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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.