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Year 09 Science Learning Cycle 3 Overview Learning Cycle Overview: Biology What are the basic processes that power living things? Week 1-2 Hypothesis 1 4.1.3.1 Diffusion Hypothesis 2 4.1.3.2 Osmosis Hypothesis 3 REQUIRED PRACTICAL Osmosis Hypothesis 4 4.1.3.3 Active transport Hypothesis 5 4.2.3.1 Plant tissues Hypothesis 6 4.2.3.2 Plant organ system Hypothesis 7 4.4.1.1 Photosynthetic reaction Hypothesis 8 4.4.1.2 Rate of Photosynthesis Hypothesis 9 4.4.1.3 Uses of glucose from photosynthesis Hypothesis 10 REQUIRED PRACTICAL Photosynthesis Chemistry How do different chemical bonds affect a substance? Week 3-4 Hypothesis 11 4.2.2.3 Properties of ionic compounds Hypothesis 12 4.2.2.4 Properties of small molecules Hypothesis 13 4.2.2.5 Polymers Hypothesis 14 4.2.2.6 Giant covalent structures Hypothesis 15 4.2.2.7 Properties of metals and alloys Hypothesis 16 4.2.2.8 Metals as conductors Hypothesis 17 4.2.3.1 Diamond Hypothesis 18 4.2.3.2 Graphite 4.2.3.3 Graphene and fullerenes

Year 09 Science Learning Cycle 3 Overvie · Year 09 Science Learning Cycle 3 Overview ... Medium Term Plan ... Lesson 4: Ohm’s law only applies to some materials

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Year 09 Science Learning Cycle 3 Overview

Learning Cycle Overview:

Biology What are the basic processes that power living things?

Week 1-2

Hypothesis 1 4.1.3.1 Diffusion

Hypothesis 2 4.1.3.2 Osmosis

Hypothesis 3 REQUIRED PRACTICAL Osmosis

Hypothesis 4 4.1.3.3 Active transport

Hypothesis 5 4.2.3.1 Plant tissues

Hypothesis 6 4.2.3.2 Plant organ system

Hypothesis 7 4.4.1.1 Photosynthetic reaction

Hypothesis 8 4.4.1.2 Rate of Photosynthesis

Hypothesis 9 4.4.1.3 Uses of glucose from photosynthesis

Hypothesis 10 REQUIRED PRACTICAL Photosynthesis

Chemistry How do different chemical bonds affect a substance?

Week 3-4

Hypothesis 11 4.2.2.3 Properties of ionic compounds

Hypothesis 12 4.2.2.4 Properties of small molecules

Hypothesis 13 4.2.2.5 Polymers

Hypothesis 14 4.2.2.6 Giant covalent structures

Hypothesis 15 4.2.2.7 Properties of metals and alloys

Hypothesis 16 4.2.2.8 Metals as conductors

Hypothesis 17 4.2.3.1 Diamond

Hypothesis 18 4.2.3.2 Graphite 4.2.3.3 Graphene and fullerenes

Year 09 Science | Learning Cycle 3 | Medium Term Plan | Science 2016/17

Physics How is electrical energy transferred?

Week 4-5

Hypothesis 19 4.2.1.1 Standard circuit diagram symbols Hypothesis 20 4.2.1.2 Electrical charge and current

4.2.3.1 Direct and alternating potential difference Hypothesis 21 4.2.1.3 Current, resistance and potential difference Hypothesis 22 4.2.1.4 Resistors Hypothesis 23 4.2.2 Series and parallel circuits Hypothesis 24 REQUIRED PRACTICAL I-V Characteristics Hypothesis 25 REQUIRED PRACTICAL Resistance

*Lessons in grey are higher tier only **Lessons notated RP contain a required practical N.B. For required practicals, see Science/Planning Resources/Required Practicals Combined Science for more details.

Year 09 Science | Learning Cycle 3 | Medium Term Plan | Science 2016/17

Biology: What are the basic processes that power living things?

Intentions for learning from AQA GCSE Specification pages 18-22

Lesson 1: Diffusion goes against the concentration gradient

Keywords: Diffusion, concentration, membrane

Learning Intentions: Students should develop an understanding

that: Diffusion is the movement of particles

Success Criteria:

✓ Recall that substances move in and out of cells

✓ Describe how substances diffuse in and out of cells

✓ Explain what factors impact the rate of diffusion

– Teacher marked

Lesson 2: Osmosis keeps plants alive Keywords: Osmosis, partially permeable

membrane, concentration Learning Intentions: Students should develop an understanding: ➢ Osmosis is the movement of water

from a high to low concentration across a partially permeable membrane

Success Criteria:

✓ Recall the definition of osmosis ✓ Describe the impact osmosis has on

cell shape ✓ Explain the impact a solvent has on

osmosis

-

Lesson 3: (RP) Osmosis can create giant potatoes

Keywords: Osmosis, concentration, molar Learning Intentions: Students should develop an understanding: ➢ Solutions of different concentrations

will cause potatoes to change in shape

Success Criteria:

✓ Recall the independent and dependent variables HIIII

✓ Predict the outcomes of the experiment

✓ Present and analyse results using graphs

Lesson 4: Cells need mitochondria for active transport to take place

Keywords: Active transport, energy, mitochondria

Learning Intentions: Students should develop an understanding: ➢ Active transport is the movement of

substances from a low to high concentration, this requires energy.

Success Criteria:

✓ Recall the definition of active transport

✓ Describe where active transport takes place

✓ Evaluate the difference between diffusion, osmosis and active transport

Lesson 5: Plants have as many organs have humans

Keywords: epidermis, mesophyll, palisade, stomata, xylem, phloem

Learning Intentions: Students should develop an understanding: ➢ The different structures of the leaf

allow the leaf to carry out its function

Success Criteria:

✓ Recall the parts of the leaf ✓ Describe the functions of the leaf ✓ Explain how the structures of the leaf

allow the leaf to carry out its function

–TEACHER MARKED

Lesson 6: Plant organs make organ systems

Keywords: transpiration, translocation Learning Intentions: Students should develop an understanding: ➢ How the structures of the root hair

cells, xylem and phloem are adapted to their functions

Success Criteria:

✓ Recall the organs of a plant ✓ Describe translocation and

transpiration ✓ Explain how temperature, humidity,

air movement and

Lesson 7: Photosynthesis is how humans create their energy

Keywords: Photosynthesis, chloroplast, endothermic

Learning Intentions: Students should develop an understanding

that: ➢ Plants use light to create glucose via

photosynthesis Success Criteria:

✓ Recall the photosynthesis equation ✓ Describe where each aspect of the

photosynthesis equation comes from ✓ Explain why photosynthesis is an

endothermic reaction -

Lesson 8: Photosynthesis always takes place at the same rate

Keywords: Photosynthesis, rate, factor Learning Intentions: Students should develop an understanding: ➢ The rate of photosynthesis changes

depending on temperature, light intensity, carbon dioxide concentration, and the amount of chlorophyll.

Success Criteria:

✓ Recall what a limiting factor is ✓ Describe the factors which can limit

the rate of photosynthesis

Lesson 9: Glucose helps keep cell walls strong

Keywords: Glucose, cellulose, starch, amino acids

Learning Intentions: Students should develop an understanding: ➢ Glucose produced from

photosynthesis can be stored as starch, oil, cellulose and for amino acids

Success Criteria:

✓ Recall the products of photosynthesis ✓ Describe how glucose is used in plants ✓ Explain what else is needed by the

plant

Lesson 10: (RP) Light can speed up photosynthesis

Keywords: Light intensity, photosynthesis, rate

Learning Intentions: Students should develop an understanding: ➢ By increasing the light intensity the

rate of photosynthesis will increase.

Success Criteria:

✓ Recall what factors can impact the rate of photosynthesis

✓ Predict what happens to the rate of photosynthesis as the light intensity changes

Year 09 Science | Learning Cycle 3 | Medium Term Plan | Science 2016/17

light intensity impact the rate of transpiration

✓ Explain how the limiting factors impact the rate of photosynthesis

✓ Accurately carry out the practical and record results

Chemistry: How do different chemical bonds affect a substance?

Intentions for learning from AQA GCSE Specification: Pages 77-79

Lesson 1: Ionic compounds can conduct electricity Keywords: solid, lattice, giant, boiling point, conduct Learning Intentions: Students should develop an understanding that: ➢ Ionic compounds form giant ionic lattice

structures and hence have specific physical properties

Success Criteria:

✓ Recall how an ionic bond forms ✓ Describe the structure of ionic bonds using

scientific vocabulary ✓ Explain how this structure impacts the physical

properties of covalent compound

Lesson 2: Small covalent molecules have strong forces

Keywords: intermolecular forces Learning Intentions: Students should develop an understanding that: ➢ Simple molecules have weak intermolecular

forces between the molecules that give them specific properties

Success Criteria:

✓ Recall how a covalent bonds forms ✓ Describe the structure of small covalent

molecules ✓ Explain why small covalent molecules are gases ✓ Evaluate if covalent substances have strong or

weak forces

Lesson 3: All covalent compounds are gases Keywords: polymer, monomer Learning Intentions: Students should develop an understanding that: ➢ Polymers are chains of covalent compounds Success Criteria:

✓ Recall what a polymer is made from ✓ Recognise polymers from diagrams ✓ Describe the structure of a polymer ✓ Predict the properties of polymers based on their

structure

Lesson 4: Giant covalent compounds have more forces

Keywords: giant, boiling point, silica Learning Intentions: Students should develop an understanding that: ➢ Covalent compounds can form giant structures

Success Criteria:

✓ Recall what is meant by a giant covalent structure

✓ Describe a giant covalent structure ✓ Predict the properties of giant covalent

structures based

Lesson 5: Diamonds are fragile Keywords: strong, covalent, carbon, Learning Intentions: Students should develop an understanding that: ➢ Diamond is made of carbon bonded to four other

carbons Success Criteria:

✓ Recall what diamond is made of ✓ Describe how diamond is structured in terms of

bonding ✓ Predict the properties of diamond based on their

structure

Lesson 6: Graphite is similar to diamond Keywords: fullerenes, graphite, slide, graphene Learning Intentions: Students should develop an understanding that: ➢ Graphite, graphene and fullerenes can be used as

lubricants and conductors due to their structures

Success Criteria:

✓ Recall the structure of graphite ✓ Describe the properties of graphite ✓ Explain the properties of graphite ✓ Explain the uses of graphene ✓ Evaluate the uses of fullerenes

Lesson 7: All metals are hard Keywords: delocalised, ions, slide, alloy Learning Intentions: Students should develop an understanding that: ➢ Alloys are metals with different sized ions

dispersed within the layers of ions so they can’t slide over each other

Success Criteria:

✓ Describe the properties of metals ✓ Explain the properties of metals in terms of ions

and electrons ✓ Explain why alloys have different properties

compared to pure metals

Lesson 8: Metals conduct because of their ions Keywords: delocalised, electrons, current Learning Intentions: Students should develop an understanding that: ➢ Metals conduct electricity due to their electrons

being able to move Success Criteria:

✓ Recall what an electric current ✓ Describe how metals can conduct electricity ✓ Explain why covalent and ionic compounds can

not conduct electricity

Year 09 Science | Learning Cycle 3 | Medium Term Plan | Science 2016/17

Physics: How can we measure something we can’t see?

Intentions for learning from AQA GCSE Specification: Pages 121-125

Lesson 1: Photos of circuits are better than hand drawn diagrams

Keywords: components, diagram, symbols Learning Intentions: Students should develop an understanding that: ➢ Circuits can be drawn using scientific standard

diagrams ➢ These diagrams ensure a continuity between

professionals involved with electronics Success Criteria: ✓ Recall circuit symbols. ✓ Construct circuit diagrams using standard

symbols. ✓ Ask questions such as: ✓ Why are circuit symbols used? TEACHER MARKED DISTANCE/DISPLACEMENT QUESTION

Lesson 2: There is one model for electricity that is better than the rest

Keywords: potential difference, current, models Learning Intentions: Students should develop an understanding that: ➢ Electric charge is carried around the circuit and we

can measure this flow practically Success Criteria: ✓ Define potential difference. ✓ State the name of the particle that carries the

electrical charge round a circuit. ✓ Define an electric current. ✓ Describe and explain why an electric current will

flow in a circuit. ✓ Describe different models of electricity ✓ Evaluate the benefits and drawbacks of each

model. ✓ Calculate the charge flow, current or time when

given the other two values. State the units used for each quantity.

PEER MARKED Q=Ixt QUESTIONS

Lesson 3: Current and voltage are directly proportional Keywords: current, resistance, potential difference Learning Intentions: Students should develop an understanding that: ➢ Current, potential difference and voltage can be

linked with an equation. ➢ Resistance is something we try to limit in many of

our electrical devices Success Criteria: ✓ Draw a circuit that can be used to measure the

current in a component. ✓ Describe how the current varies in a series circuit. ✓ Explain why the current at each point in a series

circuit must be the same in terms of electrons not being lost from the wire.

✓ Define resistance. ✓ Describe and explain how increasing the

resistance in a circuit will affect the current through the circuit.

✓ Use the equation to calculate the potential difference (voltage), current or resistance when given the other two values.

✓ How does the type of metal used for a wire affect its resistance?

✓ Why do expensive scart leads have gold plating on them?

✓ What factors affect the resistance of a given length of wire?

✓ Draw a circuit that can be used to find the resistance of an electrical component using a voltmeter and an ammeter.

SELF MARKED V=IR QUESTIONS

Lesson 4: Ohm’s law only applies to some materials Keywords: Ohm’s law, temperature, conductor Learning Intentions: Students should develop an understanding that: ➢ Resistors obey Ohm’s law and can be predictable

up to a point Success Criteria: ✓ Define what is meant by an ohmic conductor. ✓ What components are ohmic conductors? ✓ Describe the conditions for which Ohm’s law is

valid. ✓ Explain why Ohm’s law is not valid when the

temperature of the conductor increases in terms of collisions.

Year 09 Science | Learning Cycle 3 | Medium Term Plan | Science 2016/17

Lesson 5: Christmas lights are connected in parallel to one another

Keywords: series, parallel Learning Intentions: Students should develop an understanding that: ➢ Series and parallel circuits have different

properties. ➢ Components also behave differently in the two

types of circuits Success Criteria: ✓ Describe the differences between series and

parallel circuits. ✓ Draw circuit diagrams for components connected

in series and in parallel. ✓ Describe how ammeters and voltmeters are

connected into a circuit ✓ Why does adding additional lamps in series, make

them all dimmer? ✓ Explain why the current through each component

in a series circuit is the same. ✓ Why does adding more lamps in series cause the

current to decrease? ✓ Describe how the potential difference of the

power supply is shared between the components and that the share of the potential difference a component receives depends on the resistance of that component.

TEACHER MARKED SERIES/PARALLEL QUESTION

Lesson 6: REQUIRED PRACTICAL I-V Characteristics Keywords: graph, filament, diode, thermistor Success Criteria: ✓ Draw the I-V graph for an ohmic conductor,

filament lamp, diode, LDR, thermistor ✓ Why do the current-potential difference graphs

for diodes and filament lamps look different to that of an ohmic conductor?

✓ Calculate the resistance of an LDR or a thermistor given the range of resistances for that component and the conditions that it is placed in.

✓ Describe and explain real world applications of thermistors and LDRs including thermostats and switching on lights.

Lesson 7: REQUIRED PRACTICAL Resistance Keywords: parallel, series Success Criteria: ✓ Calculate the resistance or two components in a

circuit using

✓ Use the concept of equivalent resistance. ✓ Apply knowledge of series circuits to real world

applications. ✓ Students should be able to explain the design and

use of d.c. series circuits for measurement and testing purposes.

✓ State that the potential difference across each component in a parallel circuit is the same.

✓ Describe how the currents in different parts of a parallel circuit change and give the reasons for this change.

✓ Describe the effect on the resistance of adding resistors in parallel.

✓ State that adding resistors in parallel will make the total resistance less than the lowest value resistor.

✓ Describe the differences between series and parallel circuits in terms of current and potential difference.

✓ Students are not required to calculate the total resistance of resistors placed in parallel.

✓ What causes resistance? ✓ Research what resistance is and why some

materials have no resistance (superconductors). ✓ Explain why adding resistors in series to a circuit,

increases the resistance of that circuit in terms of number of collisions.

✓ Explain why adding resistors in parallel decreases the resistance of a circuit in terms of increased number of pathways.