the extraction of aluminium, as either video or worksheet, or use RSC Alchemy, or mini-project. Do students know that in the 1850s aluminium was the most expensive metal in the world (it was extracted from its ore by a thermite reaction using sodium metal)? Now, with electrolysis, it is cheap enough to make cans from. VLE/Interactive software, eg Useful materials from metal ores. Visit the RSC Alchemy for more information on Aluminium at www.rsc.org/education/teach ers/s/alchemy/index.htm Remember that the only reason that cryolite is needed for the process is to reduce the melting point of aluminium oxide to less than 1000 C and save money/reduce energy costs. C10h Know what electroplating is and how it works. 1 Activity: electroplating copper foil with nickel (using nickel sulfate solution). Students report their experiment. Discuss: Uses of electroplating including silver and copper. Explore what is happening in terms of electrons at both electrodes. Students draw diagrams to explain. Copper electrode, nickel electrode, power pack and wires, 1 mol dm -3 NiSO 4 solution and 100 cm 3 beaker. HT only

C11 Analysis C11.1 Analysing substances C11.1 a Flame tests can be used to identify metal ions: lithium compounds result in a crimson flame sodium compounds result in a yellow flame potassium compounds result in a lilac flame calcium compounds result in a red flame barium compounds result in a green flame. Recognise the presence of these ions by this test. 1 Discuss: Teacher-led discussion about forensic crime and the need for analytical chemistry to determine what chemicals are present in a variety of situations. Activity: Students carry out flame tests on named metal ions to find out the flame colouration. They then use the technique to identify two unknown compounds. Task: Prepare results chart and complete it. Splints or wires, solid samples of compounds: LiCl NaCl KCl CaCl 2 BaCl 2 HCl(aq) (to clean wires in) and matches and splints. Flame colours of other metal ions are not required knowledge.

C11.1 b Aluminium, calcium and magnesium ions form white precipitates with sodium hydroxide solution but only the aluminium hydroxide precipitate dissolves in excess sodium hydroxide solution. Students should be able to recognise the presence of these ions in water by this test. 1 Discuss: Teacher-led discussion about another method of identifying metal ions, this time using sodium hydroxide. Activity: Adding sodium hydroxide solution to solutions of metal ions. Students should add small amounts of sodium hydroxide and observe what happens after each addition. Students should be warned that adding more to one solution will produce a further change. Task: Students prepare and complete results chart. Remind them that each solid that appears is a precipitate. Test tubes, NaOH (aq), pipettes, solutions of: CuSO 4 AlCl 3 MgCl 2 CaCl 2 FeSO 4 FeCl 3 NB FeSO 4 must be freshly produced. C11.1 c Copper(II), iron(ii) and iron(iii) ions form coloured precipitates with sodium hydroxide solution. Copper forms a blue precipitate, iron(ii) a green precipitate and iron(iii) a brown precipitate.

C11.1 d Carbonates react with dilute acids to form carbon dioxide. Carbon dioxide produces a white precipitate with limewater, which turns limewater cloudy. Recognise the presence of these ions in water by this test. 1 Demo: Teacher-led demonstration of effect on acid on carbonates, and limewater test as a revision and introduction to testing halide and sulfate ions. C11.1 e Halide ions in solution produce precipitates with silver nitrate solution in the presence of dilute nitric acid. Silver chloride is white, silver bromide is cream and silver iodide is yellow. Activity: Test halide ions, and then sulfate ions. Task: Students prepare a results chart and complete it: name of compound effect of adding silver nitrate and nitric acid. barium chloride and hydrochloric acid Test tubes and racks, silver nitrate solution, dilute nitric acid, dilute hydrochloric acid, barium chloride, solution, solutions of sodium, sulfate, sodium chloride, sodium bromide and sodium iodide. Students should consider why hydrochloric acid should not be used in the halide test, nor sulfuric acid in the sulfate test. Establish reliable tests for each halide ion and sulfates, using the results of the experiment. Students make notes in their books. : Write word, then symbol

equations for each reaction. C11.1f Sulfate ions in solution produce a white precipitate with barium chloride solution in the presence of dilute hydrochloric acid.

C11.1 g A mixture consists of two or more elements or compounds not chemically combined together. The chemical properties of each substance in the mixture are unchanged. It is possible to separate the substances in a mixture by physical methods, including distillation, filtration and crystallisation. 1 Discussion: Reminder about mixtures, elements and compounds. Students write definitions out. C11.1 h Paper chromatography can be used to analyse substances present in a solution, eg food colourings and inks/dyes. Students should be able to describe how to carry out paper chromatography separations.. Students have to be aware that solvents other than water can be used and that the separation depends on the relative solubilities of the components. Activity: using paper chromatography. The R f value for each of the dyes used should be calculated. Food dyes or inks, filter paper/chromatography paper, pipettes and 250 cm 3 beaker. Higher Tier students should be able to describe how the components of a mixture can be identified using Rf values

P1 Forces and their effects P1.1 Motion P1.1a Scalars are quantities that have magnitude only. Vectors are quantities that have magnitude and an associated direction. Understand the difference between scalar and vector quantities and give examples of both. Students should be aware that distance, speed and time are examples of scalars and displacement; velocity, acceleration, force and momentum are examples of vectors. 2 Activity: Sort quantities into scalars and vectors. Cards showing the names of quantities to sort into scalars and vectors. Know some examples of both scalars and vectors. P1.1b If an object moves in a straight line, how far it is from a certain point can be represented by a distance time graph. Be able to construct and interpret distance time graphs for an object moving in a straight line when the body is stationary or moving with constant speed. Activity: Datalogging equipment to graph distance and time. Datalogging equipment, graph paper. Be able to construct distance time graphs for an object moving in a straight line. P1.1c The speed of an object can be determined from the gradient of a distance time Know how to calculate the speed of an object from the gradient of a distance time graph. Activity: Drawing and interpreting distance time graphs and using them to determine speed. Activity: Use of train timetables to build distance time graphs to Interactive motion graph can be found at http://www.nuffieldfoundation. org/practical-physics/simple- motion-experiments- Be able to determine the gradient of a graph. Be able to draw

graph. If an object is accelerating its speed at any particular time can be determined by finding the gradient of the tangent of the distance time graph at that time. (H Tier) compare fast and slow trains. datalogger Train timetables a tangent to a graph and determine its gradient. P1.1d The velocity of an object is its speed in a given direction. Understand the difference between speed and velocity. Activity: Carry out calculations using v = s t P1.1e The velocity of an object is given by the equation v = s t Know how to calculate the speed of an object from the equation. Activity: Students calculate speed for Usain Bolt s world record. : Students sketch a distance time graph of their journey to school. http://news.bbc.co.uk/sport 1/hi/athletics/8204381.stm calculators

P1.1f P1.1g P1.1h The acceleration of an object is given by the equation v u a = t The acceleration of an object can be determined from the gradient of a velocity time graph. The distance travelled by an object can be determined from the area under a velocity time graph. Know how to calculate the acceleration of an object from the equation. Be able to construct and interpret velocity time graphs for an object moving in a straight line when the body is moving with a constant speed, accelerating or decelerating. Know how to determine the acceleration of an object from the gradient of a velocity time graph. Calculate acceleration from a velocity time graph. (H Tier) Know how to determine the distance travelled by an object from the area under a velocity time graph. Calculate distance travelled from a velocity time graph. (H Tier) 1 Activity: Carry out calculations using v u a = t Activity: View interactive software to show velocity time graphs. Activity: Drawing and interpreting graphs and calculating acceleration and distance. Activity: Use ticker timers to produce a velocity time graph and calculate acceleration. : BBC GCSE Bitesize Representing motion. Interactive software to show velocity time graphs can be found at http://phet.colorado.edu/en/si mulation/moving-man Graph paper Ticker timer, power supply, runway, Sellotape, trolley. Information on representing motion can be found on the BBC GCSE Bitesize website at www.bbc.co.uk/schools/gcseb itesize/science/add_aqa/force s Be able to determine the area under a graph. Take care to check whether you are dealing with a distance time graph or a velocity time graph in examination questions.

P1.2 Resultant forces P1.2a P1.2b Whenever two objects interact, the forces they exert on each other are equal and opposite. A number of forces acting at a point may be replaced by a single force that has the same effect on the motion as the original forces all acting together. This single force is called the resultant force. Understand that forces occur in pairs, acting on different objects. Understand the term resultant force and be able to determine the resultant of opposite or parallel forces acting in a straight line. 1.5 Activity: Tug of war type experiments using forcemeters. Demo: Use masses to sink a toy boat to show changing force causes change in motion. Activity: Toy cars rolling down ramps of different surfaces and heights to demonstrate the effects of resultant forces. : Questions on drawing forces acting on objects and calculating the resultant force. Forcemeters, ramps and toy cars. Know what is meant by a resultant force and the effect that a resultant force has on the motion of an object. P1.2c, d, e A resultant force acting on an object may cause a change in its state of rest or motion. Understand that a resultant force acting on an object may affect its motion. Understand that if the resultant force acting on a stationary object is: zero the object will remain stationary not zero the object will accelerate in the direction of the resultant force.

Understand that if the resultant force acting on a moving object is: zero the object will continue to move at the same speed and in the same direction. not zero the object will accelerate in the direction of the resultant force.

P1.3 Momentum P1.3a The relationship between momentum mass and velocity is Know how to calculate the momentum of a moving object. 3 Activity: Make measurements to determine the momentum of moving objects. Know the terms in the equation and their units. p = m x v Activity: Carry out calculations using p = m x v P1.3b In a closed system the total momentum before an event is equal to the total momentum after the event. This is called the conservation of momentum. Understand that momentum is conserved in collisions and explosions. Complete calculations involving two objects colliding or exploding. Demo: Demonstration of simple colliding system, eg moving trolley colliding with and adhering to a stationary trolley; measuring masses and velocities to calculate momentum before and after the collision. Demo: Demonstration of simple exploding system, eg two stationary trolleys joined by a compressed spring, and then released; measuring masses and velocities to calculate momentum after the collision, having started at rest. Colliding trolleys equipment; method of measuring velocities, eg datalogging, light gates and timers etc. Information on momentum can be found on the BBC GCSE Bitesize website at www. bbc.co.uk/schools/ gcsebitesize/science/ add_aqa/forces Be able to perform calculations for collision and explosions. Remember that momentum has a direction. P1.3c The relationship between force, change in momentum and time is Use the relationship to explain safety features such as air bags, seat belts, gymnasium crash mats, cushioned surfaces for Activity: Carry out calculations using F = p t Know the terms in the equation and their units.

F = p t playgrounds and cycle helmets. Discuss: Discussion of use of jet packs for moving in space, and rocket travel. Work done by external force changing momentum of a body, eg work done by force changing shape of car in crumple zones. Importance of time during which work is done reducing the force involved. : Visit BBC GCSE Bitesize for information on momentum.

P1.4 Forces and braking P1.4a P1.4b P1.4c P1.4d When a vehicle travels at a steady speed the resistive forces balance the driving force. The greater the speed of a vehicle the greater the braking force needed to stop it in a certain distance. The stopping distance of a vehicle is the sum of the distance the vehicle travels during the driver s reaction time (thinking distance) and the distance it travels under the braking force (braking distance). A driver s reaction time can be affected by tiredness, drugs and alcohol. Understand that for a given braking force the greater the speed, the greater the stopping distance. Understand the concept of reaction time. Understand the distinction between thinking distance, braking distance and stopping distance. Appreciate that distractions may affect a driver s ability to react and know the factors which could affect a driver s 2 Activity: Online reaction time test. Measurement of reaction times using stopwatches or falling rulers. Can be repeated using distractions for example listening to music or talking. Invite an outside speaker from police or road safety organisation. Discuss: Small group discussion about factors affecting stopping distance. Activity: Investigate factors that determine the frictional force between a block and a bench. Video: Watch video clips on speed and stopping distance, and distractions and driving. : Research stopping distances at different speeds; design a poster about factors affecting thinking distance. Research: Research which markings on roads are used to try to make drivers think about stopping distances and those which are to try and make drivers reduce their speed. http://www.bbc.co.uk/science/ humanbody/sleep/sheep/react ion_version5.swf Stopwatches and rulers. Video clips about speed and stopping distance can be found at http://www.seattleduiattorney.com/media/duivideos.php Block with hook, forcemeter, sandpaper and water. Video clips about distractions and driving can be found at http://think.direct.gov.uk/index.html Know the difference between thinking distance, braking distance and stopping distance.

P1.4e P1.4f When the brakes of a vehicle are applied, work done by the friction force between the brakes and the wheel reduces the kinetic energy of the vehicle and the temperature of the brakes increases. A vehicle s braking distance can be affected by adverse road and weather conditions and poor condition of the vehicle. reaction time. Understand that adverse road conditions (including wet or icy conditions) and poor condition of the car (brakes or tyres) affect braking distance.

P1.5 Forces and terminal velocity P1.5a The faster an object moves through a fluid the greater the frictional force that acts on it. Know which forces act on an object moving through a fluid. 2 Demo: Demonstrate streamlined and non-streamlined shapes falling through water/washing-up liquid. Long glass tubes containing water or washing-up liquid, plasticine shapes, stopwatch, electric balances, forcemeters, sheets of paper, cotton, masses, stopwatches. P1.5b An object falling through a fluid will initially accelerate due to the force of gravity. Eventually the resultant force will be zero and the object will move at its terminal velocity. Be able to describe and explain how the velocity of an object falling through a fluid changes as it falls. Understand why the use of a parachute reduces the parachutist s terminal velocity Video: Watch videos on skydiving. Activity: Investigating the relationship between mass and weight, eg weighing objects on an electric balance and a force-meter. Activity: Investigate the effect of area of a paper parachute on a falling mass. Paper cake cases, available in various sizes, are very effective. Video clips of skydiving can be found at http://science.discovery.com/v ideos/head-rush-terminalvelocity.html Understand why the use of a parachute reduces the parachutist s terminal velocity. P1.5c The relationship between weight, mass and gravitational field strength is W = m g. Be able to calculate the weight of an object, given its mass. Discuss: The difference between mass and weight. Activity: Use of scales to measure the mass of objects in kilograms and then convert to weight in newtons. Activity: Carry out calculations using W = m g. : Research the shape of performance vehicles in reducing air resistance. Top pan balance, various objects. Know the terms in the equation and their units.

P1.6 Forces and elasticity P1.6a A force acting on an object may cause a change in the shape of the object. 2 Activity: Investigate the effect of forces on the extension of a spring. Activity: Investigate the effect of stretching elastic band catapults by different amounts on the distance a fired paper pellet travels. Springs, rulers, hanging masses and elastic bands. Inexpensive toys can act as a good stimulus. Be able to convert from cm to m. Activity: Investigating forces and the elasticity of springs. P1.6b An object behaves elastically if it returns to its original shape when the force is removed. Understand that when an elastic object is stretched it stores elastic potential energy. P1.6c A force applied to an elastic object will result in the object stretching and storing elastic potential energy. P1.6d For an object behaving elastically, the extension is directly proportional to the force applied, Understand the relationship between force and extension of an elastic object and be able to use the equation. Activity: Carry out calculations using F = k e : Students draw graphs to show their investigation results. Understand what is meant by directly proportional. Know the terms in

provided that the limit of proportionality is not exceeded. The relationship between the force and the extension is F = k e Or Students research toys they have had that have worked using stored potential energy, e.g. pull back motor cars. the equation and their units.

P1.7 Forces and energy P1.7a Work is done when a force causes an object to move through a distance. 2 Activity: Calculating Students work done and power output in different situations, eg running up stairs, lifting sandbags onto a table etc. Bathroom scales, rulers, stopwatches, falling object, light gate and timer. Know the terms in the equations and their units. P1.7b The relationship between work done, force and distance moved in the direction of the force is W = F d Demo: Motor lifting a mass, and calculation of work and power. Activity: Carry out calculations using W = F d Power supply, motor, line shaft, G clamp, mass and rule Be able to convert from g to kg. P1.7c Energy is transferred when work is done. P1.7d Work done against frictional forces causes energy transfer by heating. P1.7e The relationship between power, work done or energy transferred and time is Know how to calculate the work done on an object and the power developed. Activity: Carry out calculations using P = W t P = W t

P1.7f The relationship between gravitational potential energy, mass, gravitational field strength (acceleration of free fall) and height is E p = m g h Understand that when an object is raised vertically, work is done against gravitational force and the object gains gravitational potential energy. Know how to calculate the change in gravitational potential energy of an object. Activity: Measurement of initial gravitational potential energy (GPE) and final kinetic energy (KE) of a falling object, eg using a light gate and timer. Activity: Carry out calculations using E p = m g h P1.7g The relationship between kinetic energy, mass and speed is E k = 1 2 m v 2 Understand the transfer of kinetic energy in particular situations, such as space shuttle re-entry or meteorites burning up in the atmosphere. Activity: Carry out calculations using E k = 1 2 m v 2 : Calculations using the different equations. Know how to calculate the kinetic energy of a moving object.

P2 Waves P2.1 General properties of waves P2.1a Waves transfer energy and information without transferring matter. 3 P2.1b P2.1c Waves may be either transverse or longitudinal. Understand that in a transverse wave the oscillations are perpendicular to the direction of energy transfer. Understand that in a longitudinal wave the oscillations are parallel to the direction of energy transfer. Understand the terms compression and rarefaction. Demo: Demonstration of transverse and longitudinal waves using slinky springs or other equipment. Role Play: Mexican hand wave / line up and step left then right. Video: Watch a video on wave properties. : Produce a poster to show transverse and longitudinal waves. Slinky springs, wave machine equipment and computer access. A useful interactive video clip can be found on BBC GCSE Bitesize An Introduction to waves at http://www.bbc.co.uk/schools/ gcsebitesize/science/aqa/wav es/ Be able to explain the difference between transverse and longitudinal waves. P2.1d Electromagnetic waves are transverse, sound waves are longitudinal and mechanical waves may be either transverse or

longitudinal. P2.1e Waves can be reflected, refracted and diffracted. Understand the circumstances where a wave is reflected, refracted or diffracted. Demo: Demonstration of reflection, refraction and diffraction of waves using a ripple tank. Ripple tank and accessories. Be able to complete wavefront diagrams for reflection, refraction and diffraction. Appreciate that for appreciable diffraction to take place the wavelength of the wave must be of the same order of magnitude as the size of the obstacle or gap. P2.1f When identical sets of waves overlap they interfere with each other. Be able to complete diagrams to illustrate interference. Demo: Demonstration of interference of waves using a signal generator and two speakers. Signal generator and speakers. Signal generator, vibration. P2.1g Waves may be described in terms of their frequency, wavelength, time period and amplitude. Understand the terms frequency, wavelength and amplitude and be able to annotate a diagram to show these terms. Activity: Investigate transverse waves using a vibrating string. oscillator, string, pulley, mass hanger, masses, metre rule P2.1h The relationship between wave speed, frequency and wavelength is v = f λ Activity: Carry out calculations using the equation v = f λ. : Produce a poster to show what is meant by frequency, wavelength and amplitude. Know the terms in the equation and their units.

P2.2 The electromagnetic spectrum P2.2a Electromagnetic waves form a continuous spectrum and all types of electromagnetic wave travel at the same speed through a vacuum (space). Know the order of electromagnetic waves within the spectrum, in terms of energy, frequency and wavelength. Appreciate that the wavelengths of the electromagnetic spectrum range from 10-15 to 10 4 and beyond. 3 : Make a display poster showing the properties and uses of electromagnetic waves. Or Make up an illustrated mnemonic showing the order of the waves in the electromagnetic spectrum. Sending Information can be found on BBC GCSE Bitesize at http://www.bbc.co.uk/schools/ gcsebitesize/science/aqa/wav es/ Computer or reference book access. Know the order of the electromagnetic waves within the spectrum in terms of energy, frequency and wavelength. P2.2b Radio waves, microwaves, infrared and visible light can be used for communication. Know situations in which waves are typically used for communication. Demo: Demonstration of microwave properties using microwave transmitter and detector. Demo: Demonstration of infrared properties using a remote handset. Use a digital camera to show the light. Computer access, microwave transmitter and detector apparatus, digital camera, remote control, optical fibres Demo: Demonstration of visible light properties using optical fibres. P2.2c Electromagnetic waves have many uses. Give examples of the uses of each part of the electromagnetic spectrum. Research: Group research into properties and uses of electromagnetic waves.

P2.2d Exposure to electromagnetic waves can be hazardous. Give examples of the hazards associated with each part of the electromagnetic spectrum. Research: Group research into hazards of electromagnetic waves and appropriate precautions. Discuss: The concerns surrounding possible risks related to mobile phone use. P2.2e X-rays are part of the electromagnetic spectrum. They have a very short wavelength, high energy and cause ionisation. P2.2f Properties of X- rays. Know that X-rays affect a photographic film in the same way as light, are absorbed by metal and bone but are transmitted by soft tissue. Understand that X-rays can be used for diagnosis of bone fractures and dental problems, in computerised tomography (CT) scans, and in treatment by killing cancer cells. Activity: view images of X-rays An interesting article on X-ray images, Artist s X-ray images seek beauty underneath, can be found at http://www.msnbc.msn.com/id /24792453 At the bottom of this article is a video about Nick Veasey s work. P2.2g X-rays can be used to diagnose and treat some medical conditions. Know that the use of CCDs allows images to be formed electronically. Research: Group research into uses and dangers of X-rays. Activity: Visit to X-ray department at a local hospital. : Research into discovery of X-rays. A video clip on the medical uses of X-rays can be found on the BBC website at http://www.bbc.co.uk/learning zone/clips/medical-uses-of-xrays-the-electromagneticspectrum/1455.html Know the uses and dangers of medical X-rays.

P2.2h The use of high energy ionising radiation can be dangerous Give examples of the precautions that need to be taken to monitor and minimise the levels of radiation that people who work with it are exposed to.

P2.3 Sound P2.3a Sound waves are longitudinal waves and cause vibrations in a medium, which are detected as sound. Know how sound waves are produced. 3 Demo: Properties of sound using signal generator, loudspeaker and cathode ray oscilloscope (CRO). Demo: Electric bell in bell jar type apparatus to show the need for a medium. Signal generator, loudspeaker, CRO, Bell in bell jar apparatus P2.3b P2.3c The range of human hearing. The pitch of a sound is determined by its frequency and loudness by its amplitude. Know that the range is about 20 Hz to 20 000 Hz. Understand the relationship between the pitch of a sound and the frequency of the sound wave. : Research what happens to the range of audible sounds as a person ages. Demo: Demonstration of limit of human hearing using signal generator and loudspeaker. Signal generator and loudspeaker. Know the relationships between pitch and frequency, loudness and amplitude. P2.3d Sound waves can be reflected (echoes) and diffracted. Understand how echoes are formed. Demo: Demonstration of echoes from an outside wall. A useful video clip on echoes and their use in sonar can be found on the BBC website at http://www.bbc.co.uk/learning zone/clips/echoes-and-theiruse-in-sonar/14.html

P2.4 Reflection P2.4a When waves are reflected the angle of incidence is equal to the angle of reflection. 2 Activity: Investigation into the reflection of light at different angles from a plane mirror. Activity: Investigate location of an image using a lit and unlit candle positioned between Perspex. Video: Watch video clip on wave reflection. : Practice drawing ray diagrams to show the image formed in a plane mirror. Plane mirrors, ray boxes and protractors. Candles, matches and Perspex. A video clip on wave reflection can be found on the BBC website at http://www.bbc.co.uk/learning zone/clips/wavereflection/4554.html Be able to construct a ray diagram to show the image formed in a plane mirror. P2.4b P2.4c The normal is a construction line perpendicular to the reflecting surface at the point of incidence. The image produced in a plane mirror is virtual. Draw diagrams showing rays of light being reflected from a plane mirror, labeling incident and reflected rays, angles of incidence and reflection, and the normal. Understand how an image is formed by a plane mirror, and why it is virtual.

P2.5 Red-shift P2.5a If a wave source is moving relative to an observer there will be a change in the observed wavelength and frequency. This is known as the Doppler effect. Be able to explain the Doppler effect. Know that when the source moves away from the observer, the observed wavelength increases and the frequency decreases; when the source moves towards the observer, the observed wavelength decreases and the frequency increases. 3 Demo: Demonstration of Doppler effect using sound. Apparatus to demonstrate Doppler effect, eg length of tubing swung in a circle. Be able to explain the Doppler effect. P2.5b There is an observed increase in the wavelength of light from most distant galaxies. The further away the galaxies, the faster they are moving and the bigger the observed increase in wavelength. This effect is called redshift. Be able to explain the term red-shift. Know that the further away the galaxies are, the faster they are moving, and the bigger the observed increase in wavelength. Video: Watch video clips of redshift, Big Bang theory, and CMBR. Video clips of red- shift, the Big Bang theory, and CMBR can be found at http://www.pbs.org/wgbh/nova /space/origins-seriesoverview.html

P2.5c The observed redshift provides evidence that the universe is expanding and supports the Big Bang theory (that the universe began from a very small initial point). Be able to explain how redshift provides evidence that the universe is expanding. Know that the Big Bang theory indicates that the universe began from a very small initial point. Demo: Demonstration of the expanding universe by inflating a balloon with stickers representing galaxies. Research: Group research into the origins of the universe. Balloon and stickers/masking tape Be able to explain the term redshift and the Big Bang theory. P2.5d Cosmic microwave background radiation (CMBR) is a form of electromagnetic radiation filling the universe. It comes from radiation that was present shortly after the beginning of the universe. Know that CMBR comes from radiation that was present shortly after the beginning of the universe. : Research into the discovery of CMBR. P2.5e The Big Bang theory is currently the only theory that can explain the existence of CMBR.

P3 Heating processes P3.1 Kinetic theory P3.1a Kinetic theory can be used to explain the different states of matter. Draw simple diagrams to model the difference between solids, liquids and gases. 3 Activity: Individual/class demonstration of interactive kinetic theory modelling computer program. : Designing a poster to illustrate the arrangement, movement and energy of the particles in solids, liquids and gases. Access to computers; interactive kinetic theory modelling program. Useful information can be found at http://www.preparatorychemis try.com/bishop_kmt_frames. htm Be able to describe the arrangement and movement of particles in solids, liquids and gases. P3.1b The particles of solids, liquids and gases have different amounts of energy. Describe the states of matter in terms of the energy of their particles. P3.1c The specific heat capacity of a substance is the amount of energy required to change the temperature of one kilogram of the substance by one degree Celsius. Understand the meaning of specific heat capacity. Evaluate different materials according to their specific heat capacities, eg hot water, which has a very high specific heat capacity, oilfilled radiators and electric storage heaters containing concrete. Activity: Class experiment using small immersion heaters to heat blocks of metal/containers of water to calculate specific heat capacity. Discuss: Discussion as to whether the filling in hot pies is hotter than the pastry when removed from the oven, or similar example. Why do some foods with a filling of differing specific heat capacity sometimes warn about the filling being hot? Specific heat capacity apparatus, eg immersion heater, voltmeter, ammeter, stopwatch, metal blocks, top pan balance, thermometer.

P3.1d The relationship between energy, mass, specific heat capacity and temperature change is E=m c θ : Carry out calculations using the equation E=m c θ Know the units of each of the quantities in the specific heat capacity equation; know how to convert grams to kilograms and joules to kilojoules. P3.1e The specific latent heat of vaporisation of a substance is the amount of energy required to change the state of one kilogram of the substance from a liquid to a vapour with no change in temperature. Understand the meaning of specific latent heat of vaporisation. Demo: Experiment to determine the latent heat of vaporisation of water. Understand that while a substance is changing state there is no change in temperature. P3.1f The relationship between energy, mass and specific latent heat of vaporisation is Activity: Carry out calculations using the equation E = m L v Higher Tier only E = m L v P3.1g The specific latent heat of fusion of a substance is the amount of energy required to change the state of one kilogram of the substance from a solid to a liquid with Understand the meaning of specific latent heat of fusion. Activity: Class experiment to determine the latent heat of fusion of ice. Specific latent heat apparatus, eg immersion heater, voltmeter, ammeter, hot water, ice, stopwatch, top pan balance. Understand that while a substance is changing state there is no change in temperature.

no change in temperature. P3.1h The relationship between energy, mass and specific latent heat of fusion is Activity: Carry out calculations using the equation E = m L f Higher Tier only E = m L f P3.1i The melting point of a solid and the boiling point of a liquid are affected by impurities. Activity: Investigate the melting point of pure and impure ice. Investigate the boiling point of distilled water and salt water. : Research the effect of impurities on the melting point of a solid and the boiling point of a liquid Pure/impure ice, beakers, thermometers, salt, distilled water, Bunsen/heating apparatus.

P3.2 Energy transfer by heating P3.2a Energy may be transferred by conduction and convection. Understand in simple terms how the arrangement and movement of particles determine whether a material is a conductor or an insulator. Understand the role of free electrons in conduction through a metal. Use the idea of particles moving apart to make a fluid less dense and to explain simple applications of convection. 4 Demo: Demonstrations of conduction, eg heating a metal bar with tacks stuck on with wax; Ingen- Hauz apparatus; rods of different materials held in a flame etc; heating rods on heat sensitive paper. Activity: Class investigation measuring the temperature of hot water in a container with different materials wrapped round it. Demo: Demonstrations of convection, eg paper coil held above heat source, convection tube with water and potassium permanganate; convection chimney etc. Use of jumbo black bag lifted by convection to sky. Conduction demonstrations kits Containers of hot water wrapped in different materials. Convection demonstration kits Product of Hawkin s Bazaar, Science museum shop. A video clip on heat transfer can be found on the BBC website at http://www.bbc.co.uk/learning zone/clips/frying-an-egg-witha-paper-pan/8762.html Access to computers, interactive kinetic theory modelling program. Know that air is an excellent insulator and examples of insulation materials using trapped air. : Make a survey or collection of material used in the take away food industry, explaining why it has been chosen. : Research the effect of the Gulf Stream and what the weather would be like without it. Activity: Individual use/class demonstration of interactive kinetic

theory modelling computer program to explain evaporation and condensation. P3.2b Energy may be transferred by evaporation and condensation. Explain evaporation and the cooling effect this causes using the kinetic theory. Demo: evaporation causing cooling Thermometer wrapped in wet tissue. Thermometer and paper towel/tissue. Be able to explain why evaporation causes the surroundings to cool. P3.2c The rate at which an object transfers energy by heating depends on a number of factors. Know that the rate at which an object transfers energy by heating depends on: surface area and volume the material from which the object is made the nature of the surface with which the object is in contact the temperature difference between the object and its surroundings. Discuss: factors affecting the rate at which an object transfers energy by heating. Activity: In small groups, students prepare a presentation on a topic to present to the class, eg animal adaptations in terms of energy transfer, how each of the factors affects the rate at which an object transfers energy by heating and an application of this etc. Be able to apply knowledge of the factors that affect the rate of energy transfer to different practical situations. Be able to explain the design of devices in terms of energy transfer, eg cooling fins. Be able to explain animal adaptations in terms of energy transfer, eg relative ear size of animals in cold and warm climates.

P3.2d The bigger the temperature difference between an object and its surroundings, the faster the rate at which energy is transferred by heating. Activity: Rate of cooling experiment - how the temperature difference affects rate of cooling. Time how long it takes water to cool by 10 o from different starting temperature. : Students create an imaginary animal which has evolved to deal with certain climatic conditions. Kettle/Bunsen, beakers, thermometers, stop clocks. P3.2e Most substances expand when heated. Understand that the expansion of substances on heating may be a hazard or useful. Demo: Demonstration of expanding on heating e.g. ball and hoop, bimetallic strip. Activity: Investigate expansion of different liquids inside a capillary tube. Ball and hoop, bi-metallic strip, Bunsen burner. Capillary tube and different liquids. : Research examples where the expansion of substances on heating is a hazard (e.g. roofs and bridges) and where it is useful (e.g. the bi-metallic strip.

P3.3 Infrared radiation P3.3a All objects emit and absorb infrared radiation. Understand what infrared radiation is. 2 Video: Watch a video clip or view images of thermographs. Video clip/images of thermographs can be found at www.youtube.com by searching for Infrared: More Than Your Eyes Can See. Understand the difference between an object emitting infrared radiation and absorbing infrared radiation. P3.3b The hotter an object is the more infrared radiation it radiates in a given time. Research into thermographic imaging to detect tumours, or locate bodies following natural disasters Demo: Demonstration of Leslie s cube or similar apparatus. Leslie s cube and infrared detector or similar apparatus. P3.3c Dark, matt surfaces are good absorbers and good emitters of infrared radiation. Understand the difference between emission and absorption of infrared radiation. Activity: Class experiment to measure the cooling of hot water in shiny and dark cans. Discussion of independent, dependent and control variables. Cans with light shiny and dark matt outer surfaces, thermometers. Know how the nature of a surface affects the amount of infrared emitted and absorbed. P3.3d Light, shiny surfaces are poor absorbers and poor emitters of infrared radiation. Know the factors that affect the rate at which an object emits infrared radiation. Know the factors that affect the rate at which an object absorbs infrared radiation. Demo: Demonstrations of dark/shiny objects absorbing heat, e.g. use of datalogging temperature of water in two cans near a radiant heater. Datalogging temperature sensors, radiant heater and shiny/black cans.

P3.3e Light, shiny surfaces are good reflectors of infrared radiation : Explain why marathon runners are wrapped in foil blankets following a race and why kettles are light coloured. : Explain why houses and cars in hot countries tend to be light in colour.

P3.4 Energy transfers and efficiency P3.4a Energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed. 2 Activity: Circus of energy transfer devices. : Research into James Joule s experiments. Energy transfer devices, E.g. battery operated electric bell, wind-up toy etc. P3.4b When energy is transferred only part of it may be usefully transferred; the rest is wasted. Describe the energy transfers and the main energy wastages that occur in a range of situations or appliances. Demo: Heating effect of drill, Heating effect of wire carrying a current, will burn paper. Activity: Efficiency of an electric motor lifting a load. Drill, scrap wood, wire, touch paper and power pack. Power supply, motor, line shaft, G clamp, masses and rule P3.4c Wasted energy is eventually transferred to the surroundings, which become warmer. This energy becomes increasingly spread out and so becomes less useful. Activity: Investigate energy loss in a ball bounce. Ruler and ball.

P3.4d The efficiency of a device can be calculated using Efficiency = useful energy out total energy in and Efficiency = useful power out total power in Understand the concept of efficiency and why an efficiency can never be greater than 100%. Use the equations to calculate efficiency as a decimal or percentage. Activity: Carry out calculations using the efficiency equations. Useful information on Heat transfer and efficiency can be found on the BBC website at http://www.bbc.co.uk/schools/ gcsebitesize/science/aqa/ener gyefficiency/ Know how to use the efficiency equations to calculate the efficiency either as a decimal or as a percentage. Understand why a device or process can never be greater than 100% efficient. P3.4e The energy flow in a system can be represented using Sankey diagrams. Interpret and draw a Sankey diagram. Activity: Draw Sankey diagrams, having identified major sources of wasted energy. : Use retail catalogues e.g. for washing machines and fridges, to see how manufacturers are aware of the need for efficiency, and how it may influence the choice of appliance by consumers. Be able to draw and interpret Sankey diagrams.

P3.5 Heating and insulating buildings P3.5a Solar panels may contain water that is heated by radiation from the Sun. Understand that the water from solar panels may be used to heat buildings or provide domestic hot water. 1 Demo: Demonstration of model solar panel water heater. Model solar panel water heater. Understand the term pay-back time in relation to heating and insulation of buildings. P3.5b There are a range of methods used to reduce energy loss and consumption. P3.5c U-values measure how effective a material is as an insulator. Be able to evaluate the effectiveness of different types of material used for insulation, including U-values and economic factors including payback time. Research: Students research U- values of common insulating materials. P3.5d The lower the U- value, the better the material is as an insulator. Be able to evaluate the efficiency and cost effectiveness of methods used to reduce energy consumption. : Given data calculate the payback time for different methods of insulation.

P4 Electricity P4.1 Electrical circuits P4.1a P4.1b P4.1c Electrical charges can move easily through some substances, for example metals. Electric current is a flow of electric charge. The relationship between current, charge and time is Understand that a flow of electrical charge constitutes a current. Use the equation relating current, charge and time. 2 Video: Watch video clips or computer simulations of current as a flow of charge. Activity: Set up simple circuits and using an ammeter to measure current and a voltmeter to measure p.d. Video clips or computer simulations of current as a flow of charge can be found at http://phet.colorado.edu/en/si mulation/circuit-constructionkit-dc Equipment for setting up simple circuits, eg battery packs, small value resistors, ammeters, low voltage light bulbs, variable resistors etc. I = Q t P4.1d The relationship between potential difference, energy transferred and Use the equation relating potential difference, charge and time Activity: Carry out calculations using the equations I = Q t Higher Tier only charge is V = E Q and V = E Q

P4.1e Circuit diagrams use standard symbols. Know the standard circuit symbols as shown in the specification. Draw and interpret circuit diagrams. Activity: Translating real circuits into circuit diagrams. Teacher dictates circuits which students draw. : Learn circuit symbols. Small white boards for showing circuits. Be able to recognise and draw the electrical circuit symbols.

P4.1f Current potential difference graphs are used to show how the current through a component varies with the potential difference across it. Know and explain the features of current potential difference graphs for a resistor, a filament bulb and a diode. 3 There are a huge number of downloadable experiments from the Practical Physics website, which can be found at http://www.nuffieldfoundation. org/practical-physics/watercircuit-modelling-current-andpotential-difference Know the shapes of the current potential different graphs for different components and be able to explain them P4.1g The resistance of a component can be found by measuring the current through and potential difference across, the component. Understand that the greater the resistance the smaller the current for a given potential difference across a component. Explain resistance in terms of ions and electrons (H Tier) P4.1h The current through a component depends on its resistance. P4.1i The relationship between potential difference, current and resistance is V = I R Use the equation relating current, potential difference and resistance. Activity: Carry out calculations using the equation V = I R : Practice calculations using the equation V = I R

P4.1j The current through a resistor (at a constant temperature) is directly proportional to the potential difference across the resistor. Activity: Class investigation measuring current through and potential difference across a fixed resistor, as the current is varied. Electric circuits apparatus, eg battery packs, low value resistors, ammeters, voltmeters, filament light bulbs, diodes, LEDs etc. P4.1k The resistance of a filament bulb increases as the temperature of the filament increases. Activity: Class investigation measuring current through and potential difference across, a filament light bulb, as the current is varied. P4.1l The current through a diode flows in one direction only. The diode has a very high resistance in the reverse direction. Activity: Class investigation measuring current through and potential difference across a diode, as the current is varied. : Draw graphs of experimental results.

P4.1m The potential difference provided by cells connected in series is the sum of the potential differences of each cell. Know how to work out the potential difference provided by a number of cells in series, taking in to account the direction in which they are connected. 3 Activity: Measuring current at different places in a series circuit. Activity: Measuring potential difference across each resistor and the battery in a series circuit. Activity: Calculate the resistance and draw conclusions. Electric circuits apparatus e.g. battery packs, low value resistors, ammeters, voltmeters, filament bulbs, thermistor, LDR etc. Useful information and activities can be found at www.hyperstaffs.info/work/ph ysics/child/main.html Know the properties of the current and potential difference in series and parallel circuits. And www.what2learn.com P4.1n For components connected in series how the resistance, current and potential difference are affected. Know that for components in series, the total resistance is the sum of the resistance of each component. Know that for components in series, there is the same current through each component. Know that for components in series, the total potential difference of the supply is shared between the components.

P4.1o For components connected in parallel how the current and potential difference are affected. Know that for components in parallel, the potential difference across each component is the same. Know that for components in parallel, the total current through the whole circuit is the sum of the currents through the separate components. Understand the use of thermistors in circuits, e.g. thermostats. Understand the use of lightdependent resistors in circuits e.g. for switching on lights when it gets dark. Activity: Measuring current at different places in a parallel circuit. Activity: Measuring potential difference across each resistor and the battery in a parallel circuit. : Interactive learning activities/games related to electrical circuits. Activity: Class investigation measuring current through and potential difference across a thermistor, as temperature is varied. Activity: Observe the effect of light intensity on the resistance of a LDR P4.1p An LED emits light when a current flows through it in the forward direction Know that there is an increasing use of light emitting diodes (LEDs) for lighting, as they use a much smaller current than other forms of lighting. Activity: Class investigation observing the effect of current direction on the output of an LED. P4.1q When an electrical charge flows through a resistor, the resistor gets hot. Understand that a lot of energy is wasted in filament bulbs by heating. Less energy is wasted in power saving lamps such as Compact Fluorescent Lamps (CFLs). Activity: Observe the effect of temperature on the resistance of a resistor. Research: The use of thermistors in circuits e.g. thermostats, and the use of light-dependent resistors in circuits, e.g. switching on lights when it gets dark.

P4.2 Household electricity P4.2a Cells and batteries supply current that always passes in the same direction. This is called direct current (d.c.). Understand the difference between direct current and alternating current. Compare and calculate potential differences of d.c. supplies and the peak potential differences of a.c. supplies from diagrams of oscilloscope traces. 3 Demo: Demonstration of cathode ray oscilloscope (CRO) traces of d.c. and a.c. and effect of increasing the p.d. and the frequency on the shape of the trace; measurement of p.d. and frequency from the trace. CRO, variable voltage d.c. supplies and variable frequency a.c. supply, e.g. signal generator, diodes three-pin plugs, cable, wire cutters, screwdrivers, fuse wire, ammeter, RCCB. Know how to calculate the potential differences of d.c. supplies and peak potential differences of a.c. supplies from oscilloscope traces. Know how to calculate the period and frequency of a supply from oscilloscope traces. P4.2b An alternating current (a.c.) is one that is constantly changing direction. P4.2c Mains electricity is an a.c. supply. In the UK it has a frequency of 50 cycles per second (50 hertz) and is Determine the period and hence the frequency of a supply from diagrams of oscilloscope traces. Useful information on mains electricity can be found on the BBC GCSE Bitesize at www.bbc.co.uk/schools/gcseb itesize/science/add_aqa/electr

about 230 V. icity P4.2d A diode may be used for half wave rectification of a.c. Describe the oscilloscope trace produced by half wave rectified a.c. Demo: Demonstration of CRO traces of half wave rectified a.c. P4.2e Most electrical appliances are connected to the mains using a cable and a three-pin plug. Know what materials are used in three-pin plugs and understand why they are used. Know the colour coding of the covering of the three wires used in three-pin plugs. Activity: Class experiment to wire a three-pin plug. : Identifying and correcting wiring faults in a number of diagrams of a three-pin plug. Three-pin plugs, cable, wire cutters, screwdrivers, fuse wire, ammeter, RCCB. Understand the purpose and the action of the fuse and the earth wire. P4.2f If an electrical fault causes too great a current to flow, the circuit is disconnected by a fuse or a circuit breaker in the live wire. Demo: Demonstration of the measurement of an increasing current through a length of fuse wire. P4.2g When the current in a fuse wire exceeds the rating of the fuse it will melt, breaking the circuit. Understand the link between cable thickness and fuse value. Know that some appliances are double insulated, and therefore have no earth wire connection. : Identify some domestic appliances that may not require an earth wire. P4.2h Some circuits are protected by Residual Current Circuit Breakers Know that RCCBs operate by detecting a difference in the current between the live and neutral wires. : Make a table of comparison between RCCBs and fuses. Know the advantages of an RCCB compared to a fuse.

(RCCBs), which operate much faster than a fuse. Know that an RCCB operates much faster than a fuse. P4.2i P4.2j Appliances with metal cases are usually earthed. The earth wire and fuse together protect the wiring of a circuit.

P4.3 Transferring electrical energy P4.3a The rate at which energy is transferred by an appliance is called the power. 2 Activity: Class experiment to measure the power of a low voltage light bulb and the energy transferred by measuring current, potential difference and time. Electric circuits apparatus, eg battery packs, low value resistors, ammeters, voltmeters, filament light bulbs etc. Activity: Class experiment to measure the power of different household appliances using a mains joulemeter. Mains joulemeter and various household appliances. P4.3b The relationship between power, energy transferred and time is P = E t Use the equation connecting power with energy transferred and time. Demo: Demonstration of measuring the energy transferred to a low voltage motor as it lifts a load (and compare to the gravitational potential energy gained by the load). Low voltage motor set up to lift a load P4.3c The relationship between power, current and potential difference is P = I V Use the equation connecting power with current and potential difference. Calculate the current through an appliance from its power and the p.d. of the supply and from this determine the size of fuse needed. Activity: Calculate the current through an appliance from its power and the p.d. of the supply and from this determine the size of fuse needed. Option to link to mains joulemeter appliances. Know the terms in the equations and their units; be able to convert from hours and minutes into seconds.

P4.3d The relationship between energy transferred, potential difference and charge is Use the equation connecting energy with potential difference and charge. Activity: Carry out calculations using the equations P = E t H Tier E = V Q and E = V Q P4.3e Everyday electrical appliances are designed to bring about energy transfers. Give examples of electrical appliances and the energy transfers they are designed to bring about. Activity: For selected household appliances, identify the energy transfers. P4.3f The amount of energy an appliance transfers depends on how long the appliance is switched on for and its power. Calculate the cost of mains electricity given the cost per kilowatt-hour. : Calculate the cost of using electrical appliances given the cost per kilowatt-hour. Option to link to mains joulemeter appliances. P4.3g The relationship between energy transferred from the mains, power and time is E = P t Interpret electricity meter readings to calculate total cost over a period of time. : Interpret electricity meter readings to calculate total cost of mains electricity over a period of time.

P4.4 The National Grid P4.4a Electricity is distributed from power stations to consumers along the National Grid. Identify and label the essential parts of the National Grid. 1 Video: Watch video clips of the National Grid. Demo: Demonstration model of main components of the National Grid. Discuss: Discussion of the advantages and disadvantages of overhead and underground power lines. : Produce poster to illustrate the National Grid. Video clips of the National Grid can be found on www.youtube.com by searching for How the National Grid responds to demand. A useful video on the generation of electricity can be found at http://www.bbc.co.uk/learning zone/clips/electricitygeneration-andtransmission/4559.html Be able to identify and label a diagram of the main parts of the National Grid. P4.4b For a given power, increasing the voltage reduces the current required. This reduces the energy losses in the cables. P4.4c Step-up and stepdown transformers are used to change voltages in the National Grid. Know why transformers are an essential part of the National Grid. Activity: Class investigates step-up and step-down transformers. : Produce a leaflet explaining why the use of transformers helps reduce energy losses in the cables. a.c. voltmeters, laminated cores, insulated coils of wire, 2V a.c. power supply, connecting wires etc.

P5 Nuclear physics P5.1 Atomic structure P5.1a The basic structure of an atom is a small central nucleus composed of protons and neutrons surrounded by electrons. Describe the structure of an atom. Know that, according to the nuclear model, most of the atom is empty space. Explain how results from the Rutherford and Marsden scattering experiments led to the plum pudding model being replaced by the nuclear model. Understand that new evidence can cause a theory to be re-evaluated. 1 Activity: Make model atoms from different coloured plasticine. Video: Watch video clips of atomic structure. Discuss: Discussion of how results from the Rutherford and Marsden scattering experiments led to the plum pudding model being replaced by the nuclear model. Coloured plasticine Video clips of atomic structure can be found on www.youtube.com by searching for Nuclear Energy Part 1. Information on Atoms and Isotopes can be found on BBC GCSE Bitesize at http://www.bbc.co.uk/schools/ gcsebitesize/science/add_aqa /atoms_radiation/ P5.1b The relative masses and relative electric charges of protons, neutrons and electrons. Learn the relative masses and charges of the particles.

P5.1c In an atom the number of electrons is equal to the number of protons in the nucleus. The atom has no overall electrical charge. Know that an atom has no overall charge. P5.1d Atoms may lose or gain electrons to form charged particles called ions. Describe how an ion is formed. P5.1e The atoms of an element always have the same number of protons, but have a different number of neutrons for each isotope. The total number of protons in an atom is called its atomic number. The total number of protons and neutrons in an atom is called its mass number. Understand how atoms are represented in terms of their mass number and atomic number e.g. (Mass number) 23 Na (Atomic number) 11 Understand the terms atomic number and mass number. : Fill in the gaps exercise relating to the number of protons, neutrons and electrons, atomic number and mass number of atoms of different isotopes. Know the definition of isotopes.

P5.2 Atoms and radiation P5.2a Some substances give out radiation from the nuclei of their atoms all the time, whatever is done to them, These substances are said to be radioactive. Be aware of the random nature of radioactive decay. 3 Demo: Demonstration of radiation emitted from various sources, eg radioactive rocks, sealed sources, and luminous watch. Video: Watch video clips of the discovery of radioactivity. : Find out about the work of Marie Curie or similar. Geiger-Müller (GM) tube and counter or other radioactivity meter, radioactive sources. P5.2b The origins of background radiation. Know and understand that background radiation originates from both natural sources, such as rocks and cosmic rays from space, and man-made sources such as the fallout from nuclear weapons tests and nuclear accidents. Activity: Complete a pie chart illustrating the different sources of background radiation. : Visit the BBC GCSE Bitesize website background radiation. Information on background radiation can be found on the BBC GCSE Bitesize website at http://www.bbc.co.uk/schools/ gcsebitesize/science/add_aqa /atoms_radiation/ Know the natural and man-made sources of background radiation P5.2c An alpha particle consists of two neutrons and two protons, the same as a helium nucleus. A beta particle is an electron from the nucleus. Gamma Recall the nature of the three types of nuclear radiation. Activity: Interactive activities on alpha decay, beta decay and the scattering of alpha particles. Interactive websites showing the nature of each type of nuclear radiation can be found at http://phet.colorado.edu/en/si mulation/alpha-decay Be able to identify radiations from experimental data.

radiation is electromagnetic radiation from the nucleus. P5.2d Nuclear equations may be used to show single alpha and beta decay. (H Tier) Balance nuclear equations, limited to the completion of atomic number and mass number. : Questions on balancing nuclear equations. HT only Nuclear equations to show single alpha and beta decay. http://phet.colorado.edu/en/si mulation/beta-decay Be able to balance equations by completing atomic number and mass number. P5.2e The relative ionising power, penetration through materials and the range in air of alpha, beta and gamma radiations. Know that alpha particles are stopped by paper, have a range of a few centimetres in air and have the greatest ionising effect in the body. Beta particles are stopped by thin metal and have a range of about a metre in air. Gamma radiation is stopped by thick lead and has an unlimited range in air. Demo: Demonstrations of the properties of alpha, beta and gamma radiation. Discussion of conclusions (nature, size, speed). Activity: Computer simulation of radioactivity experiments. P5.2f Alpha and beta radiations are deflected by both electric and magnetic fields but gamma radiation is not. Know that alpha particles are deflected less than beta particles and in an opposite direction. Explain this in terms of the relative mass and charge of each particle. Information on Electrostatic model of alpha particle scattering can be found on the Practical Physics website at http://www.nuffieldfoundation. org/practicalphysics/electrostatic-modelalpha-particle-scattering P5.2g Gamma radiation is not deflected by electric or magnetic fields.

P5.2h There are uses and dangers associated with each type of nuclear radiation. Be able to describe the dangers and some uses of each type of radiation. Understand how the properties of each type of radiation nuclear radiation make it suitable for specific uses. Evaluate the possible hazards associated with the use of different types of nuclear radiation. Video: Watch video clips of the uses of radioactive sources. : Questions on the uses and dangers of each type of nuclear radiation. Questions involving the selection of an appropriate isotope for a given situation. Information on radioactive substances can be found on BBC GCSE Bitesize website http://www.bbc.co.uk/schools/ gcsebitesize/science/add_aqa /atoms_radiation/ Evaluate the appropriateness of radioactive sources for particular uses, including as tracers, in terms of the type(s) of radiation emitted and their half-lives. P5.2i The half-life of a radioactive isotope is: either the average time it takes for the number of nuclei of the isotope in a sample to halve, or the time it takes for the count rate from a sample containing the isotope to fall to half its initial level. Recall the definition of halflife. Understand the shape of a radioactive decay graph and work out the half-life from it. Activity: Heating popcorn in a pan to illustrate the random nature of decay. Activity: Class experiment to model radioactive decay using dice, coins or marked cubes. Activity: Drawing graphs to show radioactive decay and calculating the half-life from the graph. Activity: Researching uses of radioactive sources with different half-lives. : Calculations and graphs involving half-life. Large number of dice or similar. Know the definitions of halflife. Be able to calculate the halflife from a decay curve.

P5.3 Nuclear fission P5.3a Nuclear fission is the splitting of an atomic nucleus. Understand the concepts of nuclear fission and chain reactions. Sketch or complete a labelled diagram to illustrate how a chain reaction may occur. 1.5 Video: Watch video clips of nuclear fission and chain reactions. : Students prepare a presentation or poster on nuclear fission. Video clips of nuclear fission and chain reactions can be found at http://phet. colorado.edu/en/ simulation/nuclear- fission Be able to sketch a labelled diagram to illustrate a chain reaction. P5.3b There are two fissionable substances in common use in nuclear reactors, uranium-235 and plutonium-239. P5.3c For fission to occur the uranium-235 or plutonium-239 nucleus must first absorb a neutron. P5.3d The nucleus undergoing fission splits into two smaller nuclei, releasing two or three neutrons and energy.

P5.3e These neutrons may go on to start a chain reaction.

P5.4 Nuclear fusion P5.4a Nuclear fusion is the joining of two atomic nuclei to form a larger one. Understand the process of nuclear fusion. 1.5 Video: Watch video clips describing nuclear fusion. Information on nuclear fission and fusion can be found on BBC GCSE Bitesize website http://www.bbc.co.uk/schools/ gcsebitesize/science/add_aqa /atoms_radiation/ Know the difference between fission and fusion. P5.4b P5.4c P5.4d Nuclear fusion is the process by which energy is released in stars. Stars form when enough dust and gas from space is pulled together by gravitational attraction. Smaller masses may also form and be attracted by a larger mass to become planets. During the main sequence period of its life cycle a star is stable because the forces within it

are balanced. P5.4e A star goes through a life cycle. This life cycle is determined by the size of the star. Understand with the chart shown in the specification that shows the life cycles of stars. : Students prepare a presentation or poster about the life cycle of stars. Video clips showing the life cycle of stars can be found on www.brainpop.com by searching for lifecycle of stars. Know the stages in the life of large and small stars. P5.4f Fusion processes in stars produce all of the naturally occurring elements. These elements may be distributed throughout the Universe by the explosion of a massive star (supernova) at the end of its life. Explain how stars are able to maintain their energy output for millions of years. Explain why the early Universe contained only hydrogen but now contains a large variety of different elements. Know that elements up to iron are formed during the stable period of a star, and elements heavier than iron are formed in a supernova.