Catalyst 2 - Physicslocker 2/FILES... · answers. Almost any answer can be met with a further question that moves the pupil’s thinking forward. Think about spreads have five stages

Catalyst 2A framework for success

Teacher Resource CD-ROM

Written by: Carol Chapman, James Coppola, Byron Dawson,Adey Hubbard, David Lees, Sandra Mitchell, Angela Porter,Moira Sheehan, Richard Shewry, Wendy Swarbrick, Carol Tear,Kath Twin, Mark Winterbottom

Prelims.qxd 12-Nov-03 8:29 AM Page 1

Heinemann Educational PublishersHalley Court, Jordan Hill, Oxford OX2 8EJPart of Harcourt Education

Heinemann is the registered trademark ofHarcourt Education Limited

First published 2004

08 07 06 05 0410 9 8 7 6 5 4 3 2 1

British Library Cataloguing in Publication Data is availablefrom the British Library on request.

ISBN 0 435 76034 3

© Harcourt Education Limited 2004. All rights reserved. The material in this publication iscopyright. The duplicating masters may be photocopied for one-time use as instructionalmaterial in a classroom by a teacher, but they may not be copied in unlimited quantities,kept on behalf of others, passed on or sold to third parties, or stored for future use in aretrieval system. If you wish to use the material in any way other than that specified youmust apply in writing to the publishers.

Edited by Richard Beatty, Nigel Copeland, Diona Gregory, Sara Hulse, Tim Jackson, LizJones, Allan Masson, Linda Moore, Helen Roberts, Anne Trevillion

Designed by Ken Vail Graphic DesignTypeset by Alden Press Ltd

Original illustrations © Harcourt Education Limited 2004

Printed in the UK by Athenaeum Press Ltd

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Every effort has been made to contact copyright holders of material reproduced in thispublication. Any omissions will be rectified in subsequent printings if notice is given tothe publishers.

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Course guideIntroduction to the Catalystcourse

Catalyst is designed to help you teach the key stage 3 QCA scheme of work andmeet the Framework yearly teaching objectives by giving top priority to thesuccess of all your pupils, whatever their ability.

Pupil booksThere are two pupil books for each year at different levels (Red and Green) whichmatch each other spread by spread so they can be used in mixed ability classes.

Teacher Resource CD-ROMThis Teacher Resource CD-ROM contains a wealth of resources to support yourteaching and your pupils’ learning. It is intended to be used alongside theCatalyst pupil books 2 (Red and Green).

It offers the following support for teaching and learning:

Unit guides – providing an overview of each unit

Lesson planning guides – to plan three-part lessons

Starters – with a choice of activities

Plenaries – with a choice of activities

Main lesson activities – with a choice of activities, many differentiated to3 levels

Homework – one for each double-page spread in the pupil book, differentiatedto 3 levels

Specials – for the less able, one for each double-page spread in the pupil book,differentiated to 3 levels

End of unit tests – differentiated to two levels

Unit maps – to summarise each unit

Pupil checklists – to help pupils check their own strengths and weaknesses

Skill sheets – to support many Sc1 skills

Key words – a list of all key words used throughout the course

Glossary – can also be used for revision exercises. They can be cut up and used ina number of ways:

– Pupils can be given the words and definitions to match up– Pupils can be given the definitions and asked to give the words– Pupils can be given the words and asked to give the definitions.

On Key words, Glossary and Unit map sheets R denotes the word only appears inthe Red pupil book.

Also included on this CD-ROM● Charts matching the course to the National Curriculum and to the Framework

yearly teaching objectives.

● The spreadsheets used in some activities.

● The answers to all the questions from the relevant spread in both the Red andGreen books.

© Harcourt Education Ltd 2004 Catalyst 2 1


Course guideIntroduction to the Catalyst course(continued)

Other electronic resources to support CatalystCatalyst also has two other interactive CD-ROMs that can be used to support thecourse:

● Catalyst Interactive Assessment is designed to allow you to diagnose yourpupil’s progress at individual, whole class or year group level.

● Catalyst Interactive Presentations has over 350 video clips, photos,animations and presentations for each year to enable you to reduce planning timeand enhance each lesson.



Course guideCatalyst 1, 2 and 3 timing andunit order

Catalyst has been designed for schools with three one-hour lessons per week over35 weeks, totalling 105 hours per year.

TimingIn order to complete all the QCA Scheme of Work units in time for National Testsin year 9, it is necessary to do some year 8 units in year 7 and some year 9 units inyear 8. Suggestions about which units to move forward are shown in the tablebelow.

Each unit guide shows a direct route through the unit, with extra lessons, such asinvestigations, included for those schools with three hours of lessons per week.

There are some schools who only have two lessons per week over 35 weeks,totalling 70 hours per year. To complete the course, it is recommended that Thinkabout spreads are used selectively and some lessons are combined.

For each lesson, approximate timings are given for each activity to allow flexibilityso that you can design the lesson to match the time available.

Unit orderWhere units are quite short or obviously go together they have been groupedtogether.


Year 7

J Energy resourcesJ Electrical circuits

A CellsB Reproduction

G Particle model of solids, liquids and gasesH Solutions

K Forces

L The Solar System and beyond

C Environment and feeding relationships

D Variation and classification

E Acids and alkalis F Chemical reactions

8J Magnets

8A Food and digestion

Year 8

E Atoms and elements F Compounds and mixtures

I Heating and cooling

B Respiration

G Rocks and weatheringH Rock cycle

K Light L Sound

C Microbes and diseaseD Ecology

9E Reactions of metals

9J Gravity

9K Speed

9B Fit and healthy

Year 9

F Patterns of reactivity

I Energy andelectricity

A Inheritance and selection

G Environmental chemistry H Using chemistry

L Pressure and moments

C Plants and photosynthesisD Plants for food

National tests

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Course guideUsing the Red and Greenpupil books

Catalyst follows the QCA Scheme of Work order, so the unit headings match theunits of the Scheme of Work.

The two pupil books (Red and Green) match each other spread by spread so theycan be used in mixed ability classes. The Red pupil book is designed to stretchthe more able. The Green pupil book supports the less able. Both books havethe following features.

● Each double-page spread starts with the learning objectives in the Learn aboutbox which clearly tells the pupil what they are going to be covering in thelesson.

● Where appropriate spreads have Do you remember? boxes which link back towhat pupils studied at KS2.

● Did you know? boxes have interesting facts to inspire pupils to learn more.● In-text questions help pupils to consolidate their knowledge and understanding

as they go along.● For your notes: boxes summarise the content of the spread and help to reinforce

learning.● End-of-spread questions review and test what pupils have learnt.● The Think about spread in each unit provides an opportunity to develop

thinking skills and scientific enquiry within the context of science. For moredetails on how to use these spreads, see page 5.

The Green pupil book also has:

● A larger print size and a carefully controlled language level, which make thepages more accessible for lower achievers.

● More in-text questions, to break up the text and get pupils to think about whatthey are reading as they go through the spread.

● End-of-spread questions which are more accessible to less able pupils – e.g. clozequestions and ‘fill in the gap’ exercises.

NC levelsThe table below summarises the national curriculum levels for the Red and Greenpupil books in each of years 7, 8 and 9.


NC levels

Year 7 Year 8 Year 9

Red pupil book 4–6 5–7 6–7*

Green pupil book 2–5 3–5 3–6


Course guideUsing the Think about spreads

Thinking skillsThese spreads are designed to encourage pupils todevelop the skills they will need to be successful inscience. They help pupils move towards higherorder thinking which enables them to develop skillsin application, analysis, synthesis and evaluation.These skills will help pupils to be successful in:

● completing science investigations● working like scientists and using scientific

models● problem-solving using group work and

discussion.

CASEMany schools have incorporated CASE (CognitiveAcceleration in Science Education) into their scienceteaching. CASE was developed in response toresearch that indicated that pupils struggled withscience because they could not cope with thedemanding scientific concepts such as variables,probability and correlation. CASE activitiesencourage pupils to think scientifically, so that theydevelop the skills they need.

Think about spreads bridge to CASEThe Think about spreads develop similar skills toCASE and do this in the context of one or more ofthe main Learn about spreads of the unit. They donot take the place of CASE but bridge to it. CASEactivities can still be used as intervention lessonsrunning parallel with the school’s science course.

Getting discussion goingThe Think about spreads are designed to stimulatediscussion in pairs, small groups, or as a whole class.The pupils are encouraged to discuss the questionsrather than write down individual answers. TheThink about spreads lead pupils to question theirthinking in a structured way. Many of the questionsare open-ended and do not have right or wronganswers. Almost any answer can be met with afurther question that moves the pupil’s thinkingforward.

Think about spreads have five stagesA lesson using the Think about spread will usuallyfall into five parts:

1 A context is given which pupils are familiar withand they are introduced to any new terminologyor apparatus that will be used.

2 The pupils are then lead to make an observationwhich may surprise them because it conflictswith their current understanding or way ofthinking.

3 Pupils work in groups to find a way to resolvethe conflict and thus develop new thinkingpatterns.

4 Pupils are encouraged to reflect on how theythought through the problem and compare their way of thinking with others in the group. They then feed back their ideas to theclass to reinforce the new thinking patterns. This can be encouraged by asking openquestions such as:

● What did you do?● How do you explain…?● What would happen if…?● What does … tell you?● What did you do next?● What do you think they should do next?● Explain why/how…● Why do you think that…?

5 There may be opportunities to remind pupils ofsimilar occasions where they can use their newthinking skills.

A number of the pupils using the Green pupilbook will be working at NC level 4 or below sothese spreads will allow fewer opportunities todevelop higher order thinking patterns than theRed pupil book. But its structured approach willhelp these pupils to access these opportunitiesmore easily, if they meet them either in the Redpupil book or in CASE lessons.



Course guide

6 © Harcourt Education Ltd 2004 Catalyst 2

Brief guide to how the CD-ROMis organised

Navigating the resourcesThere are over 1400 pages on the CD-ROM which is designed so that it’s easy tonavigate. There are three ways to view the resources: by unit, or by resource type,or by bookmarks.

Resources by unitFrom the Main Menu, choose Resources by unit and the unit you want to view.

The Unit guide for that unit appears. You can:� Click on hyperlinks to take you to the Lesson planning guides� Click on buttons to take you to the Red and Green end of unit test, Test

yourself, Pupil checklist, Glossary and Key words.

If you click on the Lesson planning guide you can then:

� Click on hyperlinks to take you to Starter activities, Main activities, Specials,Plenary activities and Homework. (The hyperlinks from the top of the starterand plenary tables on the lesson planning guide are yellow so that they can beseen against the black background.) Then you can:

� Click on Starters to see the Starter teacher notes with hyperlinks to other Starterresources.

� Click on Activities to see the Teacher activity notes, then click on the button

for any Technician activity notes. Click on the hyperlinks to Core, Help andExtension activity sheets and Resources.

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Course guideBrief guide to how the CD-ROM isorganised (continued)

● Click on Specials to see the Specials sheets and answers.

● Click on Plenaries to see the Plenary teacher notes with hyperlinks to otherPlenary resources.

● Click on Homework to see the Homework sheets and Mark schemes.

Resources by typeFrom the Main Menu, choose Resource by type and the type of sheet you want toview. Then choose the unit for which you want to view the type of sheet. Forexample, choose Starter activities and then Unit B.

● You can then navigate using the arrow buttons for Previous screen, Next screen,Resource type menu and Main Menu.

● There are also buttons to take you direct to the Unit guide and Lesson planningguide.

BookmarksDown the left side of the screen is a panel for Bookmarks. This shows the 12 unitson the CD-ROM.

● By clicking on the + boxes you can expand each menu.

● By clicking on the – boxes you can collapse each menu.

For each unit all the types of resource available are listed.

● Click on the page icons to view the resources.

Customising resourcesTo save you time, we already supply most resources at several levels. Using thisCD-ROM you will be able to easily customise the resources to meet the needs ofyour department and your pupils. If you need to differentiate the resourcesfurther, you can customise the resources in two ways: using ready-made Word filesor customising from PDF files yourself.

Ready-made Word filesThe following resources are supplied on the CD-ROM in Word format so that youcan easily adapt them as you wish.

● Unit guides● Lesson planning guides● Pupil Activity sheets at Core, Help and Extension level● Specials for the less able● Homeworks

If you are viewing any of these pages, click on the button next to the Main

Menu button which will take you to the Word file for that page. Save the Word fileto your computer and then make any amendments to it. For full instructions, goto the Main Menu and click on How to use this CD-ROM: Customising Word files.

Customising from PDF filesAll the resources are supplied on the CD-ROM in PDF format which can becustomised using the tools available within Acrobat Reader. For full instructions, goto the Main Menu and click on How to use this CD-ROM: Customising PDF pages.

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Course guide

8 © Harcourt Education Ltd 2004 Catalyst 2

Brief guide to how the CD-ROM isorganised (continued)

Printing resourcesYou can choose to print out all the resources on this CD-ROM in a number ofdifferent ways.

Print options screen

From the Main Menu, choose Print options. Then select:

� Print by unit – this gives you all the resources for one unit.� Print by lesson – this gives you all the resources for one lesson.� Print by resource type – this gives you all the resources of one type.

Print menuWhen you are viewing any resources, there is a Print drop-down menu at the topof every page which allows you to print the resources for that unit in manydifferent ways. Make a selection from the menu and then click on the blue Printbutton to the right of the menu.

Under this Print menu, you can choose Print current page to print just the singlepage you are viewing.

For every print selection you make, the number of pages you print will bedisplayed so that you can see how many pages you are going to print.

Please note that if you press the Acrobat Reader Print button you may end upsending all the pages from the file you are in to the printer. Some of the filescontain a lot of pages so take care! It is advisable to use the Print drop-downmenus on the pages to select the exact pages you want to print – or you can usethe various print options accessible from the Main Menu.


Course guideUsing the Unit guides andLesson planning guides

Unit guidesThe course follows the QCA Scheme of Work orderand each unit guide gives an overview of that unit,the lessons in the unit and how the pupil books tiein with the resources on this CD-ROM.

The unit guides include:

● Description of where the unit fits into the QCAScheme of Work

● Prior learning required● Framework yearly teaching objectives● QCA Scheme of Work differentiated

expectations● Direct route through the lessons● Misconceptions

The unit guides show the lesson allocation with adirect route of lessons through the unit. Eachlesson includes the book spread and its associatedactivities. Think about spreads are included in thedirect route. For many units, there is an optionalinvestigation. A variety of resources is available forinformal and formal assessment for learning.

Clicking on a lesson will take you to the lessonplanning guide. Clicking on the , , ,

, and buttons will take you to the Red and

Green end of unit tests, the Test yourself quiz, thePupil checklist, the Glossary and the Key words,respectively, for that unit.

Lesson planning guidesEach lesson planning guide presents a three-partlesson structure.

The lesson planning guides include:

● Learning objectives● Textbook and Specials sheet references● Starter activities● Main activities● Plenary activities● Learning outcomes● Out-of-lesson learning including Homework

sheets● Key words

Starter activitiesThere is a choice of starter activities for everylesson. These activities provide opportunities to

remind pupils of the content of a previous lesson,or to find out what they already know about a newtopic. There are suggestions for brainstorming,using unit maps and word games, ways to captureinterest, and learning objectives in pupil-friendlylanguage.

In addition, there are references to photos, videoclips and animations available on the CatalystInteractive Presentations 2 CD-ROM.

Hyperlinks take you to the teacher sheets withfurther links to any pupil sheets or further teachersheets.

Main activitiesSuggested alternative main activities are providedto enrich and extend the pupil books. Many ofthese are provided at Core, Help and Extensionlevel. These are indicated by ‘C’, ‘H’ or ‘E’ on thelesson planning guides. There are four differenttypes of activity: Practical, ICT, Paper andDiscussion.

Clicking on the ‘S’ in the target group column onthe lesson planning guides will take you to theSpecials (learning support) sheet for that lesson.

Hyperlinks take you to the pupil, teacher, andtechnician activity sheets.

Approximate timings are given for each alternativeactivity so that you can construct a lesson to fit thetime available.

Plenary activitiesThere is a choice of plenary activities for eachlesson. These are designed to end the lesson byrecapping outcomes, providing opportunities forfeedback, sharing results from activities, or lookingforward to the next lesson.

Hyperlinks take you to the teacher sheets withfurther links to any pupil sheets or further teachersheets.

Clicking on the Homework in the Out-of-lessonlearning box will take you to the homework andhomework mark scheme for that lesson.

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Course guideUsing the Starter, Main andPlenary activities

Starter activitiesEvery lesson has a choice of starter activitiessummarised in a table at the top of the teachersheet. Further suggestions for running the activitiesare provided on the same sheet. For some startersthere are also pupil or additional teacher sheetsthat can be handed out or used as OHTs.

Clicking on the ‘Suggested alternative starteractivities’ on the lesson planning guide will takeyou to the Starter Teacher notes, with hyperlinks tothe pupil or additional teacher sheets or techniciansheets.

Main activitiesThese worksheets lead pupils through the activities.Many are differentiated to two or three levels (Core,Help, Extension) so that you can choose the mostsuitable level of support for each pupil.

The activities are linked to specific lesson/pages inthe pupil books. There are four types of activity:

● Practical activities reinforce the main conceptsillustrated in the pupil books. Each activity hasbeen tried in the classroom and checked forsafety.

● ICT activities include datalogging, spreadsheetactivities, web searches, and presentationactivities. Each activity has suggestions forsoftware and equipment that may be used.

● Paper activities reinforce concepts and provideopportunities for reading and writing. Someinclude writing frames.

● Discussion activities encourage pupils to talkaround or debate some of the key ideas.

On the activity worksheets, bold numbers indicatesteps for pupils to follow and numbers in circlesindicate questions.

Teacher activity notes provide guidance for using theactivities by:

● indicating the purpose of the activity● suggesting possible ways of running and

differentiating the activity● flagging the expected outcomes● pointing out the pitfalls● having safety notes to aid with COSHH

assessment● giving the answers to the questions on the

activity sheets● including references to relevant skill sheets.

Technician activity notes give complete guidance fortechnicians on the equipment needed and set-upsfor practicals and datalogging.

Clicking on the individual Main activities on thelesson planning guide will take you to the teachersheet for that activity. This has hyperlinks to thedifferentiated pupil sheets and a button to take youto the Technician notes, if supplied separately.

Plenary activitiesEvery lesson has a choice of plenary activitiessummarised in a table at the top of the teachersheet. Further suggestions for running the activitiesare provided on the same sheet. For some plenariesthere are also pupil or additional teacher sheetsthat can be handed out or used as OHTs.

Clicking on the ‘Suggested alternative plenaryactivities’ on the lesson planning guide will takeyou to the Plenary Teacher notes, with hyperlinksto the pupil or additional teacher sheets.



Course guideUsing the comprehensiveassessment for learning

Catalyst provides many resources to help you totrack the progress of your pupils.

In-text and end-of-spread questionsThese are in the pupil books and help you andpupils check their understanding.

HomeworksThese provide an opportunity for pupils to workalone on activities focussed on reinforcing andapplying their knowledge. For a 20 minutehomework based on a pupil book spread pupils canbe given the Help and Core sections or the Coreand Extension sections. Many of the Main paperactivities could be used for homework too.

Unit mapsThese can be used at the beginning of a unit toreactivate pupils’ knowledge, or at the end of theunit to consolidate pupils’ learning. The word listscould be withheld from more able pupils.

Pupil checklistsThese can be used throughout the unit and at theend to help pupils check their strengths andweakness.

Key wordsThese can be used throughout the unit. R denotesthe word only appears in the Red pupil book.

GlossariesThese can be cut up and used in a number of ways.Pupils can be given the words and definitions tomatch up. Pupils can be given the definitions andasked to give the words. Pupils can be given thewords and asked to give their own definitions.

Test yourself quizzesThese help pupils consolidate their learning anddiagnose their own misconceptions at the end ofeach unit. They can mark their own work from theanswer sheet which you can read out or photocopyon to an OHT.

End of unit testsThese are provided at two levels: tier 2–5 and tier3–6. Each end of unit test tests the requiredNational Curriculum points, and gives a summativeassessment of the pupil’s current NC level. Sc1questions are included in most end of unit tests tooffer pupils practice in answering this type ofquestion. There are a number of questions on bothpapers which are common to help with comparisonof pupils’ performance.

There are buttons on the end of the unit tests

to take you to the mark scheme for that test. Markschemes with answers include a level for eachmark. Mark ranges are provided so that a level canbe given to each pupil. The combined scores from anumber of tests give a more reliable measure ofperformance. These can be entered in the Testcalculator spreadsheet on the CD-ROM. A button

on each mark scheme will take you to the Testcalculator.

Catalyst Interactive Assessment 2This CD-ROM is available separately for Catalyst 2.This interactive assessment package has beendesigned to save you time with testing, markingand analysing data. It allows you to gather reliable,detailed data on all your pupils’ performance. Youwill be able to test pupils across the whole abilityrange and all data can be analysed instantly.

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Course guideSafety information

The following symbols are used in the pupilactivity sheets to help pupils work safely:

We have attempted to identify any activities thatmight present some hazard, and suggest theappropriate strategies to reduce the risk toacceptable levels (See Safety notes sections in boththe Teacher activity notes and Technician activitynotes). Most educational employers have adaptedvarious national publications such as:

Safety in Science Education (DFEE 1996)Topics in Safety (ASE, 2nd edition 1988)Hazcards (CLEAPSS School Science Service 1997), orSSERC Hazardous Chemicals Manual 1997 (Scotland)Safeguards in the School Laboratory (ASE, 10th edition1996)

as the basis for their general risk assessments, andproposed activities should be compatible withadvice contained in these publications. In all cases,however, teachers must follow the guidance orlocal rules produced by their employer.

For detailed information on IT safety an article inSchool Science Review may be useful: ‘Safety aspectsof IT’ by Joe Jefferies, SSR, December 1997, 79(287).

Whenever an activity is changed in any way a newsafety assessment will be needed. It will be solelythe responsibility of the teacher who undertakesthe modification to ensure that an appropriateassessment has been undertaken.

Heinemann Educational Publishers can take noresponsibility for the safety of any activity that hasbeen altered from the original printed version.


Laboratory policy and practiceIt is assumed that a good laboratory policy andpractice is observed throughout, for example:

● Eye protection is worn by both pupils and teacher whenever the risk assessmentrequires it. (This is indicated on the pupilactivity sheets and in the Safety notes sectionsof the Teacher activity notes and Technicianactivity notes.)

● Other protective control equipment (e.g. safetyscreens, efficient fume cupboards) is similarlyused when the risk assessment requires it.

● Long hair is tied back, pupils do not wear‘wet-look’ hair preparations, and ties, scarves,and cardigans are not allowed to hang freely.

● Pupils are trained in how to heat chemicalssafely, and reminded frequently of thetechnique.

● Pupils are taught how to smell gases safely.● Containers of chemicals are clearly labelled

with an appropriate name and any hazards.● Eating, drinking and chewing are not

permitted.● Electrical and other equipment is well

maintained and subject to regular checks.● Pupils at particular risk (e.g. asthmatics, those

with allergies and those with knowndisabilities) are identified and catered for.

● The size of the class and behaviour of pupilswithin it may be considered inappropriate forcertain activities.

● Science staff have received appropriatetraining in the activities, including hazardidentification and risk assessment.

Wear eyeprotection.

This warning isaccompanied bysuitableexplanatory text.


Course guideFramework yearly teachingobjectives match againstCatalyst 2

Yearly teaching objectives: Scientific enquiryIn the lesson plans, the full investigations have been matched to the Framework yearly teaching objectivesfor Scientific enquiry using the letter codes below.


7a Consider early scientific ideas, including how experimental evidence and creative thinking have been combined to provide scientificexplanations.

7b Use scientific knowledge to decide how ideas and questions can be tested; make predictions of possible outcomes.

7c Identify and control the key factors that are relevant to a particular situation.

7d Select and use appropriate equipment, including ICT, to make observations and measurements correctly, e.g. 1°C or 1 newton.

7e Use repeat measurements to reduce error and check reliability.

7f Present and interpret experimental results through routine use of tables, bar charts and simple graphs, including line graphs.

7g Describe and explain what their results show when drawing conclusions; begin to relate conclusions to scientific knowledge and understanding.

7h Evaluate the strength of evidence, e.g. in bar charts and graphs; indicate whether increasing the sample size would have strengthened theconclusion.

Year 7 pupils should be taught to:

8a Consider how some early scientific ideas do not match present-day evidence, and describe how new creative thinking has been used to providea scientific explanation.

8b Identify more than one strategy for investigating questions and recognise that one enquiry might yield stronger evidence than another.

8c Recognise that a range of sources of information or data is required.

8d Use a range of first-hand experience, secondary sources of information and ICT to collect, store and present information in different ways,including the generation of graphs.

8e Use appropriate range, precision and sampling when collecting data during a scientific enquiry, and explain why these and controlledexperiments are important.

8f Draw conclusions from their own data and describe how their conclusions are consistent with the evidence obtained, using scientificknowledge and understanding to explain them.

8g Consider whether an enquiry could have been improved to yield stronger evidence (e.g. improving the accuracy or sufficiency of measurementsor observations); explain any anomalous results.

Year 8 pupils should be taught to:

Scientific enquiry

InvestigationsC1 Investigate: What affects how yeastgrows?

D2-5 Fieldwork in two habitats

G3 Investigate: Does particle size affectdeposition?

H1 Investigate: How much carbonate is inlimestone rock?

J5 Investigate: How to make anelectromagnet stronger

K4 Investigate: Colour and light

L3 Investigate: How well can we tell wheresound comes from?

Framework yearly teaching objectives

7a 7b 7c 7d 7e 7f 7g 7h 8a 8b 8c 8d 8e 8f 8g

✓ ✓

✓ ✓ ✓ ✓

✓ ✓

✓ ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓

✓ ✓ ✓ ✓


Course guideFramework yearly teaching objectivesmatch against Catalyst 2 (continued)


CellsCatalyst pupil book 2 (units A, Band C)

A1 What’s in food?A2 A balanced dietA3 Healthy or not?

A4 Total breakdown

A4 Total breakdownB1 Food for energyB4 A transport system

B1 Food for energyB2 Everything respires

C1 Going on growing

C2 Defence against diseaseC3 Killing bacteriaC4 Fighting infection


Describe the role of the main nutrients in the body; explain why all cells need themand the importance of a balanced diet.

Explain why some nutrients have to be broken down before the body can use them,and use models and analogies to describe how enzymes break down large moleculesduring digestion.

Describe the digestive system using knowledge of enzymes to explain how it works,and the role of the circulation system in transporting the products of digestion tocells.

Explain that cells obtain energy through respiration, which often requires oxygen(aerobic respiration); use this to explain why tissues need a good blood supply;identify similarities in aerobic respiration in animals and plants.

Classify bacteria and fungi as cellular micro-organisms and viruses as micro-organisms that are smaller than a cell; explain that some micro-organisms are usefulto humans and some are harmful.

Describe some of the systems in the human body for fighting infecting micro-organisms and immunisation as a way of improving immunity; use knowledge ofcells, tissues and organs to explain how these systems work.

QCA SoW

8A

8A

8A, 8B

8B

8C

8C

InterdependenceCatalyst pupil book 2 (unit D)

D1 Plant groups

D3 Home alone?

D4 All down to numbers

D3 Home alone?


Identify some of the main taxonomic groups of plants and describe some common features.

Interdependence and energy

Explain that energy is transferred between organisms in food chains and webs; use this to:

– relate the abundance and distribution of organisms to the resources available within a habitat;

– begin representation of this using pyramids of numbers.

QCA SoW

8D

8D

8D

8D

ParticlesCatalyst pupil book 2 (units A, E,F and H)

A5 Taking it in

H1 Hard rocks H2 Cool rocks?

E1 It’s elementary

E2 The elements

E1 It’s elementary

E5 Reacting elements F1 Compounds all around us F3 What’s in it?

F5 Formulae

F2 Reacting compounds


Use the simple particle model to explain:

– movement of substances through cell membranes by assuming particles are ofdifferent sizes;

– how crystals form and that slow cooling results in the formation of larger crystalsfrom molten material and solutions.

Describe a more sophisticated particle model for matter, recognising:

– the atom is the basic building block of matter;

– there is a relatively small number of different atoms;

– elements consist of only one type of atom;

– compounds consist of fixed combinations of different types of atoms that cannotbe easily separated;

– atoms and combinations of atoms can be represented by symbols and formulae.

Use the more sophisticated particle model to explain how chemical reactions takeplace.

QCA SoW

8A

8H

8E

8E

8E

8E, 8F

8F

8F


Course guideFramework yearly teaching objectivesmatch against Catalyst 2 (continued)


EnergyCatalyst pupil book 2 (units I, K and L)

I1 What temperature? I2 Understanding temperature

I3 Bigger and smaller

I2 Understanding temperature

I7 Evaporation and radiation

K1 Seeing the lightK3 Travelling through

K1 Seeing the lightK4 Coloured light

K2 Which ray?K3 Travelling through

L1 Good vibrations

L1 Good vibrations

L2 Passing through

I5 Conduction I6 Convection I7 Evaporation and radiation

I4 All change

I5 Conduction


Describe energy transfer as the result of temperature difference and use this toexplain that:

– heating is a process where energy is transferred;

– temperature change is the response of the material to the energy transfer;

– radiation is a means of energy transfer which does not directly depend on themovement of particles.

Recognise that when light travels from a source it is transferring energy; use thisidea to:

– describe the nature and propagation of light;

– explain the behaviour of light, including reflection and absorption.

Recognise that when sound travels by vibrations from the source it is transferringenergy; use this idea to:

– describe amplitude and frequency;

– explain the transmission, production and reception of sound.

Energy and particles

Use the particle model of solids, liquids and gases and energy transfer to explain:

– the processes of conduction, convection, evaporation

– what happens when substances change state;

– the performance of thermal conductors and insulators.

QCA SoW

8I

8I

8I

8I

8K

8K

8K

8L

8L

8L

8I

8I

8I

ForcesCatalyst pupil book 2 (unit J)

J1 Magnetic fields

J1 Magnetic fields J2 Magnets J4 Electromagnets

J4 Electromagnets J5 Investigate: How to make anelectromagnet stronger


Identify magnetic materials and their properties.

Use the idea of force to explain the patterns of magnetic fields produced bypermanent magnets and electromagnets.

Predict how the magnetic field pattern changes when the strength of anelectromagnet increases.

QCA SoW

8J

8J

8J


Course guideNational Curriculum match against Catalyst 2


Unit

8A Food and digestion

8B Respiration

8C Microbes anddisease

8D Ecologicalrelationships

8E Atoms and elements

8F Compounds andmixtures

8G Rocks andweathering

8H The rock cycle

8I Heating and cooling

8J Magnets andelectromagnets

8K Light

8L Sound and hearing

Sc1 Scientific enquiry

2a, 2b, 2d, 2e, 2f, 2i, 2j, 2m, 2o

1a, 1b, 2a, 2c, 2d, 2e, 2f, 2i, 2j, 2k,2l, 2m

1a, 1b, 1c, 2a, 2d, 2e, 2f, 2h, 2j, 2k

2a, 2c, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 2l,2p

1a, 1b, 2a, 2b, 2f

2a, 2e, 2f, 2h, 2k, 2m, 2o

1a, 1b, 2a, 2c, 2g, 2i, 2k, 2l, 2m

2b, 2c, 2k, 2o, 2p

1b, 2a, 2c, 2d, 2e, 2g, 2i, 2j 2l, 2k,2o

2a, 2c, 2e, 2h, 2k, 2l, 2p

1a, 1b, 2a, 2c, 2g, 2j, 2k, 2l, 2m

2a, 2b, 2d, 2e, 2h, 2i, 2j, 2k, 2m,2o, 2p

Sc2 Life processes andliving things

2a, 2b, 2c, 2d

2c, 2d, 2i, 2j, 2k, 2l, 3e

2h, 2j, 2n

4b, 5a, 5b, 5c, 5d, 5e

Sc3 Materials and theirproperties

1b

2h

1a, 1c, 1d, 1e, 1f

1a, 1c, 1d, 1e, 1f, 1g

1g, 2d, 2e, 2f, 3g

1a, 1b, 2e, 2f

1a, 1b, 1d, 2c

1d

1b

Sc4 Physical processes

5d, 5e, 5f

1d, 1e, 1f

3a, 3b, 3c, 3d, 3e, 3f, 3i

3g, 3h, 3i, 3j, 3k


Documents

Catalyst 2 - Physicslocker 2/FILES... · answers. Almost any answer can be met with a further question that moves the pupil’s thinking forward. Think about spreads have five stages