Reading & Writing Numeracy & Mathematical Skillstqea.attrust.org.uk/wp-content/uploads/2017/05/Key-Stage... · 2017-09-20 · developments, Write an instruction sheet for calculating

Purpose of the study:

Students should be aware of the structure of cells, plant, animal and bacterial – must include mitochondria, ribosomes, flagellum, plasmid DNA, Chromosomal DNA. To know the structure of DNA and how it was discovered, including the roles of Watson, Crick, Wilkins and Franklin. To know about genetic engineering, cloning, stem cells, cell division, mitosis and meiosis. To explain how proteins are formed from DNA, including transcription and translation and the role of mRNA and tRNA. To know the importance of enzymes and the effects of mutations.

Aims & Learning Overview: (Guided Learning Hours)

Approximately 16 hours including one hour for revision and test. Practical controlled assessment lessons will be carried out throughout the topic.

Language & Vocabulary

Reading & Writing

Numeracy & Mathematical Skills

Light microscopes, Cells, Cell membrane, Cytoplasm, Nucleus, Organelle, DNA, Mitochondria, Cell wall, Cellulose, Vacuole, Chloroplasts, Chlorophyll, Electron microscope, Chromosomal DNA, Plasmid DNA, Flagella, Chromosomes, Genes, Double helix, Bases, Adenine, Thymine, Cytosine, Guanine, Complementary base pairs, Hydrogen bonds. Human Genome Project, Genome, Genetic engineering, Genetically modified organism, Herbicide, Biodiversity, Diploid, Haploid, Mitosis, Meiosis, Asexual reproduction, Sexual reproduction, Parent cell, Daughter cell, DNA replication, Gametes, Zygote, Fertlisation, Embryo, Alleles, Cloning, Enucleated, Implanted, Womb, Surrogate mother, Embryonic stem cells, Differentiated, Genetic code, Amino acids, Protein synthesis, Transcription, Translation, Messenger RNA, Uracil, Base triplets, Codon, Transfer RNA, Polypeptide, Mutation, Enzyme, Catalyst, Digestion, Substrate, Specific, Active site, Lock and key hypothesis, Denatures,

Report writing Spelling, Punctuation and Grammar TiPToP Writing to explain Planning Analysing

Collecting data – Tables Analysing data Averages Graphs Calculations

British Values

Debating the benefits and drawbacks of scientific developments including those linked to environment, health and quality of life – Population levels, Pollution, Structure of DNA and its discovery. Building a sense of order and predictability in the world by understanding the principles of how things work – Population levels, Pollution. How scientific knowledge changes over time. Where we come from, Ethical issues surrounding genetic engineering, stem cells and the human genome project.

Resources/Websites to support learning

Edexcel Additional Science text books and Active teach, Biology for you books Websites - http://www.bbc.co.uk/bitesize/GCSE/science/ http://www.biology4kids.com http://science.howstuffworks.com/life

Suggested Home Learning Activities

Research task about cloning, PEE answers to questions, Practice exam questions, Practice controlled assessment tasks – further examples provided within SoL.

Cross Curricular Links

ICT, PSHE (SPaCE), History, Citizenship, RE,

http://www.bbc.co.uk/bitesize/GCSE/science/

http://www.biology4kids.com/

http://science.howstuffworks.com/life


Students should be aware of the processes aerobic and anaerobic respiration. To explain the effects of exercise, including the terms stroke volume, cardiac output, excess post-exercise oxygen consumption. To understand the process of photosynthesis and the adaptations of a leaf. To explain the limiting factors of photosynthesis, including general graph shapes. To understand the movement of water, glucose and mineral salts through a plant, and the processes of osmosis, active transport and transpiration. To use fieldwork techniques for collecting data on organisms in their environment in order to investigate the relationship between them.




Reading & Writing


Aerobic respiration, Glucose, Capillaries, Diffusion, Concentration gradient, Gas exchange, Stroke volume, Cardiac output, Anaerobic respiration, Lactic acid, Excess post-exercise oxygen consumption, Photosynthesis, Starch, Chloroplasts, Chlorophyll, Stomata, Surface area to volume ratio, Limiting factor, Root hair cell, Osmosis, Active transport, Partially permeable membrane, Xylem, Phloem, Transpiration, Environment, Biodiversity, Ecosystem, Habitat, Distribution, Population size, Sampling, Representative, Pooter, Sweep net, Pond net, Pitfall trap, Quadrat, Random. Systematic sampling,



British Values

Debating the benefits and drawbacks of scientific developments including those linked to environment, health and quality of life – importance of respiration, effects of exercise, factors affecting photosynthesis. Building a sense of order and predictability in the world by understanding the principles of how things work – understanding aerobic and anaerobic respiration, effects of exercise, sampling techniques, limiting factors for photosynthesis. How scientific knowledge changes over time. Where we come from?, Ethical issues surrounding human activity




Research task about cloning, PEE answers to questions, Practice exam questions, Practice controlled assessment tasks – further examples provided within SoL.


ICT, PSHE (SPaCE), Geography, History, Citizenship, RE,





Students should be able to explain the role of fossils as evidence for evolution. To understand about growth and differentiation in plant, animal and stem cells. To know about the structure and function of the circulatory system, including the structure and functions of the parts of the heart and the components and roles of the parts of the blood. To know about the structure and function of the digestive system, including the structure, role and adaptations of the villi. To be able to describe the role of enzymes in the chemical breakdown of food. To know about probiotics, prebiotics and plant stanol esters, explaining what they are and presenting ideas and evidence for students to evaluate.




Reading & Writing


Fossil, Fossil record, Evolution, Pentadactyl. Growth, Differentiate, Percentile, Elongation, Stem cells, Meristem, Plasma, Red blood cells, White blood cells, Platelets, Haemoglobin, Tissue, Antibodies, Heart, Organ, Deoxygenated, Oxygenated, Vena cava, Right atrium, Valves, Right ventricles, Pulmonary artery, Left atrium, Pulmonary vein, Left ventricle, Aorta, Blood vessels, Arteries, Capillaries, Veins, Organ systems, Circulatory system, Digestive system, Digestion, Alimentary canal, Enzymes, Mouth, Bolus, Saliva, Oesophagus, Peristalsis, Stomach, Small intestine, Pancreas, Large intestine, Anus, Liver, Gall bladder, Bile, Faeces, Carbohydrates, Proteins, Fats, Sugars, Starch, Carbohydrases, Amylase, Proteases, Amino acids, Pepsin, Lipases, Fatty acids, Glycerol, Emulsion, Emulsifies, Villi, Concentration gradient, Functional foods, Probiotics, Lactobacillus, Bifidobacteria, Plant stanol esters, Cholesterol, Prebiotics, Oligosaccharides



British Values

Debating the benefits and drawbacks of scientific developments including those linked to environment, health and quality of life – structure and function of the parts of the circulatory system, heart, blood, digestive system. To discuss the theory of evolution and fossils as evidence. To evaluate the use of probiotics, prebiotics and plant stanol esters. How scientific knowledge changes over time. Where we come from?



Suggested Home Learning Activities PEE answers to questions, Practice exam questions, Practice controlled assessment tasks – further examples provided within SoL.

Cross Curricular Links ICT, PSHE (SPaCE), Geography, History, Citizenship, RE,





The purpose of the unit is to explain how Mendeleev arranged the elements using their properties and then predicted the existence and properties of elements that had not then been discovered. The structure of the atom and the size of the nucleus relative to the whole atom. Recall the relative charge and mass of the different particles and how it provides evidence that helps to increase understanding. Elements are classified as metals or non metals, and the terms atomic number, mass number and relative atomic mass are explained. Describe how arrangement of elements linked to properties and structure in terms of groups and periods. The existence of isotopes and the calculation of relative atomic mass using relative masses and abundances is covered. The arrangement of electrons in atoms is identified and used to link this arrangement to the position of the element in the table. Groups one and two are also compared to show differences in reactivity due to the position and arrangement of electrons.


Approximately 6 hours, including one hour for assessment. There is no practice controlled assessment for this unit.


Reading & Writing


Periodic table, metal, non-metal, atom, nucleus, proton, neutron, electron, shell, energy level, relative mass, relative charge, atomic number, mass number, relative atomic mass, period, group, isotope, relative abundance, electronic configuration

Writing to explain Spelling, Punctuation and Grammar TipTop PTR marking Testing hypotheses Analysing, Drawing conclusions Evaluating

Calculation of component numbers Percentage abundance Analysing data Addition, Subtraction, Multiplication and Addition

British Values

Link the periodic table to the modern one, how do we know atoms exist, linking the use of isotopes to tracers and other medical techniques for research, linking reactivity to electron structures


www.bbc.co.uk/ bitesize revision Edexcel Additional Science TG, Chemistry for You, www.chem4kids.com CGP GCSE Chemistry Revision Book www.howstuffworks.com DVD – Mendeleev’s Dream (BBC) www.docbrownschemistry.org.uk BBC Learning Zone video clips


Research the History of the Periodic Table, Explain the structure of the Atom, including historical developments, Write an instruction sheet for calculating Relative Atomic mass, and relative abundance, write a storyboard explaining the model of electron configuration and links to A2 Chem ICT, Physics-proton number and theory of the Atom, Mathematics-manipulation of data.

Cross Curricular Links Physics, History, Mathematics

http://www.bbc.co.uk/

http://www.chem4kids.com/

http://www.howstuffworks.com/

http://www.docbrownschemistry.org.uk/


Students should understand that atoms of different elements combine to form compounds by the formation of chemical bonds between metals and non-metals to produce anions and cations. They should know that an ion is an atom or group of atoms that has a positive or negative charge. Deduce the formulae of ionic compounds and know that the compounds exist as a lattice structure of constituent ions held together by strong electrostatic forces. Describe and explain the physical properties of ionic substances and know the ground rules which describe the solubility of common types of substances, and that insoluble salts are formed as precipitates. The role of barium ‘meal’ test in medical tests is identified, and its toxicity. Students should be able to identify some metal ions by flame tests and non-metal ions (chlorides, sulphates, carbonates). The unit aims to link chemical tests to analysis such as spectroscopy and autoanalysing.


Approximately 9 hours including one hour for revision and test. Practical controlled assessment lessons will be carried out throughout the topic covering planning, observing and concluding.


Reading & Writing


Ion, cation, anion, ionic bond, ionic compound, formula, , compound ion, lattice structure, molten, electrolysis, aqueous solution, melting point, boiling point, dissolves, soluble, insoluble, salt, precipitate, state symbol, precipitation reaction, filtration, barium meal, toxic, flame tests, spectroscopy


Collecting data – Tables Analysing data Graphs Calculations, common factors.

British Values

Debating the benefits and drawbacks of scientific developments . Why do atoms react together? The role of international conventions in common formulae is discussed. Links between reactivity and uses of compounds. Links between research and modern developments. How does previous research and other secondary evidence promote further developments?


Edexcel Extension Science text books and Active teach, Chemistry for you books Revision guide Websites - http://www.bbc.co.uk/bitesize/GCSE/science/ http://www.chem4kids.com http://science.howstuffworks.com/ internet resources via Google.com and Youtube BBC learning zone video clips

Suggested Home Learning Activities PEE answers to questions, Practice exam questions, Practice controlled assessment tasks, practising names and formulae, storyboard to explain how atoms join together and to explain properties. Produce a flow diagram to explain the use of a barium meal test. Produce a set of multiple choice questions on ionic compounds topic.

Cross Curricular Links ICT, History, Physics,



http://science.howstuffworks.com/


The purpose of the unit is to explain how a covalent bond is formed between two non-metals resulting in the formation of molecules. Demonstrate an understanding of the use of dot and cross diagrams in the formation of common molecules. The information should be presented using scientific conventions and symbols. Students should be able to demonstrate the properties of simple molecular compounds and compare to giant molecules such as diamond and graphite. Compare and contrast the uses linked to properties for diamond as a cutting tool and graphite as a lubricant. Here the use of scientific models to demonstrate phenomenon can be utilized. Substances can be classified according to their properties. Scientific problems can be solved such as how different separation techniques can be used such as fractional distillation and chromatography.


Approximately 8 hours, including one hour for assessment. There is also a practice controlled assessment for this unit on classifying substances according to their properties that links to scientific knowledge and understanding.


Reading & Writing


Covalent bonds, atom, molecule, dot and cross diagram, double bond, simple molecular covalent, giant molecular covalent, diamond, graphite, lubricant, electrical conductor, miscible, immiscible, separating funnel, dissolve, solution, fractional distillation, fraction, liquefied, chromatography, solvent, solubility, chromatogram, Rf value, element, compound, ionic bond, metallic bond.

Writing to explain Spelling, Punctuation and Grammar TipTop PTR marking Testing hypotheses Analysing Drawing conclusions Evaluating

Collecting data Graph skills and calculating averages Analysing data Addition, Subtraction, Multiplication and Division

British Values

Use of models to explain difficult science phenomenon, how do the properties of substances link to their uses in everyday life(diamond, graphite), environmental problems with oil spillages, use of chromatography in forgery, crime detection and medical uses.


www.bbc.co.uk/ bitesize revision Edexcel Additional Science TG, Chemistry for You, www.chem4kids.com CGP GCSE Chemistry Revision Book www.howstuffworks.com Edexcel 360 student book www.docbrownschemistry.org.uk BBC Learning Zone video clips


Information booklet to explain similarities and differences between covalent and ionic bonding, research the properties of methane, iodine, diamond, graphite, what chemical techniques are used to counteract oil spillages, explain DNA fingerprinting and chromatography in clinical chemistry.

Cross Curricular Links Physics, Mathematics, Medicine, Geography






The purpose of the unit is to demonstrate an understanding of the classification of different substances and that each type of substance has different physical properties. This should include metals and their physical properties, including the transition metals in the periodic table. The classification of substances according to their properties links to the uses in science and technology. Describe the physical and chemical properties of group1 metals and group 7 non-metals, including order of reactivity and displacement. The chemical inertness of the noble gases is considered, and the historical discovery that led to the formulation of a hypothesis about air. The uses of the different groups in the periodic table is considered, and the use of word and symbol equations to explain reactions.


Approximately 9 hours, including one hour for assessment. There is also a practice controlled assessment for this unit on the displacement reactions of the halogens that focusses on planning aspects and controlling risks.


Reading & Writing


element, compound, ionic bond, covalent bond, metallic bond, malleable, delocalized electrons, transition metal, alkali metal, reactivity, halogens, halides, displacement reaction, noble gases, inert

Writing to explain Spelling, Punctuation and Grammar TipTop, PTR marking Testing hypotheses, Analysing Drawing conclusions, Evaluating

Collecting data Graph skills and calculating averages Analysing data Addition, Subtraction, Multiplication and Division Balancing equations

British Values

government regulations to prohibit toxic metals in household paint, halogens(chloride/fluoride) in drinking water, how can substances be useful if they do not react?, link between photography and the halogens.




Research how transition metals are used in brightly coloured paints and describe how safety problems have been tackled historically. Research less well known alkali metals and their reactivity. Uses of hydrofluoric acid Research the history of the halogens and the uses. Produce an annotated summary of the different groups in the periodic table with equations and trends.

Cross Curricular Links Physics, Mathematics, Art, medicine, Geography






The purpose of the unit is to describe a range of energy changes in reactions as exothermic or endothermic. This is linked to bond energies and then overall energy changes. The effect of concentration, temperature, surface area on rate of reaction are investigated, and then explained using the collision theory. Catalysts, and their role in modern society are also covered.


Approximately 9-10 hours, including one hour for assessment. There are also 2 practice controlled assessment for this unit on temperature changes(skill- obtaining evidence) and rate of reaction linked to concentration ( skill- writing conclusions based on evidence)PCA


Reading & Writing


Exothermic, endothermic, bond breaking, bond making, rate, concentration, temperature, surface area, particles, collision theory, catalyst, catalytic converter,

Writing to explain Spelling, Punctuation and Grammar TipTop PTR marking Testing hypotheses, Analysing Drawing conclusions, Evaluating


British Values

Role of exo/endothermic reactions in everyday life, use of bond energies in calorific values, how to speed up industrial reactions relative to profit and loss, science and technology for catalytic converters. How do fireworks react so fast?




Research the uses of hot packs and icepacks in society, write a set of instructions to show why acid and metal is an exothermic reaction given bond energy information, writing a plan with controls for rates PCA, using secondary evidence to plot graphs and write conclusions, produce a cartoon strip to demonstrate collision theory for limestone and acid, research how catalysts are involved in a range of industrial reactions


Physics, Mathematics, Medicine, Physical Education, Technology.






The purpose of the unit is to demonstrate an understanding of relative masses and their calculations using information in the Periodic Table. This includes empirical formulae, percentage by mass, reacting masses in equations, Students should be able to calculate percentage yield, using results and know this is always less than 100% and be able to give reasons why. Links to industrial reactions demonstrate how a profit is made, and the waste is minimized by selling of by products and disposing of waste. Writing word and symbol equations, plus balancing them is also an important skill covered in this unit.


Approximately 8-9 hours, including one hour for assessment. There is also 1 practice controlled assessment for this unit on determining the empirical formula of Magnesium Oxide(skill- evaluation of results and conclusion)


Reading & Writing


Relative atomic mass(Ar), relative formula mass(Mr), empirical formula, molecular formula, percentage by mass, percentage composition, yield, theoretical yield, actual yield, percentage yield, by products, waste products,

Writing to explain Spelling, Punctuation and Grammar TipTop PTR marking Testing hypotheses Analysing Drawing conclusions Evaluating


British Values

International conventions for symbols and formulae, uses of reactive elements for fireworks, flares and reactors, benefits and drawbacks to a variety of industrial processes including socio-economic aspects eg slag heaps, consider different ways of making the same product eg extracting copper.




Calculations on atomic masses, formula masses,empirical formulae, reacting masses, percentage composition, percentage yield, research an industrial reaction from different viewpoints eg environmentally, business manager, worker, director of lorry company, problems in extracting copper/aluminium

Cross Curricular Links Physics, Mathematics, History, Geography, Citizenship.






In Unit P2 students study six topics that give them the opportunity to develop their understanding of significant concepts

and relate them to important uses both for today and the future. Electricity is explained further, building on Unit P1.

Students are introduced to motion, forces and momentum. Nuclear reactions and nuclear power are then discussed,

including the uses and dangers of radioactivity.

Practical work in this unit will give students opportunities to plan practical ways to answer scientific questions; devise

appropriate methods for the collection of numerical and other data; assess and manage risks when carrying out practical

work; collect, process, analyse and interpret primary and secondary data; draw evidence based conclusions; and

evaluate methods of data collection and the quality of the resulting data.

In Topic 1 students will learn about static electricity before discussing some uses and dangers of electrical charges.

Direct current is introduced.


5 hours, including two hours for an APP assessment and end-of-unit test.

1.1 Describe the structure of the atom, limited to the position, mass and charge of protons, neutrons and electrons.

1.2 Explain how an insulator can be charged by friction, through the transfer of electrons.

1.3 Explain how the material gaining electrons becomes negatively charged and the material losing electrons is left with

an equal positive charge.

1.4 Recall that like charges repel and unlike charges attract.

1.5 Demonstrate an understanding of common electrostatic phenomena in terms of movement of electrons.

1.6 Explain how earthing removes excess charge by movement of electrons.

1.7 Explain some of the uses of electrostatic charges in everyday situations, including paint and insecticide sprayers.

1.8 Demonstrate an understanding of some of the dangers of electrostatic charges in everyday situations, including

fuelling aircraft and tankers together with the use of earthing to prevent the build-up of charge and danger arising.

1.9 Recall that an electric current is the rate of flow of charge.

1.10 Recall that the current in metals is a flow of electrons.

1.11 Use the charge equation.

1.12 Recall that cells and batteries supply direct current (d.c.).

1.13 Demonstrate an understanding that direct current (d.c.) is movement of charge in one direction only.


Reading & Writing


Electron, electrostatic charge, induced charge, induction, neutron, nucleus, proton, static electricity, discharge, earth, alternating current, ampere (A), coulomb (C), current, direct current.

Plan an investigation.

Collate and interpret scientific texts.

Extract information from scientific text and summarise this information.

Use different formats to present information.

Identify meaning in scientific text, collating and summarizing information from a range of sources.

Organise ideas clearly and concisely, adapting writing style for a general audience.

Use drawing diagrams to describe electrostatic phenomena.

Use of numerical sources of data to inform discussions.

Conversion of units.

Use experimental data to carry out calculations.

Calculate the rate of flow of electrons.

Interpret numerical data and use this to compare potential choices.

Calculations to determine scales.

British Values

Evaluate the potential dangers of electrostatic phenomena and how the risk can be minimised.

Evaluate whether the benefits of using static electricity outweigh the potential dangers.


Core Science GCSE text books, teachers guide and active teach. Core Science Google site. Websites – http://www.bbc.co.uk/bitesize/GCSE


Static electricity questions - Worksheet P2.1b is designed for students needing support and provides questions on the content of this lesson.

Static problems - Worksheet P2.2c is designed for students working at a higher level and provides questions on some of the problems that can be caused by static electricity.

Charges and currents - Worksheet P2.3c is designed for students working at a higher level and provides questions using the equation for charge, current and time and questions on using models to explain phenomena.


SPaCE, Mathematics, English, Technology.

http://www.bbc.co.uk/bitesize/GCSE










Topic 2 leads students to understand the relationship between current, voltage and resistance. Equations for electrical

power and energy transferred are also used. Further investigations lead to an understanding of how current varies with

voltage in some common components.



2.1 Describe how an ammeter is placed in series with a component to measure the current, in amps, in the component.

2.2 Explain how current is conserved at a junction.

2.3 Explain how the current in a circuit depends on the potential difference of the source.

2.4 Describe how a voltmeter is placed in parallel with a component to measure the potential difference (voltage), in

volts, across it.

2.5 Demonstrate an understanding that potential difference (voltage) is the energy transferred per unit charge passed

and hence that the volt is a joule per coulomb.

2.6 Investigate the relationship between potential difference (voltage), current and resistance.

2.7 Explain how changing the resistance in a circuit changes the current and how this can be achieved using a variable

resistor.

2.8 Use the V=IR equation.

2.9 Demonstrate an understanding of how current varies with potential difference for the following devices.

2.10 Demonstrate an understanding of how the resistance of a lightdependent resistor (LDR) changes with light

intensity.

2.11 Demonstrate an understanding of how the resistance of a thermistor changes with change of temperature (negative

temperature coefficient thermistors only).

2.12 Explain why, when there is an electric current in a resistor, there is an energy transfer which heats the resistor.

2.13 Explain the energy transfer (in 2.12 above) as the result of collisions between electrons and the ions in the lattice.

2.14 Distinguish between the advantages and disadvantages of the heating effect of an electric current.

2.15 Use the electrical power equation.

2.16 Use the energy transferred equation.


Reading & Writing


Ammeter, in parallel, in series, parallel circuit, potential difference, series circuit, voltage, voltmeter, resistance, ohm (Ω), diode, filament lamp, light-dependent resistor (LDR), resistance, thermistor, variable resistor, power, watt.

Organise scientific terms when discussing and planning an investigation.




Organise ideas when writing information cards, communicating and presenting this information to an audience.

Interpret ideas provided in scientific text and use scientific terms correctly when explaining the difference between concepts.

Use of scales and their interpretation.

Extract and interpret information from graphs to determine relationships.

Use data to plot appropriate graphs, interpreting the data presented to answer questions.


Extract and interpret information from practical activity.

Calculations using scientific equations.

Rearrange equations.

British Values

Evaluate how less energy efficient objects lose energy, which can contribute to climate change.

Look how LDRs and thermistors can be used to save energy, and reduce climate change.




Current and circuits - Worksheet P2.4d is designed for students working at a higher level.

Write-up investigation

Changing resistances - Worksheet P2.6e is designed for students working at a higher level and provides questions about the components studied in this lesson. Students will also need a sheet of graph paper.

Heating and power - Worksheet P2.7c is designed for students working at a higher level and provides questions on the content of this lesson.


SPaCE, Mathematics, English, Technology.











In Topic 3 students will develop an understanding of the motion of objects and Newton’s second law of motion. This is

then exemplified by considering the motion of an object as it falls through a vacuum and the atmosphere.



3.1 Demonstrate an understanding of vector quantities.

3.2 Interpret distance/time graphs including determination of speed from the gradient.

3.3 Recall that velocity is speed in a stated direction.

3.4 Use the speed equation.

3.5 Use the acceleration equation.

3.6 Interpret velocity/time graphs.

3.7 Draw and interpret a free-body force diagram.

3.8 Demonstrate an understanding that when two bodies interact, the forces they exert on each other are equal in size

and opposite in direction and that these are known as action and reaction forces.

3.9 Calculate a resultant force using a range of forces (limited to the resultant of forces acting along a line) including

resistive forces.

3.10 Demonstrate an understanding that if the resultant force acting on a body is zero, it will remain at rest or continue

to move at the same velocity.

3.11 Demonstrate an understanding that if the resultant force acting on a body is not zero, it will accelerate in the

direction of the resultant force.

3.12 Demonstrate an understanding that a resultant force acting on an object produces an acceleration.

3.13 Use the force equation.

3.14 Use the weight equation. 3.15 Investigate the relationship between force, mass and acceleration.

3.16 Recall that in a vacuum all falling bodies accelerate at the same rate.

3.17 Demonstrate an understanding that a. when an object falls through an atmosphere air resistance increases with

increasing speed b. air resistance increases until it is equal in size to the weight of the falling object c. when the two

forces are balanced, acceleration is zero and terminal velocity is reached.

Language & Vocabulary Reading & Writing Numeracy & Mathematical Skills

Displacement, distance–time graph, gradient, speed, velocity, acceleration, gradient, speed, velocity, velocity–time graph, action force, free-body diagram, interact, reaction force, air resistance, drag, resultant, gravitational field strength, mass, terminal velocity, weight.

Organise scientific terms when discussing and planning an investigation.




Write clear and concise explanations linking scientific terms.

Interpret ideas provided in scientific text and use scientific terms correctly when explaining the difference between concepts.

Adapt writing style to suit different audiences.








Calculate gradients.

British Values

Use of GPS around the world. Link to Olympics. Compare how navigation has changed.

Car safety – acceleration and deceleration of cars on the road.

ThrustSSC – worth the money to attempt a land-speed record?

Safety at sea - Link to how forces must be considered when designing boats.

Link to how public money is being spent on new hypersonic planes

Clips of moon landings, discuss whether they took place or not? Should public money be spent to go back?




Lane swimming - Worksheet P2.8d asks students to work out speed, distance and time from the equation, to interpret distance–time graphs, and to be aware of the difference between displacement and distance, velocity and speed.

Changing velocity - Worksheet P2.9d provides practice in working out accelerations and Higher tier questions in which the equation is rearranged to find time and velocity. Some examples use negative values of acceleration.

Velocities and accelerations on graphs - Worksheet P2.10d is designed for more able students. They calculate accelerations and distance travelled from two different velocity–time graphs.

Moving in space - Worksheet P2.11d is designed for students working at a higher level. It asks students to analyse forces on an astronaut in a neutral buoyancy pool, as well as to consider action–reaction forces in space.

Resultant forces - Worksheet P2.12d. Students draw free-body diagrams and work out resultant force and motion for different situations described in words. They interpret a freebody diagram and explain how the motion of the object changes if the forces on it change.

Safe landing - Worksheet P2.15e is for more able students. They calculate mass, weight and gravitational field strength for objects on different planets. They interpret a more complex graph for a lander on Venus and answer questions about forces and accelerations.

Cross Curricular Links SPaCE, Mathematics, English, Technology.


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In Topic 4 students will learn about conservation of momentum by investigating collisions between bodies. This will

enable students to apply ideas about rate of change of momentum to crumple zones, seat belts and air bags. Students

will then develop an understanding of the relationship between work done, energy transferred and power.



4.1 Recall that the stopping distance of a vehicle is made up of the sum of the thinking distance and the braking

distance.

4.2 Demonstrate an understanding of the factors affecting the stopping distance of a vehicle.

4.3 Investigate the forces required to slide blocks along different surfaces, with differing amounts of friction

4.4 Use the momentum equation to calculate the momentum of a moving object.

4.5 Demonstrate an understanding of momentum as a vector quantity.

4.6 Demonstrate an understanding of the idea of linear momentum conservation.

4.7 Demonstrate an understanding of the idea of rate of change of momentum to explain protective features including

bubble wraps, seat belts, crumple zones and air bags.

4.8 Investigate how crumple zones can be used to reduce the forces in collisions.

4.9 Use the Force equation to calculate the change in momentum of a system, as in 4.6.

4.10 Use the work done equation.

4.11 Demonstrate an understanding that energy transferred (joule, J) is equal to work done (joule, J).

4.12 Recall that power is the rate of doing work and is measured in watts, W.

4.13 Use the power equation.

4.14 Recall that one watt is equal to one joule per second, J/s.

4.15 Use the gravitational potential energy equation.

4.16 Use the kinetic energy equation.

4.17 Demonstrate an understanding of the idea of conservation of energy in various energy transfers.

4.18 Carry out calculations on work done to show the dependence of braking distance for a vehicle on initial velocity

squared (work done to bring a vehicle to rest equals its initial kinetic energy)


Reading & Writing


Braking distance, friction, stopping distance, thinking distance, conservation of momentum, momentum, vector, crumple zone, air bag, bubble wrap, crumple zone, seat belt, joule (J), power, watt (W), work, conservation of energy, gravitational potential, energy, kinetic energy.


Summarise information to produce an infographic.














British Values

Road safety – why do roads have speed limits?

Link to road safety in icy weather.

Link to car safety – Review no. of fatalities due to head-on-collisions.

Link to car safety – How requirements have changed over the years.

Link to the need for more power to run new technology – discuss how this energy needs to be created by potentially polluting sources.

Link to how sending spacecrafts into orbits requires a huge amount of KE – discuss cost of this – link to developing nations spending money on this and not helping the poor.




Stopping distances graphs - Worksheet P2.16c. Stretch: Students undertake the ‘extra challenge’ on the worksheet, explaining the Highway Code’s ‘two second rule’.

Momentum calculations - Students undertake Worksheet P2.18c. Students practise using the equation for calculating momentum.

Forces change momentum - Students complete Worksheet P2.20d, in which they have to explain road safety features and also use the equation linking force with the rate of change in momentum.

Work and power and work to stop cars - Students complete Worksheet P2.21d in which they practise calculations on work and power. They then plot graphs of stopping distance against speed squared to see the relationship.

Sports day energy calculations - Students undertake Worksheet P2.22d in which they practise calculations of GPE and KE, including rearrangement of the equations and the idea of energy conservation.












In Topic 5 students will develop an understanding of radioactive decay, including chain reactions, and difference between

fission and fusion. Students use this context to study the role of the wider scientific community in validating theories.



5.1 Describe the structure of nuclei of isotopes using the terms atomic (proton) number and mass (nucleon) number and

using symbols in the correct format.

5.2 Explain how atoms may gain or lose electrons to form ions.

5.3 Recall that alpha and beta particles and gamma rays are ionising radiations emitted from unstable nuclei in a

random process.

5.4 Recall that an alpha particle is equivalent to a helium nucleus, a beta particle is an electron emitted from the nucleus

and a gamma ray is electromagnetic radiation.

5.5 Compare alpha, beta and gamma radiations in terms of their abilities to penetrate and ionise.

5.6 Demonstrate an understanding that nuclear reactions can be a source of energy, including fission, fusion and

radioactive decay.

5.7 Explain how the fission of U-235 produces two daughter nuclei and two or more neutrons, accompanied by a release

of energy.

5.8 Explain the principle of a controlled nuclear chain reaction.

5.9 Explain how the chain reaction is controlled in a nuclear reactor including the action of moderators and control rods.

5.10 Describe how thermal energy from the chain reaction is converted into electrical energy in a nuclear power station.

5.11 Recall that the products of nuclear fission are radioactive

5.12 Describe nuclear fusion as the creation of larger nuclei from smaller nuclei, accompanied by a release of energy and

recognise fusion as the energy source for stars.

5.13 Explain the difference between nuclear fusion and nuclear fission.

5.14 Explain why nuclear fusion does not happen at low temperatures and pressures.

5.15 Relate the conditions for fusion to the difficulty of making a practical and economic form of power station.

5.16 Demonstrate an understanding that new scientific theories, such as ‘cold fusion’, are not accepted until they have

been validated by the scientific community.

Language & Vocabulary Reading & Writing Numeracy & Mathematical Skills

Atomic number, isotope, mass number, nucleon, nucleon number, proton number, sub-atomic particle, alpha particle, beta particle, decay, electron, gamma ray, ion, ionising radiation, penetration distance, radiation, radioactive Radioactivity, random, unstable, chain reaction, daughter nuclei, nuclear fission, nuclear fusion, control rod, core, moderator, nuclear reactor, radioactive waste, shielding, electrostatic repulsion, peer review, validate.













Calculations using scientific equations; including half-life calculations.



British Values

Religion vs. Science – What are we made of?

Link to poisoning for Alexander Litwinyenko.

Link to Nuclear disaster in Japan – After Tsunami.

Link to Chenobyl nuclear disaster.

Link to the amount of money being spent on developing fusion – should it be spent on renewable sources?




Are they isotopes? - Worksheet P2.23c contains questions that require students to demonstrate their understanding of the terms isotope, nucleon number and proton number.

Alpha, beta and gamma radiation - Worksheet P2.24d asks students to apply their knowledge to interpret traces in a cloud chamber.

Nuclear reactions - Worksheet P2.25d includes a question where students work out possible products from the fission of uranium-235.

Parts of a nuclear power station - Worksheet P2.26d. Students answer questions about the functions of the various parts of a nuclear power station.

Fusion reactions - Worksheet P2.27e looks in more detail at fusion reactions in stars.












In Topic 6 students will develop an understanding of the uses of different ionising radiations. They will compare and

contrast the advantages and risks involved and use models to investigate radioactive decay. Students will research and

discuss the advantages and disadvantages of using nuclear power for generating electricity.



6.1 Explain what is meant by background radiation, including how regional variations within the UK are caused in

particular by radon gas.

6.2 Recall the origins of background radiation from Earth and space.

6.3 Describe uses of radioactivity.

6.4 Describe how the activity of a radioactive source decreases over a period of time.

6.5 Recall that the unit of activity of a radioactive isotope is the Becquerel, Bq.

6.6 Recall that the half-life of a radioactive isotope is the time taken for half the undecayed nuclei to decay.

6.7 Use the concept of half-life to carry out simple calculations on the decay of a radioactive isotope, including graphical

representations.

6.8 Investigate models which simulate radioactive decay.

6.9 Demonstrate an understanding of the dangers of ionising radiation in terms of tissue damage and possible mutations

and relate this to the precautions needed.

6.10 Describe how scientists have changed their ideas of radioactivity over time.

6.11 Discuss the long-term possibilities for storage and disposal of nuclear waste.

6.12 Evaluate the advantages and disadvantages of nuclear power for generating electricity, including the lack of carbon

dioxide emissions, risks, public perception, waste disposal and safety issues.


Reading & Writing


Mutation, high-level waste (HLW), intermediate-level waste (ILW), low-level waste (LLW), radioactive, activity, Becquerel, count rate, Geiger-Müller (GM) tube, half-life, radioactive decay, background count, background radiation, cosmic ray, radon, irradiate, radiotherapy, sterilise, tracer.







Organise ideas into well-developed, structured paragraphs when comparing different methods of communication of scientific language.






Calculations using scientific equations; including half-life calculations.



British Values

‘Phenomena’ aspect of radiation – moral aspect of selling it in everyday products.

Moral aspect of creating nuclear waste – Discuss the legacy.

Discuss legacy of radioactive waste (Half-life).

Should the government pay to move the public away from High-Radon level sites?

Should potentially dangerous radiation be used for everyday jobs? Do the benefits outweigh the risks?




Marie Curie in the laboratory - Worksheet P2.28d. Students read the passage and pick out the ways in which how we handle radioactive sources has changed.

Storing and disposing of nuclear waste - Worksheet P2.29d. Students consider in more detail the issues of storing and disposing of nuclear waste.

Radioactive dating - Worksheet P2.30d. The sheet includes additional, more complex calculations. Students do not need to be able to recall details of radioactive dating techniques.

Sources of background radiation - Worksheet P2.32d reinforces what students learned about background radiation in the lesson.

Other uses of gamma rays - Worksheet P2.33e. The worksheet covers other uses of gamma rays such as vehicle imaging to detect weapons and stowaways.

Choosing the correct radioactive sources - Worksheet P2.34c helps to reinforce why different sources are used for different purposes based on their properties, including their half-lives.



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