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GCSE Science B Scheme of Work

Introduction Science is essential for all of us in our everyday lives and for the future of our planet. For many candidates, it’s a highly inspirational subject, but for others, it poses

challenges that need to be addressed.

That’s why, at AQA, we believe that what you teach and how you teach it are vital when it comes to engaging your candidates. Therefore, to help you deliver our GCSE

Science B (Science in Context) course, we have provided ideas on how this can be done. You can use these suggestions, adapt them to suit your candidates, or use your

own schemes of work.

The delivery of the specification is flexible, and centres are encouraged to design schemes of work that best suit their individual circumstances, the needs and aspirations

of their candidates and the skills of their teachers.

The times shown are for time in lessons only. Half lesson times are shown in places to enable teachers to be more flexible in their approach by combining these in twos (or

threes) depending on the needs of their candidates.

With the introduction of modular courses, there are increased opportunities for delivering the specification in more creative ways. There are three possible timescales for

delivery: a one-year delivery; a two-year delivery alongside an additional science course; and a three-year delivery (perhaps starting in year 9 but consuming less time

each week).

Centres are strongly urged to adopt a contextual approach as a basis for the delivery of each topic of the specification, as it is felt that this will both create and maintain the

interest of candidates in science. However, the specification may be delivered either as a series of modules or in a linear format. This scheme of work is not intended to

dictate a particular order of topics.

Free resources Our GCSE Sciences website, The Science Lab, also provides free resources and interactive tools to help you inspire your candidates. Here you can access:

Exampro Extra Online – to create practice papers, and get model answers, practical guides and activities

Enhanced Results Analysis (ERA) – provides an instant breakdown of exam results

Assessment Planner – helps you to plan your assessments for the new GCSE Science specifications

Our community blog and forum – engage with other AQA teachers and participate in discussions that matter to you

Details of Nelson Thornes’ AQA GCSE Science Teacher Books and Student Books, exclusively endorsed by AQA.



We also have the following free AQA reference material to help you:

Our GCSE Sciences website, The Science Lab, also provides free resources and interactive tools to help you inspire your candidates. Here you can access:

GCSE Science B Specification

Unit 1: specimen question papers and mark schemes



Unit 4: Controlled Assessment teachers’ notes and tasks (three per year)

Teacher support meetings

Ask AQA

Centre Controlled Assessment Adviser.

We want your candidates to be engaged and inspired by real science. We believe that the above resources will help you to achieve this. In addition, we provide a range of

GCSE Sciences, so you'll find that one of our courses will meet your candidates’ needs – whatever their abilities and aspirations. If you have any queries about GCSE

Science B, you can talk directly to the GCSE Science subject team on 08442 090 415 or e-mail [email protected]



Science B contexts The specification provides a range of contexts to lead the way that the content is taught. Centres can add their own contexts where they are more relevant to the

learning experiences that their candidates have encountered. These contexts are:

Unit 1 – My world

Theme 1 – My wider world

3.3.1.1 Our changing universe

3.3.1.2 Our changing planet

3.3.1.3 Materials our planet provides

3.3.1.4 Using materials from our planet

to make products

Theme 2 – Life on our planet

3.3.2.1 Life on our planet

3.3.2.2 Biomass and energy flow

through the biosphere

3.3.2.3 The importance of carbon

Unit 2 – My family and home

Theme 1- My family

3.4.1.1 Control of body systems

3.4.1.2 Chemistry in action in the body

3.4.1.3 Human inheritance and genetic

disorders

Theme 2 – My home

3.4.2.1 Materials used to construct our

homes

3.4.2.2 Fuels for cooking, heating and

transport

3.4.2.3 Generation and distribution of

electricity

Theme 3 – My property

3.4.3.1 The cost of running appliances

in the home

3.4.3.2 Electromagnetic waves in the

home

Unit 3 – Making my world a better

place

Theme 1 – Improving health and

wellbeing

3.5.1.1. The use (and misuse) of drugs

3.5.1.2 The use of vaccines

3.5.1.3 The use of ionising radiation in

medicine

Theme 2 – Making and improving

products

3.5.2.1 Uses of electroplating

3.5.2.2 Developing new products

3.5.2.3 Selective breeding and genetic

engineering

Theme 3 – Improving our

environment

3.5.3.1 Environmental concerns when

making and using products

3.5.3.2 Saving energy in the home

3.5.3.3 Controlling pollution in the

home

Unit 4 – Using practical and

Investigative Skills in Context.

3.6.1 Plan an investigation

3.6.2 Assess and manage risks when

carrying out practical work

3.6.3 Collect primary and secondary

data

3.6.4 Process primary and secondary

data

3.6.5 Analyse and interpret primary

and secondary data



The big picture

Block 1

(12 lessons)

Block 2

(12 lessons)

Block 3

(12 lessons)

Block 4

(12 lessons)

Subject content:



Subject content:


3.3.1.4 Using materials from our planet

to make products

Subject content:


3.3.2.2 Biomass and energy flow

through the biosphere


Subject content:



Block 5

(12 lessons)

Block 6

(12 lessons)

Block 7

(12 lessons)

Block 8

(12 lessons)

Subject content:


disorders


homes

Subject content:


transport


electricity

Subject content:

3.4.3.1 The cost of running appliances

in the home


home

Subject content:

3.5.1.1 The use (and misuse) of drugs


Block 9

(12 lessons)

Block 10

(12 lessons)

Block 11

(12 lessons)

Subject content:

3.5.1.3 The use of ionising radiation in

medicine




engineering

Subject content:

3.5.3.1 Environmental concerns when

making and using products


3.5.3.3 Controlling pollution in the

home

Subject content:

3.6 Controlled Assessment



The Medium view

UNIT 1: My World

Block 1 (12 lessons)

3.3.1.1 Our Changing universe Observation of the solar system and galaxies (0.5)

Data analysis to evaluate the position of the Earth in the solar system (0.5)

Detection of different wavelengths from space (1)

Red-shift principle (1)

Red-shift as evidence of an expanding universe (1)

Red-shift supporting the Big Bang theory (1)

(5 lessons)

3.3.1.2 Our changing planet Changes to the Earth’s surface with time due to cooling (0.5)

Earth’s internal structure (0.5)

Tectonic plates (0.5)

Convection currents causing tectonic plate movement (0.5)

Effects of tectonic plate movement and prediction of earthquakes and volcanic eruptions(1)

Early Earth history and formation of the atmosphere and oceans (1)

Early Earth’s atmosphere (0.5)

Plants releasing oxygen into the atmosphere (0.5)

How greenhouse gases keep temperatures on Earth suitable for life (1)

Evaluating changes to the composition of the atmosphere over time (1)

(7 lessons)




3.3.1.3 Materials our planet provides Classifying materials as elements, compounds or mixtures (0.5)

Atomic number, mass number and atomic structure (1)

Differences between atoms, molecules and ions (0.5)

Mining, quarrying and using materials from the ground (1)

Impact of exploitation of the Earth’s crust and phytomining (1)

Separating salt from rock salt (1)

Fractional distillation of crude oil (1)

Aluminium extraction from its ore (1)

Iron and lead extraction from their ores (1)

Substances taken from the atmosphere and their uses (1)

(9 lessons)

3.3.1.4 Using materials from our planet to

make products

Mass conservation in chemical reactions (1)

Balancing equations (1)

Making new products (1)

(3 lessons)




3.3.2.1 Life on our planet Variety of life and kingdoms (0.5)

Classification using physical characteristics (0.5)

Importance of classification (0.5)

Materials needed for survival and competition between species (0.5)

Adaptation of plants (0.5)

Adaptation of animals (0.5

Adaptation of microbes (0.5)

Reasons for the distribution of organisms in habitats (0.5)

Evolution and natural selection (0.5)

Survival of the fittest and the role of genes (0.5)

Factors that affect plant growth (0.5)

Role of auxins in controlling plant growth (0.5)

(6 lessons)

3.3.2.2 Biomass and energy flow through

the biosphere

Production and flow of biomass through the biosphere (0.5)

Use of food chains (0.5)

Pyramids of biomass (0.5)

Calculating energy transfer in food chains (0.5)

Reasons for the inefficiency of the energy transfer in food chains (0.5)

The role of decomposers in the biosphere (0.5)

(3 lessons)

3.3.2.3 The importance of carbon The role of plants in the carbon cycle (0.5)

The role of animals in the carbon cycle (0.5)

The role of microbes in the carbon cycle (0.5)

Carbon stored in fossil fuels (0.5)

The formation of limestone from carbon dioxide (0.5)

How humans have interfered with the carbon cycle (0.5)

(3 lessons)



Unit 2: My Family and Home


3.4.1.1 Control of body systems Receptors and the nervous system (1)

Reflex actions (1)

Hearing sounds and effects of loud sounds (1)

Homeostasis and negative feedback (1)

Hormones in the body (1)

Insulin and diabetes (1)

Control of body temperature (1)

(7 lessons)

3.4.1.2 Chemistry in action in the body Chemical reactions in the body and why the stomach contains acid (1)

Hazards of acids and bases (1)

How to neutralise acids (1)

Patterns in the reactions of hydroxides and carbonates with acids (1)

Use of antacids (1)

(5 lessons)





disorders

Animal cell structure and genetic make up (1)

Causes of variation (1)

Monohybrid inheritance (1)

Genetically inherited disorders (1)

Research into treatment of genetic disorders and genetic screening (1)

(5 lessons)


homes

How we obtain limestone and its uses and conversion into quicklime and slaked lime (1)

Making cement and glass (0.5)

The composition and use of mortar and concrete (0.5)

Properties of metals and their uses (1)

Manufacturing polymers and their properties (1)

Properties and uses of ceramics (1)

Properties of composites and their uses (1)

Sustainable building developments (1)

(7 lessons)





transport

Fuels in the home (0.5)

Hydrocarbons (0.5)

Problems of burning fossil fuels (1)

Combustion of hydrocarbons (1)

Patterns in the combustion of hydrocarbon fuels (1)

Measuring the energy content of different fuels (1)

(5 lessons)


electricity

Renewable and non-renewable energy sources (1)

Generation of electricity using fossil fuels (1)

Generation of electricity using nuclear fuels (1)

Problems relating to the use of nuclear fuels (1)

Generation of electricity using renewable energy resources (1)

Problems relating to the use of renewable energy resources (1)

The distribution of electricity through the National Grid (1)

(7 lessons)




3.4.3.1 The cost of running appliances in

the home

Calculating power of appliances in the home from current and voltage (1)

Calculating energy transferred by appliances in the home (1)

Reading electricity meters and costs of using appliances (1)

Interpreting information from energy labels on appliances (1)

Drawing Sankey diagrams (1)

Interpreting Sankey diagrams (1)

Efficiency calculations (1)

(7 lessons)


home

Electromagnetic radiation, frequency of waves and wavelength (1)

The EM spectrum (1)

Using the wave equation (1)

Uses, properties and dangers of electromagnetic waves used in our homes (1)

Why X-rays and gamma rays are not use in the home (1)

(5 lessons)



Unit 3 Block 8 (12 lessons)

3.5.1.1 The use (and misuse) of drugs Clinical trials of medicines used to treat disease (1)

Use, and effect of over-use, of antibiotics (1)

Medicines that relieve symptoms and issues of their over-use (1)

Impact of drinking alcohol (1)

Impact of smoking tobacco (1)

Impact the use and abuse of medical and recreational drugs (1)

(6 lessons)

3.5.1.2 The use of vaccines Diseases caused by bacteria and viruses (0.5)

How pathogens enter the body (0.5)

How pathogens make us feel ill (1)

The role of platelets and phagocytes in defence against pathogens (1)

Lymphocytes and antibodies (1)

How vaccinations protect us from infections (1)

Concerns over vaccinations and their effect on occurrence of diseases (1)

(6 lessons)




3.5.1.3 The use of ionising radiation in medicine Characteristics of X-rays and gamma rays and their effect on living cells (1)

Characteristics and properties of alpha and beta particles and gamma rays (1)

How X-rays can be used to diagnose medical disorders (0.5)

Medical imaging using gamma rays (0.5)

How radiation levels are monitored (1)

(4 lessons)

3.5.2.1 Uses of electroplating What electrolysis is and why we electroplate objects made of metal (1)

How electroplating works (1)

Why electroplate jewellery and risks of the electroplating industry (1)

(3 lessons)

3.5.2.2 Developing new products Smart paints –uses, advantages and disadvantages (0.5)

Superconductors – uses, advantages and disadvantages (0.5)

Smart materials – uses, advantages and disadvantages (0.5)

Chromic materials – uses, advantages and disadvantages (0.5)

(2 lessons)


engineering

Selective breeding of animals (0.5)

Selective breeding of plants (0.5)

Cloning and tissue culture (1)

Genetic engineering (0.5)

Insulin production (0.5)

(3 lessons)




3.5.3.1 Environmental concerns when making

and using products

How making and using products increases emissions of greenhouse gases (0.5)

The effects of increased greenhouse gases and the Kyoto agreement (0.5)

Eutrophication (1)

Indicator species used to monitor water and air pollution (1)

Methods of degrading plastics (0.5)

Water-soluble plastics and their uses (0.5)

The environmental impact of landfill sites, incineration and recycling (1)

(5 lessons)

3.5.3.2 Saving energy in the home Heat transfer by conduction, convection and radiation in the home (1)

Minimising heat loss in the home (1)

U-values for different materials and their interpretation (1)

Payback time of energy-saving measures (0.5)

Data analysis of efficiency and cost-effectiveness of energy-saving measures (0.5)

4 lessons

3.5.3.3 Controlling pollution in the home Common pollutants in homes and symptoms of exposure to them (0.5)

Risks and control measures of household hazards (0.5)

Domestic boilers – air supply and link to incomplete combustion and formation of

toxic products (1)

Radon as a household pollutant (1)

3 lessons




Unit 4 Using paracticle and investigative skills Although the Controlled Assessment appears at the end of this scheme of work as a

separate block, it may be more appropriate to deliver it within the theme that the

assessment addresses. Candidates should be given the opportunity to practise the

required skills throughout their course of study in order to maximise the marks

obtained.



Unit 1: The Lesson View

My World

Theme 1: My wider world

Block 1


For many centuries, our ancestors thought the Earth was the centre of the universe. Science has since taught us that this was incorrect. We know that the Earth lies

within the Milky Way galaxy (a group of stars), which is located somewhere within the universe. Scientists have discovered that the Sun is one star in the Milky Way.

Even smaller in scale than a galaxy is a solar system. Our solar system comprises one star (the Sun) and planets circling around it.

Scientists use many different techniques to observe and search for patterns in the universe in an attempt to understand and gather evidence concerning how it

began, what it is like and how it is changing. They have gathered much evidence from the use of telescopes, both on Earth and in space and from the study of light

reaching us from stars in distant galaxies.

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What most candidates

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1 Observation of the

solar system and

galaxies.

Know that observations of

the solar system and the

galaxies in the universe can

be carried out on the Earth or

from space.

0.5

Show candidates a range of images

taken on Earth and in space of the

solar system and galaxies.

Show images of telescopes on Earth

and in space. Discussion of the pros

and cons of each and why they are

used.

Images of the solar system

and galaxies taken from Earth

and in space.

Images of telescopes on Earth

and in space.

Knowledge of

telescopes should

be limited to their

use: no working

details are

required.



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Data analysis to

evaluate the

position of the

Earth in the solar

system.

Use data and evidence to

discuss the position of the

Earth in the solar system.

0.5

Candidates to use data on the planets

in the solar system, eg temperature

and day length, to put the planets in

the correct order and explain how the

data backs up their ideas.

Data on the planets in the

solar system.

2 Detection of

different

wavelengths from

space.

Know that observations are

made with telescopes that

may detect visible light or

other electromagnetic

radiations such as radio

waves or X-rays from space,

and that these observations

provide evidence for changes

taking place in the universe.

1 Briefly introduce visible light as a wave

and name other waves in the EM

spectrum that are different sizes that

our eyes can’t sense.

Candidates to research images of

space made with telescopes detecting

different waves. They should find out

why the different waves are used.

Introduce the idea that the universe is

expanding using microwave images

from COBE.

Computers to research

telescope images – useful

website

Hubble Image Gallery

http://heritage.stsci.edu/gallery

/gallery.html

COBE (Cosmic Background

Explorer Satellite) – useful

website

http://lambda.gsfc.nasa.gov/pr

oduct/cobe/

3 Red-shift principle Understand that if a wave

source is moving relative to

an observer there will be a

change in the observed

wavelength and frequency

(Doppler effect).

1 Show a video clip of vehicle with siren

travelling and ask candidates to

describe the differences in the sound

of the siren as it travels closer and

then further away. Introduce Doppler

shift and explain that light behaves in a

similar way.

Video clip of vehicle with siren.

Treatment of red-

shift should be

limited to a study

of the black lines

within the

spectrum.

http://heritage.stsci.edu/gallery/gallery.html

http://heritage.stsci.edu/gallery/gallery.html

http://lambda.gsfc.nasa.gov/product/cobe/

http://lambda.gsfc.nasa.gov/product/cobe/



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Practical using ray boxes and prisms

to show how white light is made up of

the colours of the spectrum, as an

introduction to red-shift.

Ray boxes, slits and prisms.

4 Red-shift as

evidence of an

expanding

universe

Explain why there is a red-

shift in light observed from

most distant stars and

galaxies. The further away

stars or galaxies are, the

more their light is red-shifted.

This indicates that distant

galaxies are moving away

from us, and that the further

away a galaxy is the faster it

is moving away.

1 Show candidates a video clip of the

Big Bang. Ask them to discuss how

they think scientists came up with this

theory.

Complete a card sort on the main

sequence of events after the Big Bang.

Recap on red-shift theory from last

lesson. Candidates to explain how the

spectra of distant galaxies would look if

they were travelling towards us or

travelling further away.

Video clip of the Big Bang.

Card sort giving the main

sequence of events after the

Big Bang.

5 Red-shift

supporting the

Big Bang theory.

Explain how the observed

red-shift provides evidence

that the universe is

expanding and supports the

‘Big Bang’ theory (that the

universe began from a very

small initial point).

1 Set a hydrogen balloon alight. Ask

candidates what evidence there was of

an explosion (pieces of balloon flying

outwards, heat).

Ask candidates where the heat from

the Big Bang is now. Show microwave

images to show energy left from the

Hydrogen balloon

COBE microwave images.



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discuss and evaluate the

origin, structure and

continuing evolution of the

universe.

‘Big Bang’.

Ask candidates how it can be shown

that the universe expanded after the

Big Bang. Discussion of red-shift of

spectra from distant planets.




The Earth is a planet that has changed since its formation and is still changing. The surface of the Earth has cooled after a period of intense volcanic activity and has

become able to sustain plant and animal life. The surface of the Earth continues to change due to the activity of volcanoes and earthquakes, mainly along the edges

of tectonic plate boundaries.

Alongside these changes the atmosphere has altered to enable life to evolve, from being rich in carbon dioxide to containing enough oxygen to support life.

Environmental scientists are beginning to understand the processes that cause the natural greenhouse effect and maintain the heat balance and global climate that

enable life on Earth.

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1 Changes to the

Earth’s surface

with time due to

cooling.

Earth’s internal

structure.

Know that the surface of the

Earth has changed over time

as a result of cooling.

Know that the Earth consists

of a mantle, core and crust,

surrounded by the

atmosphere.

0.5

0.5

Show candidates a mix of oil and wax

that has been gently heated to melt it.

Allow to cool and ask candidates to

describe how this is a simple model of

the surface of the Earth.

Show candidates 3D images of the

Earth’s structure.

Ask candidates to make models of the

Earth’s internal structure with different

materials to represent the atmosphere,

crust, mantle and core.

Oil/wax mix.

3D images of the Earth’s

structure.

2 Tectonic plates Know that the Earth’s crust 0.5 Show candidates images of Pangaea Useful information about Candidates need



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Convection

currents causing

tectonic plate

movement

and the upper part of the

mantle are cracked into a

number of large pieces

(tectonic plates).

Explain how convection

currents within the mantle

cause the movement of

tectonic plates.

0.5

and the Earth’s surface today. Ask how

and why they have changed. Introduce

tectonic plates – these could be

modelled with plasticene.

Discuss the structure of the mantle and

model using convection currents

shown with a potassium permanganate

crystal in water being gently heated.

Describe how these currents cause the

tectonic plates to move.

Pangaea can be found at

http://library.thinkquest.org/177

01/high/pangaea/

Images of the Earth’s surface

in the past and the present

day.

Plasticene

Potassium permanganate.

to understand

why there are

convection

currents in the

mantle.

5 Effects of tectonic

plate movement

and prediction of

earthquakes and

volcanic

eruptions.

Describe how movement of

tectonic plates can have

disastrous consequences

such as earthquakes and

volcanic eruptions.


suggest implications of the

1 Use plasticene to model what happens

when tectonic plates are moving

together or further apart.

Show video clips of active volcanoes

and earthquakes.

Ask if any candidates have

experienced an earthquake or been on

Plasticene.

Video clips of earthquakes and

active volcanoes.

http://library.thinkquest.org/17701/high/pangaea/

http://library.thinkquest.org/17701/high/pangaea/



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accurate prediction of

earthquakes and volcanic

eruptions.

holiday in a volcanic area.

Demonstrate a model volcano.

Show images of the Earth from space

showing active volcanoes. Link these

images to the tectonic plates.

Ask candidates to use these images

and an atlas to predict where they

think earthquakes and volcanic

eruptions might happen.

Discuss how seismic activity is

monitored.

Ask candidates to explain why it is so

important that earthquakes and

volcanic eruptions can be predicted

accurately.

Model volcano.

Volcanic images from space.

Atlas

A good video clip can be found

at:

www.teachers.tv/videos/how-

science-works-journey-to-etna-

lava-flow-and-gas-emissions

6, 7 Early Earth

history and

formation of the

atmosphere and

oceans.

Know that during the first

billion years of the Earth’s

existence there was intense

volcanic activity.

1 Card sort giving a timeline of events in

early Earth’s history.

Show images of volcanologists

collecting samples from volcanoes.

Card sort on early Earth’s

history.

Images of volcanologists.

http://www.teachers.tv/videos/how-science-works-journey-to-etna-lava-flow-and-gas-emissions





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Know that volcanic activity

released the gases that

formed the early atmosphere

and water vapour that

condensed to form the

oceans.

Discussion of the gases released by

volcanoes and how cooling of water

vapour formed the oceans.

8 Early Earth’s

atmosphere

Understand that some

theories suggest that, during

this period, the Earth’s

atmosphere was mainly

carbon dioxide and there

would have been little or no

oxygen gas. There may also

have been water vapour and

small proportions of methane

and ammonia.

0.5

Pass air over heated copper using gas

syringes and measure the percentage

of oxygen.

Discuss how this would have been

different in early Earth’s history.

Give candidates the percentages of

different gases in the early Earth’s

atmosphere and present day and ask

them to draw pie charts to show the

data.

Copper, gas syringes.

Data on composition of

atmosphere past and present.

9 Plants releasing

oxygen into the

atmosphere

Describe how plants

produced the oxygen that is

now in the atmosphere by

photosynthesis.

0.5 Collect gas produced by aquatic plants

and test for oxygen.

Elodea near bright lamp with

funnel and tube to collect

oxygen to test.

Knowledge of

photosynthesis is

limited to plants

using carbon

dioxide and



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producing

oxygen. Detailed

knowledge of the

process is not

required.

10, 11 How greenhouse

gases keep

temperatures on

Earth suitable for

life.

Describe how the

atmosphere surrounding the

Earth allows light energy

radiated from the sun to pass

through.

Explain how greenhouse

gases in the atmosphere

keep temperatures on Earth

stable and warm enough to

support life allowing short-

wave radiation to pass

through the atmosphere to

the Earth’s surface but

absorbing the outgoing long-

wave radiation from the

Earth.

1 Give candidates data the different

planets in the solar system, their

atmosphere, distance from the sun and

the surface temperature of the planet.

Ask candidates to look for patterns

related to distance from the sun and

the composition of their atmosphere.

Introduce the concept of greenhouse

gases as a jacket to maintain

temperatures suitable for life.

Data on the planets can be

obtained from

www.windows2universe.org/ou

r_solar_system/planets_table.

html

http://www.windows2universe.org/our_solar_system/planets_table.html





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Evaluating

changes to the

composition of

the atmosphere

over time.


evaluate changes to the

composition of the

atmosphere over time.

1 Give candidates a variety of data on

the Earth’s atmosphere over time.

Ask candidates to prepare a talk to

evaluate these changes.

Data on the Earth’s

atmosphere.



Theme 1: My wider world

Block 2


The Earth’s crust, sea and atmosphere, and the organisms living on Earth, are the ultimate sources from which all useful substances are obtained. Metals, metal

ores, limestone and fossil fuels are examples of materials obtained from the Earth. Scientists are sometimes able to use these materials directly, but many have to

be processed or reacted with other substances to make useful products.

Understanding the chemical structure of these raw materials and their chemical reactions enables scientists to make the best use of them.

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1 Classifying

materials as

elements,

compounds or

mixtures.

Be able to classify materials

as elements, compounds or

mixtures.

0.5 Show candidates a range of elements;

ask them to find them on the periodic

table labelling them as solid, liquid or

gas and metal or non-metal.

Use Lego bricks to model elements as

pure substances.

Show a range of compounds and give

their formulae.

Show candidates how to model these

Range of elements,

compounds and mixtures.

Periodic tables

Lego bricks or molymods.

BBC GCSE Bitesize animation



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Explain the difference

between atoms, molecules

and ions.

with different coloured Lego bricks,

reinforcing the point that there are two

or more elements chemically

combined. BBC GCSE Bitesize

animation activities will reinforce this.

Show a range of simple mixtures, eg

sea water.

Use Lego bricks to show atoms and

molecules. Candidates to write their

own definitions of them.

Demonstrate hydrogen balloon and

use Lego bricks to model the reaction

resulting in the formation of water.

Class practical reacting iron and sulfur

to make iron sulfide then modelled with

Lego bricks.

Model with Lego bricks in a beaker and

discuss simple methods of separation

used at KS3.

activities:

www.bbc.co.uk/schools/gcsebi

tesize/science/

Hydrogen balloon

Iron, sulfur and ignition tubes.

Magnets

Lego bricks

Periodic tables



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Ask candidates to suggest what makes

up these mixtures and how they might

be able to separate them.

2, 4 Atomic number,

mass number and

atomic structure.

Define the terms atomic

number and mass number.

Describe the structure of the

atom in terms of numbers of

protons, neutrons and

electrons and their

arrangement.

Atoms contain the same

number of protons (positive

charge) and electrons

(negative charge). The

protons and the neutrons (no

charge) are at the centre, in

the nucleus, and the

electrons are positioned

around the outside of the

atom.

0.5 Show images of the internal structure

of the atom. Introduce the idea of ions

when electrons are gained or lost.

Candidates to use a periodic table to

draw the structure of the first 20

elements in the periodic table.

Work through the first few with them,

introducing the use of atomic number

and mass number to determine the

particles present.

Introduce electronic structure and

arrangement of electrons in atoms.

Candidates to complete a table

summarising the number of protons,

neutrons and electrons in each atom

and the arrangement of the electrons

Images of the internal structure

of the atom.

Knowledge of

atomic structure

will be limited to

the first 20

elements of the

periodic table.

Candidates will be

required to

calculate the

number of

protons, neutrons

and electrons in

an atom of an

element given the

atomic number

and mass number

of the element.



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in shells.

5, 6 Mining, quarrying

and using

materials from the

ground.

Know that useful materials

can be removed from the

ground by mining or

quarrying.

Give examples of substances

used straight from the ground

(gold, sulfur, limestone and

marble).

1 Show images of quarries, underground

and open-cast mines. Ask candidates

to write a list of materials that they

think we obtain in this way.

Show samples of gold alongside

images of panning.

Show samples of sulfur alongside

images of it being mined.

Show samples of limestone and

marble alongside images of buildings

and statues.

Candidates to discuss the properties of

these substances that mean they can

be taken straight from the ground.

Images of quarries, mines,

gold panning, sulfur mines,

buildings and statues.

Samples of gold, sulfur,

limestone and marble.

A useful website aimed at all

key stages

www.virtualquarry.co.uk Some

selection is necessary.

5, 6 Impact of

exploitation of the

earths crust and

phytomining.

Use scientific data and

evidence to discuss, evaluate

or suggest implications of:

the social, economic

and environmental

1 Candidates to research and then

explain what phytomining is.

Show video clips of the miners’ strikes

in Britain in the 1970’s.

Computers for research.

Video clips of the miners’

strikes.

http://www.virtualquarry.co.uk/



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impacts of exploiting the

Earth’s crust, sea and

atmosphere, and living

organisms.

methods of cleansing

coal and metal mines

such as phytomining.

Discuss the social and economic

impact of mine closures on mining

communities.

Show images of large open cast

mining operations.

Discuss the environmental impact of

such workings. Give candidates data

on the cost of various minerals and

countries from which they are mined.

Ask them to evaluate the economic

effect of these mines on the country.

Images of open cast mines.

Data on cost of minerals and

where they are mined.

There are many useful

websites that can be found by

entering ‘phytomining’ into any

search engine.

7 Separating salt

from rock salt

Describe how salt is

separated from rock salt

before use.

1 Show images of rock salt mining.

Discuss direct use for salting roads in

winter.

Ask candidates to plan how rock salt

could be separated to give salt suitable

for use in cooking. Give them key

words such as filtration, distillation and

evaporation to get them started and

show suitable equipment if needed.

Images of rock salt mines and

gritters.

Useful information on the

mining process for rock salt

and its uses etc can be found

at www.saltsense.co.uk

Table salt

http://www.saltsense.co.uk/



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Class practical separating salt from

rock salt. Candidates to evaluate their

method, suggesting improvements that

would mean that the separate parts of

the mixture were obtained.

Conical flasks, filter paper,

funnels, pestles and mortars,

evaporating basins.

8 Fractional

distillation of

crude oil

Describe how fuels

(hydrocarbons) are

separated from crude oil

(fractional distillation).

1 Show candidates a sample of crude oil

and ask what it is used for. Spider

diagram of ideas. Show examples of

the fractions if available.

Demonstrate fractional distillation of an

ethanol/water mix. Ask candidates to

explain why this mixture can be

separated in this way and how this

could be used with crude oil.

Show video clips of a working oil

refinery to given them an idea of the

huge scale of the apparatus used in

industry.

Candidates to label a diagram of the

fractional distillation column with the

different fractions, their boiling points,

Useful information on the

process of how fuels are

separated from crude oil can

be found at:

www.green-planet-solar-

energy.com/fractional-

distillation-of-crude-oil.html

Samples of crude oil and its

different fractions. Distillation

apparatus with ethanol/water

mix.

Video clips of oil refineries.

Data on the different fractions

of oil.

Diagrams of the distillation

The names of

fractions obtained

from crude oil are

not required but

candidates should

know trends in

boiling point and

viscosity and be

able to link these

with the number

of carbon atoms.

Knowledge of

cracking is not

required.

http://www.green-planet-solar-energy.com/fractional-distillation-of-crude-oil.html





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viscosities and number of carbon

atoms in the chain. Candidates should

describe the patterns in each of these.

Demonstrate fractional distillation of

crude oil using CLEAPSS mixture

(take care to avoid confusion with the

continuous process in a fractionating

column).

column to label.

9 (a) Aluminium

extraction from its

ore.

Describe how metals are

separated from their ores.

Metals more reactive than

carbon, such as aluminium,

are extracted by electrolysis

of molten compounds. The

use of large amounts of

energy in the extraction of

these metals makes them

expensive.

1 React different metals in water/acid so

candidates can come up with their own

order of reactivity.

Add carbon to their list. Then label to

show the extraction method of the

more reactive ones – electrolysis.

Show video clips of the electrolysis

process.

Discussion of how to get a molten

mixture – look up the melting point of

aluminium.

Candidates to discuss the reason why

Range of different metals to

react with water and acid.

Video clips of electrolysis.

Data on the melting points of

some metals and the costs per

tonne of the most reactive

metals can be found at

www.lenntech.com/periodic-

chart-elements/melting-

point.htm

Details of the

industrial process

for electrolysis are

not required.

http://www.lenntech.com/periodic-chart-elements/melting-point.htm





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this process is so expensive.

9 (b),

(c)

Iron and lead

extraction from

their ores.

Describe how metals are

separated from their ores:

metals less reactive than

carbon are extracted from

their ores using carbon and

carbon monoxide as

reducing agents. Lead and

iron may be made from their

oxides by reduction:

extraction of lead:

carbon and carbon

monoxide can act as

reducing agents (2PbO

+ C → 2Pb + CO2 and

PbO + CO → Pb +

CO2).

extraction of iron: iron

oxide (Fe2O3) and coke

(carbon) are heated to

produce iron. The coke

burns to produce

carbon dioxide (C + O2

→ CO2). The carbon

dioxide reacts with the

1 Recap on the reactivity series of

metals.

Show video clip of a blast furnace in

action.

Ignition tube demonstration of blast

furnace – potassium permanganate,

mineral wool plug, iron oxide mixed

with carbon. Labelling of a blast

furnace diagram.

Work through word and symbol

equations for extraction of iron and

lead.

Candidates could use Lego bricks to

model the process, allowing them to

add up the atoms on each side of the

equation to check they are balanced.

Video clip of the blast furnace.

Ignition tubes, potassium

permanganate, mineral wool,

iron oxide and carbon mix.

Diagrams of the blast furnace

to label.

Lego bricks

Reduction should

be treated as the

removal of

oxygen.

HT only

Candidates

should be able

to balance the

symbol

equations.

Foundation Tier

candidates will be

expected to

interpret and give

word equations.

Note: Details of

the blast furnace

are not required.



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coke to produce carbon

monoxide (C + CO2 →

2CO). When heated,

the iron oxide reacts

with the carbon

monoxide to produce

iron. Iron oxide is

reduced and carbon

monoxide is oxidised

(Fe2O3 + 3CO → 2Fe +

3CO2).

10 Substances taken

from the

atmosphere and

their uses

Describe air (the

atmosphere) as a mixture of

gases with different boiling

points that can be fractionally

distilled to provide new

materials for industrial

processes (helium for

balloons, argon for filament

lamps and electrical

discharge tubes, nitrogen for

ammonia - which is used for

making fertilisers) and either

used directly or used to make

1 Give candidates data on the

composition of the atmosphere and

ask them to produce a graph of the

data.

Discuss the difficulty in this due to wide

variations in the percentage present.

Ask candidates to research each of the

substances and to find out what they

are directly used for and what useful

products they can be made into.

Data on the composition of the

atmosphere. Computers for

research.


HT only

The boiling

points of gases

will be supplied

in questions if

required.



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another product. Discuss the global use of fertilisers to

emphasise the importance of nitrogen

to us.

Packaging of plant fertilisers

containing nitrogen.



3.3.1.4 Using materials from our planet to make products

Commercial organisations make products for consumers to buy. Chemical companies have to make profits and need to maximise the amount of product from the

starting materials. For this reason, chemists often have to work quantitatively, ie accurately to measure the amounts of reactants and products.

When buying a product the consumer is often encouraged to think about the energy used, and waste produced, in making the product, in addition to its cost and

effectiveness.

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3.3.1.4 Using materials from our planet to make products

1 Mass

conservation in

chemical

reactions

Explain why mass is

conserved in chemical

reactions and that during a

reaction products with

different properties are

formed as a result of atoms

rearranging.

1 Recap on balancing equations and

discussion of the fact that atoms

cannot be lost or gained.

Practical burning magnesium,

recording the mass before and after.

Each group of candidates to have a

different starting mass graphs of

results to show regular pattern of

reaction. Discussion of the mass of

oxygen that has reacted.

Demonstrate reaction of a vitamin C

tablet added to water in a plastic drinks

bottle. Weigh reactants and bottle

before. Release pressure then

reweigh.

Magnesium turnings, crucibles,

electronic balances.

Screw top plastic drinks bottle,

vitamin C tablet.

Candidates

should be able to

interpret symbol

equations in

terms of numbers

of atoms.

Knowledge and

understanding of

masses in

chemical

reactions is

limited to

conservation of

mass.

Higher Tier

candidates should



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Candidates to explain how they know

that the carbon dioxide produced had

mass.

also be able to

calculate the

mass of reactant

or product from

information given

about the other

substances in an

equation.

2 Balancing

equations

Know that, when producing

new products, chemical

reactions can be represented

by using balanced chemical

equations.

1 Show candidates a range of useful

products obtained from chemical

reactions. For each one work though a

word equation, demonstrating the

reaction if possible.

Candidates then to use Lego bricks to

model the equations and then write

balanced equations from them.

Candidates to define their rules for use

of numbers before and after elements

in formulae and also use of brackets.

Range of useful products

made by chemical reactions.

Lego bricks

Higher Tier

candidates

should also be

able to balance

chemical

equations.

3 Making new

products

Explain why, in order to

produce a product

economically and safely, it is

important that the correct

amount of material is used.

1 Candidates to make a new product, eg

Epsom salt from reactants.

Use a chemical catalogue to look up

the cost of the reactants and discuss

Sulfuric acid, magnesium

carbonate, filter papers,

funnels, conical flasks,

evaporating basins.

Candidates

should be aware

of the cost

implications of

waste.



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material costs when

making products

costs of energy

consumption when

making products

the ‘value for money’ of

a range of products.

other costs to consider, eg heating,

equipment, lighting, wages.

Ask whether the waste produced can

be used for other things or whether

money has to be spent disposing of

them safely.

Give candidates data on the cost of a

range of products, their reactants and

energy required to make them.

Candidates should evaluate which

product is best value for money.

Chemical catalogues.

Data on costs of products and

reactants.

Detailed

calculations of

costing and yield

are not required.

Data will be

provided for

candidates when

they are asked

questions that

relate to costs.



Theme 2: Life on our planet

Block 3


There is a wide variety of life on Earth that has evolved over time and is still changing today. Scientists have been able to classify this wide variety of life into different

groups. Scientists realise that living organisms continually evolve to become better adapted for the environment they live in. This means that many species on Earth

are still evolving by a process called natural selection.

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1 Variety of life and

kingdoms.

Classification

using physical

characteristics.

Understand that there is a

huge variety of life, which is

categorised into kingdoms.

Understand that animals and

plants can be classified

according to their physical

characteristics.

0.5 Show candidates Darwin’s tree of life.

Discuss the different kingdoms and

how they are broken down.

Give candidates a range of images of

animals and plants to place into the

correct kingdom, phylum and class.

Candidates could be given the

opportunity to watch some of the David

Attenborough series ‘Life on Earth’.

Ask candidates to classify organisms

from images provided or live or

Darwin’s tree of life poster or

image.

Images of different animals

and plants.

‘Life on Earth’ DVD or video

clips from the internet.

Live or preserved organisms to

classify.

Candidates

should

understand the

use of models in

classifying

organisms and be

able to interpret

evolutionary

trees.

Note: Knowledge

of the specific

characteristics

that classify



preserved samples if available. This

could be an opportunity for using

school grounds or local nature

reserves for a visit for sampling, eg

pond dipping, heathland sampling.

Given candidates a list of physical

features of different vertebrates.

Candidates should be able to classify

them based on their features.

Fieldwork visit to a Local

Nature Reserve (LNR) or in

school grounds.

organisms into

groups is not

required.

3

4

Importance of

classification

Materials needed

for survival and

competition

between species

Explain why classification is

important as an international

method of grouping living

organisms with similar

characteristics to aid naming

and identification.



or suggest implications of the

advantages of classifying the

range of species that exist on

the planet and the methods

used.

Know that, to survive,

organisms require a supply

of materials from their

surroundings and from other

living organisms:

a) plants need sunlight,

water and nutrients to

survive

0.5 Give candidates a list of well-known

animals in Latin. Ask candidates to

suggest what they might be.

Discussion of why organisms are given

Latin names, giving examples of

organisms with more than one

common name.

Candidates to research the

advantages of using classification and

its importance.

Candidates to plan and carry out an

investigation where they grow Brassica

seedlings with different amounts of

sunlight, water and nutrients.

Candidates should continue to grow

these over a period of time and

analyse and evaluate their results in a

future lesson.

List of organisms in Latin.


Brassica seeds, compost, pots

and plant fertiliser.



b) animals need food,

mates and a suitable

territory.




following: know the factors

for which organisms are

competing in a given

environment.

Discussion of the materials needed by

animals.

Given candidates data on a range of

organisms in a habitat.

Candidates should explain the factors

which the organisms are competing

for.

Data on organisms in a

habitat.

5 (a)

5 (b)

Adaptation of

plants.

Adaptation of

animals.

Explain how animals, plants

and microbes may be

adapted for survival in the

conditions where they

normally live:

a) plants adapt to

conditions through

changes in surface

area, water storage

tissues and extensive

root systems

b) in the case of animals

factors should include

surface area, insulation,

body fat and water

storage.

0.5

0.5

Show candidates examples of cacti

and succulents. Discuss features that

allow these plants to survive arid

conditions.

Show examples of carnivorous plants

and ask how they are adapted for soils

with poor nutrients.

Show images of animals with specific

adaptations, eg polar bear, camel. Ask

candidates to label features that help

these animals to survive in their natural

habitats.

Practical investigating the size and

surface areas of different-sized flasks

and how this affects how quickly they

cool. Link the results back to the

animals discussed.

Cacti, succulents and

carnivorous plants.

Images of animals with

adaptations.

Range of different sized flasks,

kettle and thermometers.



Give candidates a range of other

animal images to label with surface

area, insulation, body fat and water

storage as appropriate.

5 (c) Adaptation of

microbes.

Reasons for the

distribution of

organisms in

habitats.

Explain how animals, plants

and microbes may be

adapted for survival in the

conditions where they

normally live:

c) microbes

(extremophiles) have

been found living in the

Arctic, volcanic vents,

very dry environments,

and severe chemical

environments.




following:

how organisms have

adapted to the

conditions in which they

live

the reasons for the

distribution of animals

or plants in a particular

habitat.

1 Recap on KS3 work on microbes –

types and features.

Ask candidates to research evidence

of extremophiles found in different

environments, focusing on the

conditions found in each environment.

Candidates then to suggest

appropriate adaptations for each

microbe in order to survive.

Ask candidates to research a habitat of

their choice, eg sand dunes or rocky

shores. Ask candidates to find out a

range of different organisms found

there and the range or environmental

variations. Candidates should use their

knowledge of adaptations to explain

why the distribution of organisms

varies.

This section of the specification gives

opportunity for further fieldwork a local

habitat if time allows.


.

The Society of General

Microbiology provides a useful

point for information on

microbes at

www.microbiologyonline.org.uk


Field visit to a local habitat.

6 Evolution and Explain how evolution occurs 1 Ask candidates to discuss possible

http://www.microbiologyonline.org.uk/



7,8

natural selection.

Survival of the

fittest and the role

of genes.

via natural selection.




similarities and differences

between species to gain an

understanding of

evolutionary and ecological

relationships.

Explain how individuals with

characteristics most suited to

the environment are more

likely to survive and breed

successfully.

Know that the genes that

have enabled these

individuals to survive are

then passed on to the next

generation.

theories for the range of organisms on

earth – including creation theory.

Use a card sort to explain Darwin’s

theory of evolution and natural

selection.

Show video clips explaining the theory

and alternative theories.

Look at examples of fossils and

identify similarities with modern-day

organisms, eg bivalves.

Ask candidates to explain how the

fossil record is evidence of evolution

by natural selection.

Give candidates a story about the

peppered moth and changes in its

population before, during and after the

industrial revolution. Ask candidates to

prepare a presentation explaining how

data on peppered moth populations is

evidence of natural selection and

survival of the fittest.

Ask candidates to think back to work

on genes at KS3 and predict why they

think that the colouration of the moths

changed.

Card sort on Darwin’s theory of

evolution.

Video clips on evolution.

Examples of fossils and

images of modern-day

descendants.

Peppered moth stories.

Images of the industrial

revolution.

9

Factors that affect

plant growth.

Explain the effect of the

external features light

1 Candidates to analyse and evaluate

their investigations of the growth of

Brassica seedlings previously

set up in varying conditions.



10

Role of auxins in

controlling plant

growth

(phototropism), temperature,

day length and gravity

(gravitropism) on plant

growth.

Explain the role of auxins in

controlling plant growth.

Brassica seedlings carried out in an

earlier lesson.

Set up a seedling on a rotating drum to

show the effects of gravitropism

alongside seedlings grown on their

side.

Show images of bluebell woods and

ask candidates which factors affect

their growth.

Look at images of sunflowers

throughout a day or time lapse images

of plant growth.

Candidates could also set up a plot in

the school grounds to investigate the

effect of weedkillers on their growth.

Give candidates diagrams of

experiments on plant growth by Darwin

(1880), Boysen-Jensen (1913). And

Paal (1919) ask them to use this

information to explain how auxins

control plant growth using the

experimental evidence to back up their

ideas.

Seedlings growing horizontally,

and set up on rotating drum.

Time lapse images of

sunflowers through the day.

Weedkillers

Information sheets on the

experiments of Darwin,

Boysen-Jensen and Paal.



3.3.2.2 Biomass and energy flow through the biosphere

The total living organic matter produced in a given area is called the biomass. Biomass refers to all living things. Ecologists can find out what happens to energy and

biomass as it passes along the food chain by observing the numbers and sizes of the organisms in food chains.

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3.3.2.2 Biomass and energy flow through the biosphere

1, 2,

3, 4

Production and

flow of biomass

through the

biosphere

Know that energy enters the

biosphere as sunlight.

Know that sunlight is

converted to chemical energy

and stored in organic

compounds (biomass) by

producers.

Know that biomass is broken

down to release energy

through respiration by

consumers.

Know that energy leaves the

biosphere as heat.

1 Give candidates a blank diagram of the

biosphere to label with light energy,

producers, biomass, consumers,

respiration, and heat. Recap on KS3

work on photosynthesis and plants for

food.

Candidates could do a practical to find

the biomass of different amounts of

vegetables, eg cabbage leaves or

lettuce leaves. Dehydrate using an

oven to give mass of water in each

then burn in a furnace or using

crucibles to give dry mass.

Candidates could use forehead

thermometers to show energy in the

form of heat leaving consumers.

Recap on KS3 work on food chains.

Blank diagrams of the

biosphere.

Cabbage and lettuce leaves,

electronic balance, access to a

drying oven / furnace – or

crucibles.



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5

Use of food

chains

Understand that food chains

show the flow of matter and

energy between all the

producers and consumers in

a given ecosystem.

Candidates to explain what the arrows

represent.

Give candidates examples of food

chains labelled with biomass and

energy flow.

Ask them to explain the changes that

take place as you move through the

chain.

Data on food chains including

biomass and energy flow.

Note: The

construction of

food webs and

chains, and of

pyramids of

numbers, is not

required.

6, 12

7

Pyramids of

biomass.

Calculating

energy transfer in

Know that the mass of living

material (biomass) and

amount of energy at each

stage in a food chain is less

than it was at the previous

stage.



or suggest implications of

interpreting and constructing

pyramids of biomass.

Calculate the percentage of

energy transfer at each stage

1 Teacher-led example of how to

construct pyramids of biomass.

Give candidates data on a range of

food webs and ask them to construct

pyramids of biomass for each one.

Candidates to discuss why a pyramid

of numbers can be a non-pyramidal

shape but a pyramid of biomass can

only be pyramid shaped.

Candidates to use data on energy

transfer in food chains to calculate the

Data on biomass in a range of

different food chains.

Data on energy transfer in food

chains.

Candidates will be

given appropriate

information to be

able to construct

pyramids of

biomass.



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food chains of a food chain. percentage of energy transfer. They

will need one or two worked examples

to get them started.

8

9,10,

11

Reasons for the

inefficiency of the

energy transfer in

food chains.

The role of

decomposers in

Explain the reasons for the

inefficiency of the energy

transfer:

a) (a)some plant material

passes out of the body

of a herbivore as faeces

without being digested

b) (b)energy is used in

respiration

c) (c) some energy passes

to decomposers in dead

remains.



or suggest implications the

efficiency of energy transfer

at different stages of a food

chain.

Microorganisms function

better in warm, moist

1 Concept map of ideas, where is energy

lost form food chains.

Candidates to label a diagram of a cow

with their ideas.

Ask why dung beetles are able to

survive on faeces.

What evidence is there for energy

being lost through respiration?

Show images of fungi and ask how

they survive on dead remains.

Practical rotting kitchen scraps in

different conditions – candidates

Images of a cow, fungi, dung

beetles.

Kitchen scraps

Thermometers

Sealable containers

Visit to a local recycling centre.

Compost bags



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the biosphere. conditions and in a plentiful

supply of oxygen.

Know that when living things

die their bodies are broken

down by decomposers, so

releasing the elements they

contain.

Know that these minerals

can be used by plants to

grow so the cycle repeats

over again.




The recycling of organic

waste products from the

garden or kitchen.

observing changes as decomposition

occurs.

Show fully composted waste and

describe the differences seen. If time

allows a visit to a local recycling centre

could be included – with a focus on

their composting of garden waste.

Discussion of why gardeners add

compost to their soils.

Candidates could write a guide to

home composting designed to

encourage more of the public to

recycle their organic waste.




Carbon is the basis of all organic molecules and is the major element within our bodies.

The carbon cycle is the process through which carbon is cycled through the air, ground, plants, animals, and fossil fuels. Large amounts of carbon exist in the

atmosphere as carbon dioxide (CO2). Carbon dioxide is cycled by green plants and algae during photosynthesis to make organic molecules. Decomposers break

down dead organic matter, and release carbon dioxide into the air. Carbon is also ‘locked away’ in fossil fuels such as coal, petroleum, and natural gas. Carbon may

be used in the formation of calcium carbonate.

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1,2,

3,4

The role of plants

in the carbon

cycle

The role of

animals in the

carbon cycle

Know that carbon dioxide is

removed from the

environment by green plants

and algae for photosynthesis.

Know that the carbon from

carbon dioxide is used to

make carbohydrates, fats

and proteins, which make up

the bodies of plants and

algae.

Know that when green plants

and algae are eaten by

animals some of the carbon

becomes part of the fats and

proteins that make up their

1 Demonstrate a plant in a carbon

dioxide-rich atmosphere sealed in a

bag with a carbon dioxide sensor.

Observe decreases in carbon dioxide

levels under bright sunlight.

Candidate to burn grass in crucibles to

show the carbon remains. Discussion

of how carbon dioxide is used to make

carbohydrates, fats and proteins in

plants.

This useful website provides a

good introduction to the carbon

cycle

www.windows2universe.org/ea

rth/Water/co2_cycle.html

Plant in sealed bag, CO2

sensor.

Grass and crucibles

http://www.windows2universe.org/earth/Water/co2_cycle.html

http://www.windows2universe.org/earth/Water/co2_cycle.html



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bodies.

Understand that when green

plants, algae and animals

respire some of this carbon

becomes carbon dioxide and

is released into the

atmosphere.

Show a range of plant food products

made up of carbohydrates, proteins

and fats.

Ask candidates to identify the main

food group in each and describe what

it is mainly used for by our bodies.

Candidates to blow through a straw

into limewater to show that we release

CO2 when respiring.

Demonstrate other examples, eg

germinating peas and maggots held

over bicarbonate indicator.

Range of plant food products.

Limewater, boiling tubes and

straws.

Maggots, germinating peas,

muslin, bicarbonate indicator.

5,6 The role of

microbes in the

carbon cycle.

Carbon stored in

fossil fuels.

Understand that when plants,

algae and animals die, some

animals and microorganisms

feed on their remains and

release carbon dioxide into

the atmosphere when they

respire.

Know that carbon is stored in

fossil fuels and is released as

1 Practical investigating yeast respiration

and release of CO2 with different

temperatures and food supplies.

Link with other forms of microbes and

animals involved in decomposition.

Show video clips of an organism

decomposing after death (time lapse).

Yeast, sucrose, bungs,

delivery tubing, measuring

cylinders.



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carbon dioxide when they are

burnt.

Emphasis the release of CO2 into the

atmosphere.

Card sorts showing the sequence of

the formation of coal oil and gas

millions of years ago from remains of

plants and animals.

Link carbon in these organisms to

carbon in coal, oil and gas.

Demonstrate heating water in a boiling

tube using coal to show sooty deposits

of carbon.

Card sorts on the formation of

coal, oil and gas.

Boiling tube and coal.

7 The formation of

limestone from

carbon dioxide.

Explain how limestone

(calcium carbonate) is

formed from carbon dioxide

dissolved in water:

a) Over long time scales,

carbon is removed from

seawater when the

shells and bones of

marine animals and

plankton collect on the

sea floor. These shells

and bones are made of

1 Show candidates a bottle of fizzy drink

and ask how they know that CO2 can

dissolve in the water in the drink.

Demonstrate calcium carbonate

reacting with hydrochloric acid to form

carbon dioxide. Ask candidates to test

crushed shells (eg cockle, oyster) and

limestone with dilute hydrochloric acid

to show they also contain carbonates.

Discuss the conditions required for the

Bottle of fizzy drink.

Calcium carbonate,

hydrochloric acid, crushed

shells, limestone.



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How humans have

interfered with the

carbon cycle.

limestone, which

contains carbon. When

they are deposited on

the sea floor, carbon is

stored from the rest of

the carbon cycle for

some amount of time.

b) The amount of

limestone deposited in

the ocean depends on

the amount of warm,

tropical, shallow oceans

on the planet because

this is where limestone-

producing organisms

such as corals live.




human interference in the

natural carbon cycle, eg the

destruction of rain forests

and other forms of vegetation

without replanting.

formation of limestone.

Pupil modelling to bring together the

whole carbon cycle – A4 sheets

labelled with different stages of the

carbon cycle.

Candidates arrange themselves in the

correct order to pass along a ball

labelled as carbon.

Give candidates data on destruction of

rainforests and how much CO2 each

tree can lock up each year. Use this to

explain some of the implications for the

carbon cycle.

Data on destruction of

rainforests and amount of

carbon dioxide taken from the

atmosphere by trees.




My Family and Home

Theme 1: My family

Block 4


To stay healthy, the body must keep itself at the right temperature, and control the sugar content in the bloodstream. The healthy body detects external changes

using sense organs and then processes this information in the brain. The nervous system then coordinates a response to this information, causing the body to make

physiological changes.

Although the body is able to regulate itself by the use of these automatic systems, health professionals realise that personal lifestyle is very important in staying

healthy.

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1,2 Receptors and the

nervous system.

Give examples of receptor

cells that detect stimuli (light,

sound, smell, taste, touch,

heat).

Describe how information

from receptors passes along

1 Expose candidates to a range of

different stimuli and ask where the

sensations come from – define

receptor cells.

Look at nerve cells under a

microscope. Discussion of how they

Burning magnesium, a loud

buzzer, a stink bomb, sour

sweets, sandpaper, ice cubes.

Microscopes, lamps, prepared

nerve cell slides.



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cells (neurones) in nerves to

the brain. The brain

coordinates our response.

are specialised to carry information

around the body.

Find out reaction times using metre

rules, stopwatches or ICT.

Demonstrate the speed of

transmission by nerves by candidates

standing in a semi-circle, holding

hands and squeezing with eyes

closed.

Use blindfolds and open paper clips to

test pressure points and skin

sensitivity.

Metre rules, stopwatches,

blindfolds and paperclips.

3, 4 Reflex actions Know that some responses

to stimuli are automatic and

rapid and are called reflex

actions.

Describe how reflex actions

involve three neurones called

sensory, relay and motor

neurones.

1 Demonstrate the knee jerk reaction.

Candidates then to test their reflexes:

elbow, knee, foot.

Give a diagram of the reflex arc.

Discuss each step, then candidates

should annotate the diagram to show

the sequence in a reflex action.

Show images of the three different

forms of neurones and discuss their

Diagrams of the reflex arc.

Images of motor, sensory and

relay neurones.



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roles and how messages pass from

one to another via chemical

messengers at the synapses.

5,6 Hearing sounds

and effects of

loud sounds.

Explain how longitudinal

waves travel from vibrating

objects to our ears for us to

hear sounds.

Know that the human hearing

range is 20–20 000Hz.




environmental, social and

health implications of loud

sounds (eg from MP3 players

or night clubs).

1 Use a slinky spring to show transverse

and longitudinal waves and link to how

light and sound travel.

Use an oscilloscope, signal generator

and speaker to determine the hearing

range of the class.

Compare to data on the hearing range

of other animals.

Use video clips to show what happens

inside the ear when we hear sounds.

Discussion of the effects of loud

sounds from MP3 players and night

clubs.

Use a decibel meter to measure

different sounds in the classroom.

Discuss the level of decibels required

to cause permanent ear damage.

A good introduction on hearing

sounds and the effects of loud

sounds can be found at:

www.teachers.tv/videos/hearin

g-1

Slinky spring, oscilloscope,

signal generator, speaker, data

on the hearing range of

different animals, video clips of

the hairs in the cochlea

‘dancing’ to music.

Decibel meter

Note: A detailed

description of the

structure and

working of the

human ear is not

required.

http://www.teachers.tv/videos/hearing-1

http://www.teachers.tv/videos/hearing-1



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7,8 Homeostasis and

negative

feedback.

Know that the body needs to

maintain a constant internal

environment and that this is

called homeostasis.

Explain the principle of

negative feedback in

maintaining a constant

internal environment.

1 Concept map of factors that need to be

kept constant in the body as an

introduction to homeostasis.

Explain the principle of negative

feedback for some of the examples

given on their concept maps.

Candidates to draw flow diagrams to

show negative feedback responses for

each one.

Video clips on homeostasis could be

shown.

Higher Tier

candidates

should be able

to explain that

negative

feedback

between the

effect or and the

receptor of a

control system

reverses any

changes to the

system’s steady

state.

9 Hormones in the

body.

Know that chemical

substances called hormones

control many processes

within the body. Hormones

are secreted by glands and

are transported to their target

organs in the bloodstream.

1 Give candidates an outline of the

human body to label with the main

glands in the body and the hormones

that they produce.

Use a human torso model to identify

where the main glands are.

Discussion of what these hormones do

in the body and what organs they are

targeted towards.

Human body outline.

Human torso model.



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Candidates to add the organs to their

diagram and annotate it with

descriptions of what the hormones do.

10 Insulin and

diabetes

Explain how the hormone

insulin controls the blood

glucose levels.

High blood glucose levels are

a symptom of diabetes.

Candidates should be aware

that some forms of diabetes

(Type 2 diabetes) may be

controlled by a change in

lifestyle (diet and exercise).

Type 1 diabetes is controlled

by insulin dosage and is

sometimes termed insulin-

dependent diabetes.

Candidates should be able to

describe how blood glucose

levels are monitored and

controlled by cells in the

pancreas:

a) if the blood glucose

1 What is diabetes?

Candidates to write down as many

ideas as they can and then feed back

ideas to the class.

Watch the video clips on diabetes and

control of blood glucose.

Explain how blood glucose levels are

controlled by hormones.

Candidates to draw and label graphs

to show changes in blood sugar.

Test two different urine samples with

Clinistix to find out which patient has

diabetes and which is normal.

Candidates to draw a flow diagram to

show what would happen to their blood

sugar if they did not eat any breakfast

but then had a chocolate bar at break

Video clips on diabetes.

Fake urine samples (one

containing glucose), Clinistix.



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concentration is too

high, the pancreas

releases the hormone

insulin into the blood,

which causes the liver

to remove glucose from

the blood and store it as

insoluble glycogen

HT only

b) if the blood glucose

concentration is too

low, the pancreas

releases glucagon,

which causes the liver

to convert glycogen

back to glucose and

release it into the

blood.




social, economic, and health

implications of diabetes

time.

Candidates to write care plans for

patients with Type 1 and Type 2

diabetes.

11 Control of body

temperature.

Explain how the body

maintains a constant

1 Ask candidates what do they think

happens to the body when it’s too hot



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temperature, using the

thermoregulatory centre in

the brain:

c) by increasing or

decreasing the amount

of sweating, which cools

the body by evaporation

d) by dilating the blood

vessels supplying the

skin capillaries,

increasing the blood

flow to, and

consequently the

amount of heat lost

from, the skin

e) by constricting the blood

vessels supplying the

skin capillaries,

decreasing the blood

flow and the amount of

heat lost.

or too cold. Get them to write down as

many ideas as they can.

Candidates to use forehead

thermometers to measure their own

temperature. Ask why they are all very

similar. Some candidates can then run

on the spot for a few minutes and

measure their temperature again.

Others can have their arms in iced

water and measure their temperature.

Discuss the dangers of the body

becoming too hot or cold.

Explain how the nervous system

regulates our core body temperature

using diagrams of the skin.

Emphasise the nervous response

through nerve cells carrying electrical

impulses.

Candidates could draw diagrams to

show differences in the skin when hot

and cold.

Forehead thermometers.

Iced water.



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Use ethanol on the back of the hand to

show how sweat cools the body down.

Ask candidates to give responses of

what happens to the hairs, sweat

glands and blood vessels in the skin

when the body is too hot or too cold.

Candidates to draw a flow diagram to

show what happens if you go from a

very hot room into a walk-in freezer

and then back out again.

Ethanol, pipette.




Our bodies only function because many complex chemical reactions are continuously occurring with them. For example, our stomachs contain hydrochloric acid,

which helps enzymes to break down the protein that we eat and also helps to protect us from infection from microbes in our food. Sometimes excess acid can make

us feel uncomfortable and may cause heartburn and nausea.

Pharmacologists use their knowledge of neutralisation reactions to monitor and control stomach acid using antacids. They test the effectiveness of antacids in terms

of how efficiently they neutralise excess stomach acid before they are sold to the consumer.

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1 Chemical

reactions in the

body.

Know that the body functions

properly due to a series of

complex chemical reactions.

Understand that the stomach

works most effectively in acid

conditions by helping to

break down food.

1 Candidates to make a list of where

they think chemical reactions happen

in the body.

Emphasise that all the reactions link

together to allow the body to function

normally.

Candidates to set up a range of test

tubes using bacon, protease and acid

to show that hydrochloric acid enables

the stomach to digest proteins in our

food effectively.

Recap on universal indicator and the

pH scale from work at KS3.

Test tubes, bacon,

hydrochloric acid and

protease.

Universal indicator, colour

charts and a range of solutions

Candidates

should have

knowledge of the

pH scale.



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of different pHs.

2 Hazards of acids

and bases.

Name some hazards of acids

and bases and some control

measures that can be put in

place to minimise risks from

them.

1 Card sort on hazard warning signs and

their meanings.

Identify the hazard signs that would be

used with acids and bases.

Use CLEAPSS hazcards to look at

suitable control measures when using

acids and bases in chemical reactions.

Demonstrate the reaction between

hydrochloric acid and sodium

hydroxide keeping the solution

produced for the following lesson.

Give candidates a blank risk

assessment table to complete for this

reaction.

Card sort on hazard warning

signs.

CLEAPSS hazcards for a

range of acids and bases.

1M hydrochloric acid and

sodium hydroxide.

Candidates

should be able to

identify

appropriate

hazard labels,

state what they

mean, and

describe control

measures that are

needed to

minimise risks

from these

hazards.

3 How to neutralise

acids.

Know that acids are

neutralised by reaction with

oxides, hydroxides or

carbonates to form salts and

other products.

1 Using the solution from the previous

lesson. Show that salts are one of the

products of neutralisation reactions by

evaporating away the water.

Ask candidates to react acid with an

NaCl solution, evaporating

basins, a range of different

acids, oxides, hydroxides and

carbonates to react together.



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oxide, hydroxide and carbonate and

suggest the products made. Each

group could be given a different acid to

investigate.

4,5 Patterns in the

reactions of

hydroxides and

carbonates with

acids

Know the patterns in the

reactions of soluble

hydroxides and carbonates

with acids.

Describe how a

neutralisation reaction

involves an acid and an

alkaline substance reacting

to form a salt and water:

a) hydrogen ions (H+)

make solutions acidic.

b) hydroxide ions (OHˉ)

make solutions alkaline.

c) This reaction can be

represented by the

equation:

H+(aq) + OH- (aq) →

H2O(l)

1 Work through one example of a

reaction of an acid with an oxide,

carbonate and hydroxide showing

word and balanced symbol equations.

Candidates to swap results with other

groups and write their own equations

for the other reactions that were

carried out.

They could use Lego bricks to model

the reactions to help them to be

balanced. Introduce ions and how they

make solutions either acidic or

alkaline.

HT only

Candidates work through the

symbol equation for hydrogen and

hydroxide ions.

Candidates

should be able to

give examples of

reactions of

common acids

with metal

carbonates.

They should also

be able to give

the reactions of

common acids

with sodium and

potassium

hydroxides.

HT only

Candidates will

be expected to

write balanced

symbol



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equations.

7 Use of antacids. Explain how an antacid

neutralises excess stomach

acid to help to treat heartburn

and nausea




effectiveness of a range of

antacid products.

1 Ask candidates what heartburn is and

what the symptoms are.

Look at a range of different antacid

treatments that can be bought at

chemists.

In groups candidates should plan and

carry out an investigation to test the

effectiveness of different antacid

treatments including sodium

bicarbonate, magnesium hydroxide,

calcium carbonate and aluminium

hydroxide.

Ask Higher Tier candidates to write

word and balanced symbol

equations for these reactions.

Range of antacid treatments.

Hydrochloric acid, sodium

bicarbonate, magnesium

hydroxide, calcium carbonate

and aluminium hydroxide,

universal indicator.

Candidates

should be able to

give examples of

substances used

as antacids

(sodium

bicarbonate,

magnesium

hydroxide,

calcium

carbonate,

aluminium

hydroxide) and

write word

equations to

illustrate

neutralisation.

HT only

Candidates will

be expected to

write balanced

symbol

equations.



Theme 1: My Family

Block 5

3.4.1.3 Human inheritance and genetic disorders

Our families show similarities and differences due to genetic and environmental causes. Inside our cells there is a nucleus containing chromosomes and genes,

which determine our characteristics. Sometimes we inherit faulty genes, which cause genetic disorders. Geneticists working on the human genome project are trying

to improve treatments and develop cures for these genetic disorders.

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3.4.1.3 Human inheritance and genetic disorders

1,2 Animal cell

structure and

genetic make up

Research into

treatment of

genetic disorders

and genetic

screening.

Know that simple animal

cells have a nucleus,

cytoplasm and cell

membrane.

Know that the nucleus of a

cell contains chromosomes:

a) chromosomes carry

genes, which control the

characteristics of the

body

b) each chromosome

1 Look at human cheek cells under the

microscope and draw what they look

like.

Give candidates a simple animal cell

diagram to label.

Use microscope images to show that

there are chromosomes in the nucleus

and that these are made of many

genes.

Slides, cover slips,

microscopes, lamps,

methylene blue, cotton wool

buds, and disinfectant.



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carries a large number

of genes.

Candidates could use recycled

materials to make model cells with

chromosomes/genes inside the

nucleus.

Discussion of genes being sets of

instructions that control all of the

characteristics in the body.

Recycled materials for

modelling.

3 Causes of

variation.

Know that differences in the

characteristics of individuals

(variation) may be due to

genetic causes or

environmental causes or a

combination of both.

1 Candidates to measure some aspects

of variation within their class, eg eye

colour, gender, height, mass, hand

span, tongue roller, and hair colour.

Candidates could draw different types

of graph for the continuous and non-

continuous variables.

Discussion of the causes of variation.

Candidates to categorise a range of

variables given as genetic,

environmental or both.

Bathroom scales, metre rules.

4, 5 Monohybrid

inheritance

Know that genes have

different forms called alleles,

which produce different

characteristics.

1 Show images of mice with different

coloured coats.

Work through a Punnett square

Images of mice.


Candidates

should be able to

use Punnett

square diagrams



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Describe the mechanism of

monohybrid inheritance

where the dominant and

recessive alleles are given.

diagram for fur colour defining

dominant and recessive alleles.

Ask candidates to produce their own

Punnett square diagrams for parent

mice with different combinations of

alleles.

Give candidates information on alleles

responsible for blue/brown eyes in

humans.

Ask candidates to draw Punnett

squares to show the different

probabilities of a child having blue or

brown eyes.

to predict or

explain the

mechanism of a

monohybrid

cross where

there are

dominant and

recessive alleles.

Note: Teachers

are reminded of

the need for

sensitivity when

human examples

are used.

6 Genetically

inherited

disorders.

Know that cystic fibrosis,

sickle-cell anaemia,

haemophilia and polydactyly

are genetically inherited

disorders.

1 Video clips on genetically inherited

disorders including the alleles that

cause the disorder and the symptoms

that the sufferer shows.

Give candidates information on the

alleles causing each disorder.

Candidates should draw Punnett

square diagrams for

A useful website providing a

series of videos on genetically

inherited disorders is

www.teachers.tv/videos/genes

-and-disease

Candidates are

not expected to

know whether a

disorder is

caused by a

dominant or

recessive allele

(this will be given

in the question).

No knowledge of

http://www.teachers.tv/videos/genes-and-disease

http://www.teachers.tv/videos/genes-and-disease



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hetero/homozygous parents to give

the probability of their offspring having

the disorder or being a carrier.

sex linkage is

required.

Note: Teachers

are reminded of

the need for

sensitivity when

human examples

are used.

6 Research into

treatment of

genetic disorders

and genetic

screening.

Within this context,

candidates should be able to

use scientific data and



following:

the use of current

research in the

treatment of genetic

disorders

the likelihood of a

genetically inherited

disorder occurring

the use of genetic

screening.

1 Ask candidates to research genetic

screening and current research into

the treatment of genetic disorders.

They should produce a PowerPoint

presentation to share with the rest of

the class.




Theme 2: My Home

Block 5 continued

3.4.2.1 Materials used to construct our homes

Limestone can be changed chemically to make a variety of construction materials. It can be used to make quicklime and slaked lime. Limestone also provides a

starting point for the manufacture of cement, concrete and glass.

Metals have several different uses in construction according to their properties and patterns in reactivity.

Polymers, ceramics and composites are examples of manufactured construction materials. Wood is an example of a natural construction material.

Understanding the structure, properties and chemical reactions of these materials enables the building industry to pick the most suitable material for a particular use.

Architects and construction companies are now considering more sustainable methods of house construction.

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3.4.2.1 Materials used to construct our homes

1,2,3 How we obtain

limestone, its

uses and

conversion

into quicklime

and slaked

lime.

Know that limestone is

obtained from the ground by

quarrying.

Give some uses of limestone

in the building industry.

Describe the conversion of

limestone into quicklime and

quicklime into slaked lime,

and know the chemical

formulae for these materials.

1 Show images of limestone quarries

and ask candidates to draw a concept

map showing uses of limestone in the

building industry.

Class practical mimicking production of

quicklime by heating powdered

limestone in a metal crucible under a

hot Bunsen flame (limelight).

Candidates to write word and symbol

equations for the reaction.

Powdered limestone, metal

crucibles.

Calcium oxide powder,

thermometers, universal indicator.

Materials and Their Properties -

Limestone: A case study, involving

quarry owners, scientists, local

residents and industrialists, allows

the audience to decide whether the

http://www.teachers.tv/videos/materials-and-their-properties-limestone




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the use of quarrying to obtain

raw materials for building.

Class practical making slaked lime

from quicklime by adding drops of

water to calcium oxide and measuring

the temperature with a thermometer.

Candidates to write word and symbol

equations for the reaction.

Ask candidates to prepare an

argument to explain the implications of

using quarrying to get raw materials

like limestone.

environmental consequences of

extracting limestone are

outweighed by the commercial

advantages

www.teachers.tv/videos/materials-

and-their-properties-limestone

4,5 Making cement

and glass.

Outline the manufacturing

processes for the production

of cement and glass.

0.5

Class practical: modelling the

manufacture of cement by mixing

together calcium sulfate, quicklime and

water.

Draw a flow diagram to show how

cement is manufactured in rotating

kilns.

Class practical: modelling making

glass by heating limestone powder,

sodium carbonate and sand on a tin lid

in a hot Bunsen flame (emphasise that

Calcium sulfate, quicklime,

limestone powder, sodium

carbonate, sand, tin lids, cement,

gravel, paper clips, slotted masses,

string, plastic cups.





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The

composition

and use of

mortar and

concrete.

Describe the composition

and use of mortar and

concrete.

0.5

in industry the temperature is much

greater).

Describe how mortar and concrete are

made and what their uses are.

Candidates to investigate how different

combinations of sand, cement and

gravel affect the strength of the mortar

or concrete made in plastic cups.

Paper clips could also be added to the

wet mix to model steel-reinforced

concrete.

6,7 Properties of

metals and

their uses.

Know the characteristic

properties of metals (good

heat and electrical

conductors, malleability,

resistance to corrosion,

strength and hardness).

Relate uses of metals in the

building industry to the

properties of these metals.

1 Card sort on the properties of metals

and their meanings.

Ask candidates to make a list of uses

of metals in the building industry. They

could do a survey around school

looking for places where metals have

been used in construction.

Practical investigation into the

properties of metals, eg connect strips

into a circuit to light up a bulb –

Card sort on properties of metals.

Range of different metal and non-

metal strips and wires.

Power packs, leads, crocodile clips

and bulbs.

Petri dishes.

Slotted masses.

Note:

Knowledge of

the structure

and bonding in

metals, and the

effects of

alloying on the

properties of a

metal, is not

required.

Copper is used



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compare with non-metals.

Bend strips into different shapes to

show how pipes could be made.

Place samples in Petri dishes of water

to study corrosion.

Hang masses off metal wires to

investigate their strength.

Try scratching the surface of some

metals and non-metals with a stone.

Ask candidates to draw an outline of a

house and to label it with metals

suitable for different uses and the

properties that make them best for this

job.

for water pipes

and hot water

cylinders

because it is

malleable,

strong, has a

high melting

point, is a good

conductor of

electricity and

does not react

with water.

Copper is used

for wiring

because it is

strong, ductile,

has a high

melting point

and is a good

conductor of

electricity.

Lead is used for

flashing on roofs

because it is



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unreactive and

malleable.

Steel is used to

make supporting

structures and

fixings because

it has a high

tensile strength.

Aluminium is

used in window

frames because

it is resistant to

corrosion,

malleable,

strong and light.

8,9,10 Manufacturing

polymers and

their

properties.

Know that most polymers are

manufactured using

chemicals obtained from

crude oil.

Describe how polymers are

produced when many small

molecules (monomers) join

together to form very large

1 Show candidates crude oil and a range

of different polymers.

Introduce the term ‘polymerisation’.

Use molymods to model monomers

joining together to form polymers.

Details of

polymerisation

are limited to

representation

of the formation

of polyethene

from ethene.

Note: The



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molecules (polymerisation).

Know that polymers are

flexible, poor conductors of

heat and electricity, resistant

to corrosion and waterproof,

and that most of them have

low melting points. These

properties relate to their uses

in the home.

Practical activities to demonstrate

some useful properties of polymers.

Flexibility, eg bendy rulers. Poor

conductivity of heat – place in a beaker

of boiling water. Poor conductivity of

electricity – simple circuit with bulb.

Corrosion resistance/waterproof –

samples left in a Petri dish of water.

Melting points – place in a cool Bunsen

flame.

Show examples of some of the uses of

polymers in the home. Ask candidates

to survey use of polymers around

school.

effects of cross-

linking, altering

chain length and

branching

chains on the

properties of

polymers is not

required.

Polymers used

in construction

are polyethene,

polypropene,

polystyrene and

PVC. Most

polymers have

low melting

points, which

makes them

easy to mould

into shapes.

They are used

for electrical and

thermal

insulation

because they



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are poor

conductors of

heat and

electricity, and

for pipes and

guttering,

containers for

water and other

chemicals.

11 Properties and

uses of

ceramics.

Relate the characteristic

properties of ceramics (eg

brittle, high melting point) to

their uses in construction.

1 Demonstrate that ceramics are brittle

by breaking a tile with a hammer.

Show they are hard by trying to scratch

the surface.

Demonstrate high melting point by

heating a piece in a hot Bunsen flame.

Demonstrate that they resist chemicals

by placing in acid.

Ask candidates to survey where

ceramics are used around the school

and to suggest why they have been

used.

Ceramics are

hard, brittle

solids with high

melting points

and are

resistant to

chemical attack.

They are used

for construction

and decoration

(bricks and

tiles), pottery

products

(bathroom

basins and

toilets) and

specialist



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Show images of some specialist uses

like furnace linings and insulators on

power lines.

industrial

materials (eg

lining for

furnaces and

insulators on

power

transmission

lines).

12, 13 Properties of

composites

and their uses

Be able to recognise and

describe a composite

material (e.g. MDF,

fibreglass, reinforced

concrete).

Describe that the properties

of a composite as a

combination of the properties

of its components.




following:

the physical properties of

materials

the most suitable

1 Show candidates a range of composite

materials and ask them to suggest

what materials are combined together

in them and what properties make

them useful for their job.

Give candidates a range of

construction jobs and data on

properties of different materials.

Ask them to decide on the most

suitable material for each job,

explaining why they selected it.

Range of composite materials used

in building and the home.

Physical data for a range of

materials.



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material for a particular

use

changes in the

properties of materials

resulting from a change

of structure.

6 – 13 Sustainable

building

developments




developments in modern

(sustainable) building

materials, and their

advantages and

disadvantages when

compared with more

traditional materials,

including straw bale, wood

frame and cob construction.

1 Show video clips of the TV series

Grand Designs where wood frames

and straw bales are used in

construction.

Introduce the idea of sustainability and

ask candidates to make a list of

construction materials and methods

that they think are sustainable or not.

Candidate to research advantages and

disadvantages of each method and

material.

Video clips of Grand Designs.




Theme 2: My home

Block 6

3.4.2.2 Fuels for cooking, heating and transport

The chemical energy in hydrocarbons is released when they are burned in air, which makes them useful as fuels. Crude oil is an important source for a range of

other fuels used for cooking and heating in our homes and for transport. Environmental scientists are concerned about issues concerning the use of fuels obtained

from crude oil for cooking, heating and transport.

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1

2

Fuels in the

home

Hydrocarbons

Name suitable fuels for

cooking and heating our

homes and for providing

transport.

Know that hydrocarbons

contain carbon and

hydrogen only.


evidence to discuss,

evaluate or suggest

implications of the social,

0.5

0.5

Candidates to make a list of as many

different fuels as they can. Highlight

the ones used for cooking, heating and

transport.

Introduce hydrocarbons as only

containing hydrogen and carbon by

making models of methane using

molymods.

Candidates could test different oil

fractions for viscosity, ease of ignition

and sootiness of flame.

Molymods.

Range of oil fractions.

Watch glasses.

Suitable fuels

include natural

gas, petrol,

diesel, kerosene

(paraffin), and

heating oil.



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economic and

environmental impacts of

the uses of fuels obtained

from crude oil for cooking,

heating and transport.

Discussion of the impact on the

environment of using these fuels.

Introduction to greenhouse gases

can be found at

http://lwf.ncdc.noaa.gov/oa/climate/

gases.html

Introduction to the effects of global

climate change can be found at

climate.jpl.nasa.gov/effects/

www.windows.ucar.edu/tour/link=/e

arth/climate/sea_level_rise.html

www.metoffice.gov.uk/climate/uk/ -

for UK and global weather trends

The Met Office website provides

good information on climate change

– www.metoffice.gov.uk

3 Problems of

burning fossil

fuels

Explain some of the

problems of burning fossil

fuels (pollution, carbon

dioxide production and

global warming) and that

resources of fossil fuels are

1 Quick recap on the formation of coal,

oil and gas.

Demonstration on burning methane

using safety flame on Bunsen. Funnel

the products through limewater and

Bunsen, glass funnel, delivery

tubing, limewater, universal

indicator, boiling tubes, U tube,

http://lwf.ncdc.noaa.gov/oa/climate/gases.html

http://lwf.ncdc.noaa.gov/oa/climate/gases.html

http://climate.jpl.nasa.gov/effects/

http://www.windows.ucar.edu/tour/link=/earth/climate/sea_level_rise.html

http://www.windows.ucar.edu/tour/link=/earth/climate/sea_level_rise.html

http://www.metoffice.gov.uk/climate/uk/

http://www.metoffice.gov.uk/



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finite. universal indicator using a pump. Point

out the sooty deposits left on the

funnel.

Candidates to research how many

years’ supply of coal, oil and gas are

left and more information on the

pollution caused by burning them. Ask

why different sources give different

estimates of remaining supplies.

beaker and ice.


4,5 Combustion of

hydrocarbons.

Write word and symbol

equations for the

combustion of

hydrocarbons.

HT only

Write balanced symbol

equations for the

complete combustion of

hydrocarbons.

1 Recap on demonstration from last

lesson – what are the products of

combustion of hydrocarbons?

Candidates to model basic

hydrocarbon chains using molymods.

For each one ask them to react it with

model oxygen molecules and suggest

what the products are.

Work through word and symbol

equations for each one.

Molymods. HT only

Writing

balanced

symbol

equations is

required.

6 Patterns in the

combustion of

Explain the patterns in the

combustion of hydrocarbon

1 Recap on word and symbol equations

from last lesson using a card sort.

Card sort on word and symbol

equations.

Candidates

should



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hydrocarbon

fuels.

fuels.

Challenge candidates to find patterns

in the amounts of reactants and

products made and patterns in the

formulae.

Ask groups to present their

suggestions to the rest of the class.

recognise the

pattern in

chemical

formulae based

on

CnH2n + 2.

They should be

able to

recognise

qualitative and

quantitative

patterns in the

amounts of

reactants and

products.

1 – 6

Measuring the

energy content

of different fuels.



evaluate or suggest

implications of energy

content of different fuels.

1 Introduce the idea of specific heat

capacity of water and its use to

determine the energy content of

something being burnt.

Candidates to plan and carry out a

practical investigation to compare the

energy content of different fuels.

Boiling tubes, thermometers,

measuring cylinders, range of fuels

to burn.



3.4.2.3 Generation and distribution of electricity

There is a range of ways of generating electricity to power our homes and there are many advantages and disadvantages of using different methods. In most power

stations electricity is generated by using a fuel to boil water, and then using the steam produced to turn a turbine, which rotates a generator to generate electricity.

Many people are becoming more concerned about the environmental problems and possible health risks of distributing electricity over the land by pylons and high-

voltage cables.

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3.4.2.3 Generation and distribution of electricity

1 Renewable and

non-renewable

energy sources.

Define the terms renewable

and non-renewable in the

context of energy sources.

1 Ask why we are going to run out of

fossil fuels.

Introduce the term non-renewable.

Ask where nuclear fuels like uranium

come from.

Reinforce the idea that non-

renewables are finite resources (once

they’re dug up they won’t be replaced).

Introduce renewables as resources

that we won’t run out of. Emphasise

the role of the Sun in many of these

resources.



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Give candidates a list of energy

resources and ask them to classify

them as renewable or non-renewable.

2, 6 Generation of

electricity using

fossil fuels.

Know that fossil fuels

(natural gas, oil and coal)

release energy when they

are burned, which can be

used to generate electricity

for our homes.

Describe how electricity

can be generated from

fossil and nuclear fuels.

1 Candidates to write a sentence

explaining what fossil fuels are and

why we burn them.

Demonstrate a steam engine model

and give similarities to a power station

for generation of electricity.

Show video of how electricity is

produced by coal.

Label diagram of power station.

Card sort to sequence how electricity

is produced by coal.

Candidates to then write an

explanation of how electricity is

generated by fossil fuels.

Model steam engine.

Video clips of a coal-fired power

station (a visit to a power station

may be possible in some areas if

time allows).

Diagrams of power stations to label.

Card sort on how electricity is

generated.

Note: Details of

the construction

of generators

are not

required.

3,4 Generation of Explain how nuclear fuels 1 Watch video clip of a nuclear bomb Video clip of nuclear explosion. Note: Details of



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electricity using

nuclear fuels.

may be used as

alternatives to fossil fuels.

Know that nuclear fuels

produce energy from

nuclear fission.

Describe how electricity

can be generated from

fossil and nuclear fuels.

exploding. Questions to discuss as a

class:

What is inside the bomb?

What happens to the atoms in it

when it explodes?

What does this release?

Show a sequence of images to explain

how a nuclear power station works.

Watch the video clip of how the

nuclear power station works to

reinforce the key ideas. Candidates to

write an explanation of how power is

generated in this way in their own

words.

Images of nuclear power.

Video clip of a nuclear power

station (a visit to one may be

possible in some areas if time

allows).

nuclear fission

or fusion are not

required.

5 Problems related

to the use of

nuclear fuels.

Explain the problems of

using nuclear fuels

(problems of radioactive

emissions, disposal of

waste).

1 Research Chernobyl, Three Mile Island

and Windscale try to find out the

following:

What happened?

What were the effects of the

incident?

What were the consequences to

society?

Useful information giving a good

background to the Chernobyl and

Three Mile Island disasters can be

found at

http://library.thinkquest.org/17940/t

exts/nuclear_disasters/nuclear_disa

sters.html


Candidates

need to

appreciate that

nuclear fuels do

not produce

gases that

cause global

warming but that

the waste

http://library.thinkquest.org/17940/texts/nuclear_disasters/nuclear_disasters.html






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Also research how nuclear waste is

disposed of.

Discussion: each candidate in the

group to lead a different role

(Greenpeace activist, nuclear scientist,

member of the public, politician).

Questions to consider:

How do the views of the

Greenpeace activist make

everyone else in the group feel?

Do the views of the nuclear

scientist change the minds of the

other members in the group?

Is the member of the public

affected by the views of the

others?

What decision does the politician

make and why?

All of these sites are concerned

with the use of nuclear fuels or the

hazards associated with them:

www.atomicarchive.com/Fission/Fis

sion2.shtml

www.ccnr.org/fission_ana.html

library.thinkquest.org/C006011/engl

ish/sites/dampfturbine.php3?v=2

hypertextbook.com/physics/matter/

energy-chemical/

www.iaea.org/Publications/Booklets

/Development/devnine.html

library.thinkquest.org/17940/texts/n

uclear_disasters/nuclear_disasters.

html

resources.schoolscience.co.uk/nire

x/index.html

materials

produced by

them are

radioactive.

Radioactive

emissions are

harmful to life so

the waste from

nuclear power

stations has to

be stored in a

safe place until

the radiation

falls to safe

levels.

http://www.atomicarchive.com/Fission/Fission2.shtml

http://www.atomicarchive.com/Fission/Fission2.shtml

http://www.ccnr.org/fission_ana.html

http://library.thinkquest.org/C006011/english/sites/dampfturbine.php3?v=2

http://library.thinkquest.org/C006011/english/sites/dampfturbine.php3?v=2

http://hypertextbook.com/physics/matter/energy-chemical/

http://hypertextbook.com/physics/matter/energy-chemical/

http://www.iaea.org/Publications/Booklets/Development/devnine.html

http://www.iaea.org/Publications/Booklets/Development/devnine.html




http://resources.schoolscience.co.uk/nirex/index.html

http://resources.schoolscience.co.uk/nirex/index.html



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3 Generation of

electricity using

renewable

energy

resources

Explain how renewable

energy sources (wind,

solar, hydroelectric, wave,

tidal, biomass and

geothermal) may be used

as alternatives to fossil

fuels.

1 Give each group of candidates a

renewable energy source to research.

Candidates should find out how it is

used to generate electricity and should

prepare a presentation on their

findings to share with the group.

Demonstrate a model water turbine

linked to a generator or investigate the

effect of changing different variables

on the output of solar cells (eg

distance from the light source, the use

of different coloured filters and the

area of the solar cells).


Model water turbine.

Solar cells, ammeters, bulbs, leads,

lamps and coloured filters.

Note: Details of

the construction

of generators

are not

required.

4 Problems related

to the use of

renewable

energy

resources.

Explain the problems of

using renewable energy

resources (unreliability and

possible effects on the

environment).



evaluate or suggest

implications of the

following:

1 In the same groups as last lesson

candidates should research the

advantages and disadvantages of the

renewable energy resource over non-

renewable ones.

They should prepare a key points card

for their resource and then swap

groups to share and exchange ideas.


These websites offer useful

information on the use of alternative

energy sources:

home.clara.net/darvill/altenerg/geot

hermal.htm

www.bbc.co.uk/climate/adaptation/

wind_power.shtml

http://home.clara.net/darvill/altenerg/geothermal.htm

http://home.clara.net/darvill/altenerg/geothermal.htm

http://www.bbc.co.uk/climate/adaptation/wind_power.shtml

http://www.bbc.co.uk/climate/adaptation/wind_power.shtml



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the environmental

impact over time of

energy production, by

comparing the

advantages and

disadvantages of

using alternative

energy sources, and

the economic impact

of using alternative

energy sources.

www.therenewableenergycentre.co.

uk/hydroelectric-power/.

7 The distribution

of electricity

through the

National Grid.

Describe how electricity is

distributed through the

National Grid via high-

voltage cables.



evaluate or suggest

implications of

environmental and health

concerns arising from the

distribution of electricity by

pylons and high-voltage

cables.

1 If possible, arrange a guest speaker

from a local Power Distribution

company. They can talk about the

different aspects of their work including

fitting supplies, line work and

transformer repairs. A model national

grid could be made. And images of the

National Grid and transformers could

be used to spark discussion of how

electricity is distributed.

Give candidates information on health

concerns from high-voltage cables.

http://www.therenewableenergycentre.co.uk/hydroelectric-power/

http://www.therenewableenergycentre.co.uk/hydroelectric-power/



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Ask candidates to explain what may

happen to house prices near pylons

and cables.



Theme 3: My Property

Block 7

3.4.3.1 The cost of running appliances in the home

It is useful for energy consultants to be able to compare the running costs of different electrical appliances in our homes. Energy is used for heating and to power

electrical appliances in the home. Electrical appliances transfer energy and the rate at which the energy is transferred in an electrical appliance is called the power.

Energy labels help consumers work out which appliances are most efficient and cost-effective.

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1,2 Calculating

power of

appliances in the

home from

current and

voltage.

Know that energy is

normally measured in

joules and that

1 watt = 1 joule/second.

Calculate the power

consumed by an electrical

appliance using the

formula:

Power (watts) =

potential difference (volts) x

current (amps)

1 Demonstrate the use of a joule meter

to investigate the energy transferred by

different appliances found in the home.

Look at the power rating of each

appliance and link to the number of

joules/second.

Discussion of the mains voltage in the

UK and how this can be used to

calculate current drawn using power

rating information and by rearranging

the equation.

Joule meter, range of household

electrical appliances.



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Show candidates how to find out the

voltage on battery appliances.

Ask candidates to find out the current

drawn from a range of household

appliances using power rating

information and voltage used.

Give candidates data on the voltage

and current of different appliances and

ask them to calculate their power in

watts and kilowatts.

Voltage and current data for

different appliances.

3 Calculating

energy

transferred by

appliances in the

home

Carry out simple

calculations for different

electrical appliances in the

home using the formula:

Power = energy

transferred ÷ time

1 Discuss the equation and how it can

be rearranged to give energy

transferred and time.

Give candidates a range of appliances,

get them to look up the power ratings

of each one and then calculate the

energy transferred in kilowatt-hours

depending on their usual use during

the day in hours.

Comparisons between lamps: different

Range of household appliances.

Lamps with different wattage bulbs.



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wattage of bulbs would be useful to

show how simple changes around the

home could save energy.

4,5 Reading

electricity

meters and

costs of using

appliances.

Interpret the readings taken

from a domestic electricity

meter and know that a unit

of electricity = 1 kWh.

Calculate the costs of using

different electrical

appliances using:

Total cost = number of

kilowatt-hours x cost per

kilowatt-hour.



evaluate or suggest

implications of:

Costs of running home

appliances.

1 Show images of different types of

electricity meter and ask if candidates

know where the meter is in their home.

Discuss different ways of paying for

electricity – key meters, monthly direct

debit and quarterly bills.

Do candidates know how bills are paid

in their home?

Look at examples of bills and highlight

how the costs are calculated.

Candidates could be asked to read the

electricity meter in their home on a

daily or weekly basis (with permission

from their parents). They could then

look for trends in usage and try to

explain these, eg in terms of weather

conditions.

Images of different electricity

meters.

Copies of electricity bills.

Data on electricity meters and

usage of appliances.



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Give candidates data from electricity

meters and ask them to calculate the

costs of the electricity used.

Candidates could also be given

information on the appliances in use in

each case so they could consider

where savings could be made.

6,8 Interpreting

information from

energy labels on

appliances.

Explain the meaning of the

term efficiency when

applied to simple energy

transfers in electrical

appliances, and give

reasons for the energy

losses in appliances.

Interpret information from

energy labels on

appliances and know why

this is useful.

1 Introduce the term efficiency.

Show candidates a range of

appliances and ask how each one

wastes energy.

Work through the information

contained on an EU energy label,

explaining what all the different areas

mean.

Give candidates a range of different

labels from different appliances and

ask them to interpret the information.

Ask candidates to write a simple guide

Ideas about how the efficiency of

domestic appliances is calculated

and displayed can be found on the

Consumer Utilities Service website

at

www.cus.net/electricity/subcats/ele

cappliances.html

Range of electrical appliances.

Range of EU energy labels.

Candidates

should

appreciate that

the EU energy

label is a

compulsory

notice applied to

all white goods

sold within the

EU. It allows

consumers to

clearly see the

efficiency and

energy

consumption of

a product.

http://www.cus.net/electricity/subcats/elecappliances.html

http://www.cus.net/electricity/subcats/elecappliances.html



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for the public to explain how to use

these labels when buying white goods.

The leaflets might be used by electrical

retailers.

7 Drawing Sankey

diagrams

Draw Sankey diagrams that

show the types of energy

transferred by an electrical

appliance.

1 Work through how to draw a simple

Sankey diagram for a light bulb.

Use graph paper to draw it to scale

and emphasise that the energy inputs

and outputs should be fully labelled.


energy inputs and outputs for a range

of other appliances. Candidates should

practise drawing Sankey diagrams for

each appliance.

Data on energy inputs and outputs

for different appliances.

f Interpreting

Sankey

diagrams

Interpret Sankey diagrams

that show the types of

energy transferred by an

electrical appliance.

1 Recap on drawing Sankey diagrams

from last lesson.

Candidates to write a description of

how to draw them.

Give candidates a range of Sankey

diagrams and ask them to record the

energy inputs and outputs for each

Range of Sankey diagrams for

home appliances.



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one.

Emphasise that the energy in should

be the same as energy out.

Ask candidates to interpret the Sankey

diagrams that they drew the previous

lesson.

g Efficiency

calculations

Calculate the efficiency of

an appliance using:

Efficiency =

useful energy out

total energy in

Efficiency =

useful power out

total power in



evaluate or suggest

implications of the following

the efficiency of different

appliances used in the

1 Introduce the equations used to

calculate efficiency.

Ask candidates to calculate the

efficiency for each of the appliances

they have looked at over the last few

lessons (all those that they drew

Sankey diagrams for and interpreted

Sankey diagrams for)

Ask candidates to explain why it is

useful to consider the efficiency of

appliances for the home – what

benefits are there?

Calculators



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home.



3.4.3.2 Electromagnetic waves in the home

Electronic engineers use electromagnetic radiation for radio, mobile phones, and cable and satellite television. Waves transfer energy from a source to other places

without any matter being transferred.

The various types of electromagnetic radiation form a continuous spectrum from high frequency (short wavelength) gamma rays to low frequency (long wavelength)

radio waves. The uses of different types of electromagnetic radiation depend on these and other properties. Home owners are often concerned about the risks of

using devices such as mobile phones that rely on electromagnetic waves.

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3.4.3.2 Electromagnetic waves in the home

1, 2 Electromagnetic

radiation,

frequency of

waves and

wavelength.

Know that electromagnetic

radiation travels as waves

and moves energy from

one place to another.

Know that the number of

waves per second

produced by a source is

called the frequency and is

measured in hertz (Hz).

1 Use skipping ropes/slinky springs to

introduce frequency and wavelength of

waves.

Recap on longitudinal waves for sound

and transverse waves for light

(electromagnetic radiation).

Candidates to draw and label a wave.

Skipping ropes, slinky springs.

3 The EM

spectrum.

Know the order of the

electromagnetic spectrum,

from radio waves (low

frequency/long wavelength)

to gamma rays (high

frequency/short

1 Show video clips on the EM spectrum.

Card sort putting the waves into the

correct order and label with sizes of

frequency and wavelength.

Video clips of the EM spectrum.

Card sort on the waves in the

spectrum.



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wavelength).

Know that the higher the

frequency of the wave the

higher the energy.

Discussion of the link between

frequency and energy of the wave.

Candidates could draw and label their

own EM spectrum.

The NASA site provides a good

introduction to the EM spectrum:

imagine.gsfc.nasa.gov/docs/scienc

e/know_l1/emspectrum.html

5, 6 Using the wave

equation.

Use the equation:

velocity (m/s) =

frequency (Hz) x

wavelength (m)

Name and describe the

uses of the different types

of electromagnetic waves

used in our homes:

a) radio waves – TV and

radio

b) microwaves – mobile

phones, satellite TV

and cooking

c) infra red – remote

controls for TV and

DVD players

d) visible light – fibre

optic cables

1 Introduce the wave equation and work

through how it can be rearranged to

give frequency or wavelength.

Recap on the speed of light and how

all EM waves travel at this speed.

Ask candidates to calculate the

frequency or wavelength of waves

from given examples.

They should then use their EM

spectrum diagram to identify which

type of wave each one is.

Calculators

Data on the frequency / wavelength

of different waves.

http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html

http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html



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e) UV – sun beds.

6 Uses, properties

and dangers of

electromagnetic

waves used in

our homes.



evaluate or suggest

implications of the

following:

how the uses of

different types of

waves depend on their

properties

the dangers of using

electromagnetic

waves for various

purposes, eg sun

beds, mobile phones,

microwave cookers.

1 Candidates should be asked to

research the properties, uses and

dangers of microwaves, radio waves,

infra red, visible light and UV in the

home. These could be summarised in

the form of a table.

If available, show examples or images

of TV, radio, mobile phone, satellite

TV, ovens, remote controls, fibre

optics, sun beds to prompt research

Images or examples of different

uses of waves.

Candidates

should

appreciate the

dangers

associated with

the use of each

type of wave,

and will be

asked to show

an

understanding

of how decisions

about the use of

communication

devices are

made.

7 Why X-rays and

gamma rays are

not used in the

home

Know that X-rays and

gamma rays are not

normally used in the home

as they can damage the

body, but can be used in

medicine for X-rays and

radiotherapy.

1 Discussion of ideas – why are X-rays

and gamma rays not used in the

home?

Show images of radiographers wearing

protective clothing or standing behind

shielding to prompt responses.

Images of radiographers at work.



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Video clips of how X-rays work and

how gamma rays are used for

radiotherapy. Candidates to write an

explanation of these two uses.

Video clips of use of X-rays and

gamma rays in medicine.




Making My World a Better Place

Theme 1: Improving Health and Wellbeing

Block 8


Most drugs are legal and used to improve our quality of life by helping cure or prevent disease, but many may cause side-effects if they are over-dosed. Some drugs

are illegal and some are used for recreational purposes. There is evidence that links respiratory and circulatory disorders to the misuse of tobacco and alcohol.

Drug testing for illegal drugs is carried out in some workplaces to improve the health and safety of employees.

Before new medicines can be released onto the market, they must be tested extensively and must be passed by the Medicines and Healthcare Regulatory Agency

(MHRA).

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1, 2 Clinical trials of

medicines used

to treat disease.

Know that before a

medicine can be used for

treating a disease it

undergoes extensive

clinical trials.

1 Show a range of different medicine

bottles. Ask candidates how we know

they are safe to use and the effects on

our bodies.

A brief introduction to clinical trials

can be found at

www.mhra.gov.uk/Howweregulate/

Medicines/Licensingofmedicines/Cli

nicaltrials/Clinicaltrialsformedicinalp

Candidates

should

appreciate that

extensive

research is

http://www.mhra.gov.uk/Howweregulate/Medicines/Licensingofmedicines/Clinicaltrials/Clinicaltrialsformedicinalproducts/index.htm





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Know that disease may be

treated with medicines that

contain useful drugs (eg

penicillin is an antibiotic,

aspirin is anti-

inflammatory).



evaluate or suggest

implications of the issues of

testing new drugs on

animals and humans.

Card sort on the steps taken in trialling

a new medicine.

Candidates to make a list of medicines

they have taken and what they were

for.

Categorise them into medicines that

relieve symptoms and medicines that

kill the microbe causing the disease.

Ask candidates to explain the

implications of testing of new

medicines on humans and animals.

roducts/index.htm

Range of different medicine bottles.

carried out in

laboratories

using cells,

tissues and

animals and in

clinical trials in

healthy

volunteers and

patients before

a new medicine

is marketed.

They should

also be aware

that the safety of

all medicines is

monitored

throughout their

use.

Strict

regulations

control the

testing of new

medicines on




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animals.

3, 4,

5, 7

Use, and effect

of overuse, of

antibiotics.

Know that most bacteria,

but not viruses, may be

killed by antibiotics.

Know that some bacteria

develop resistance to, or

may not be easily treated

by, antibiotics (eg MRSA).

Pathogens mutate

spontaneously, producing

resistant strains.

Describe the problems

caused by over-prescribing

of antibiotics, including

resistance and costs to the

NHS.

Know how resistant strains

develop:

antibiotics kill

individual pathogens

of the non-resistant

strain

1 Practical investigation comparing the

effectiveness of different antibiotics on

E.Coli and Staphylococcus grown in

Petri dishes.

Categorise common diseases into

those caused by bacteria and those

caused by viruses.

Emphasise that antibiotics only work

on those caused by bacteria.

Research on MRSA.

Candidates to find out why bacteria

mutate and why over-prescription is a

problem.

Useful information on dealing with

bacteria and antibiotics can be

found at www.typesofbacteria.co.uk

Bacteria cultures, Agar plates,

antibiotic discs.


http://www.typesofbacteria.co.uk/



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individual resistant

pathogens survive and

reproduce, so the

population of the

resistant strain rises.

antibiotics are not

used to treat non-

serious infections

such as mild throat

infections in order to

slow down the rate of

development of

resistant strains.

Describe the problems

caused by over-prescribing

of antibiotics, including

resistance and costs to the

NHS.

6 Medicines that

relieve

symptoms and

issues of their

over-use

Know that some medicines,

including painkillers, help to

relieve the symptoms of

disease, but do not provide

a cure (eg aspirin,

1 Look at examples of medicines that

relieve symptoms.

Summarise what they do and how they

make us feel better.

Information leaflets on side-effects

of painkillers, antidepressants and

sleeping tablets.



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paracetamol, treatments for

high blood pressure,

antidepressants and

sleeping tablets).



evaluate or suggest

implications of:

the issues caused by the

over-use of symptom-

relieving drugs

Look at some information leaflets on

some of the side-effects of their use/

overuse.

Discussion of why supermarkets limit

the amount of certain medicines that

you can buy in a single transaction.

12 Impact of

drinking alcohol.

Know that alcohol affects

the nervous system by

slowing down reactions

(loss of self-control) and

causes long-term damage

to the liver and brain.



evaluate or suggest

implications of the

following:

the impact of alcohol on the

1 Show video clips of anti-drink-driving

adverts.

Discussion of the effects of alcohol on

the body.

Show images of livers from a healthy

person and a heavy drinker.

Get candidates to do a sobriety test in

the classroom. Ask how their reactions

would be different if they had been

drinking alcohol.

Video clips of anti-drink-driving

adverts.

Images of healthy and damaged

livers.



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body.

Show video clips of police TV

programmes with drunken individuals.

Candidates to explain the impact of

this sort of behaviour on society.

Quiz matching drinks to the number of

units that they contain.

If time candidates could investigate the

effect of alcohol on the heart rate of

daphnia.

Video clips of police arresting

drunks.

Daphnia, Petri dishes,

microscopes, lamps, ethanol,

pipettes.

Information on the effects of alcohol

can be found at

www.drinkaware.co.uk

This site provides a good starting

point.

10,

11

Impact of

smoking

tobacco.

Know that tobacco smoke

contains substances that

cause diseases of the

respiratory and circulatory

systems.

1 Concept map of ideas – how many

effects of smoking on the body can

candidates come up with?

Demonstration of the smoke machine

Smoke machine demo: with u tube

http://www.drinkaware.co.uk/



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Know that tobacco smoke

also contains carbon

monoxide, which reduces

the oxygen-carrying

capacity of the blood.



evaluate or suggest

implications of the

following:

the link between

smoking and

respiratory and

circulatory diseases

the impact of tobacco

on the body.

in a fume cupboard.

Show candidates images or video clips

of healthy and damaged lungs.

Look at ciliated cells under a

microscope and discuss how they are

affected by tobacco smoke.

Look at packaging for nicotine patches

and gum and discuss why people find

it hard to give up.

Give candidates the price of a packet

of 20 cigarettes – ask them to

calculate how much it costs over a

year for someone to smoke 20 per

day.

Give candidates data on numbers of

smokers over the years and deaths

due to smoking-related diseases.

Candidates to identify and explain any

links that they can find.

of cotton wool, universal indicator,

and carbon monoxide monitor.

Images or video clips of healthy

and smoke-damaged lungs.

Nicotine gum and patches.

Data on the number of people

smoking over time and deaths due

to smoking-related diseases.



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8, 9 Impact of the

use and abuse

of medical and

recreational

drugs

Give examples of

recreational drugs that may

harm the body (alcohol,

nicotine, antidepressants,

amphetamines,

barbiturates, heroin,

cocaine and cannabis).

Know that some people

may become dependent

on, or addicted to,

recreational drugs because

the drug changes some of

the chemical processes in

the body, and that they

suffer withdrawal symptoms

without them (eg nicotine in

tobacco).



evaluate or suggest

implications of:

the impact of legal and

illegal drugs on the body

1 Concept map of ideas – recreational

drugs that affect the body.

Emphasise the problem of addiction.

Candidates to use the ‘Talk to Frank’

website to research how they harm the

body and what withdrawn symptoms

might be like also where help and

support is available if needed.

Discussion of the laws related to drugs

misuse. Why are the police so hard on

drug-related crime?

Candidates to imagine a friend has

admitted use of a recreational drug to

them. They should write a description

of what they would say and do to help

their friend.

There are many sites that deal with

the impacts of recreational drugs.


Using an asthmatic person as a

case study, this programme offers a

scientific look at drugs and how

they can be both beneficial and

detrimental to health:

www.teachers.tv/videos/life-and-

living-processes-drugs-and-health

Useful information can be found at

www.talktofrank.com

Candidates

should be able

to discuss the

use and abuse

of medical and

recreational

drugs and need

to know the

reasons why

tobacco and

alcohol are

considered

dangerous and

why their use is

discouraged (eg

advertising and

restriction of

sales to young

people).

http://www.teachers.tv/videos/life-and-living-processes-drugs-and-health

http://www.teachers.tv/videos/life-and-living-processes-drugs-and-health

http://www.talktofrank.com/




Medical scientists have known for a long time that recovery from some diseases, which we now know to be infections, leads to freedom from the same disease

again, often for life. This is called immunity.

Medical scientists have developed vaccination, which can prevent certain diseases occurring in the first place. Vaccination is the simplest, most efficient and cost-

effective way to prevent life-threatening infections in the community.

Vaccination has helped to reduce the frequency of certain diseases in many parts of the world.

There are occasional scares about the safety of some vaccines. Some people believe vaccines overload our immune system, making it less able to react to other

diseases that are now threatening our health such as meningitis, AIDS and cancer. Other people are concerned about possible side-effects of vaccines, although

these are usually mild and not life threatening.

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1

2

Diseases caused

by bacteria and

viruses.

How pathogens

enter the body.

Name some diseases

caused by bacteria

(tuberculosis, cholera,

typhoid) and viruses

(influenza, measles,

mumps, rubella, polio).

Know that pathogens can

enter the body through

wounds, the respiratory

system, the digestive

system and by sexual

transmission, as a result of

0.5

0.5

Card sort on diseases caused by

bacteria or viruses. Do candidates

know any diseases caused by fungi?

Give candidates a blank body outline.

Discuss how pathogens can enter the

body.

Candidates to annotate their diagram

Card sort on diseases caused by

bacteria and viruses.

Blank body outline diagrams.



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unhygienic conditions or

contact with infected

people.

with the different methods of entry.

3 How pathogens

make us feel ill.

Know that some types of

bacteria and viruses make

us feel ill when they

reproduce rapidly in the

body (bacteria by producing

toxins and viruses by

causing cell damage).

1 Show images of bacteria and viruses –

can candidates identify which ones are

which by recognising their features?

Candidates to research how bacteria

and viruses reproduce in our body and

then make us feel ill. They should draw

a sequence of labelled diagrams to

explain them

A good source of information can

be found at

www.bbc.co.uk/schools/gcsebitesiz

e/science/aqa/human/defendingaga

instinfectionrev1.shtml

Images of bacteria and viruses.

Computers for research

4, 5 The role of

platelets and

phagocytes.

Describe how platelets help

to form a barrier to infection

through a cut.

Describe how white blood

cells help to defend against

pathogens.

1 Group discussion of how skin heals

after a cut.

Show a sequence of images to

represent how a scab is formed.

Candidates to write their own

description from this.

Look at blood samples under a

microscope. Identify the platelets and

the two types of white cells.

Explain the role of phagocytes in the

Images showing scab formation.

Microscopes, lamps and prepared

slides of human blood.

Candidates

should be able

to describe

some of the

body’s natural

defence

mechanisms

against

microbes (eg

that platelets

help the blood to

clot at the site of

a wound and

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/defendingagainstinfectionrev1.shtml





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blood.

Candidates to use plasticene to model

their action on an invading microbe.

Plasticene.

that white blood

cells engulf and

digest foreign

cells).

Candidates

should know the

action of

phagocytes.

5, 6 Lymphocytes

and antibodies.

Describe how white blood

cells help to defend against

pathogens.

Describe how antibodies in

the blood provide immunity

to certain diseases.

1 Show a sequence of images explaining

how lymphocytes protect us from

pathogens.

Video clips and animations may

reinforce the idea of antibody

production.

Discussion of how long antibodies

remain in the blood for.

A good background on defending

against infection can be found at

www.bbc.co.uk/schools/gcsebitesiz

e/science/aqa/human/defendingaga

instinfectionrev4.shtml

Images of lymphocytes.

Video clips and animations of

lymphocytes.

Candidates

should know the

action of

lymphocytes.

7 How

vaccinations

protect us from

infections.

Explain how vaccination

protects humans from

infection.

1 Candidates to write a list of the

vaccinations that they think they’ve

had since birth.

If any candidates have travelled to

foreign countries on holiday have they

Candidates

should know

that vaccination

involves the

introduction of a

mild or dead






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needed further vaccinations?

Candidates to research the history of

the development of a smallpox vaccine

and draw a cartoon strip to give the

main sequence of events.

Discussion of how vaccinations work.


form of the

infecting

bacterium or

virus, which

causes white

cells to produce

antibodies

against it. If the

same organism

later infects the

person, the

antibodies are

produced

quickly enough

to destroy the

organism and

prevent

development of

the disease.

7 Concerns over

vaccinations and

their effect on

occurrence of

diseases



evaluate or suggest

implications of the

following:

the value to

1 Give candidates a range of newspaper

articles on concerns over use of

vaccinations. Ask them to summarise

the key worries shown.


Newspaper articles on concerns

over vaccinations.

Information on the effects of



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individuals and

populations of being

vaccinated against

diseases, including

concerns about side-

effects and effects on

the immune system

how the occurrence of

diseases has changed

as a result of

increased use of

vaccinations.

problems caused by the disease being

vaccinated against. Ask candidates to

summarise the key benefits of

receiving the vaccinations.

Look at graphs of number of

vaccinations against number of

occurrences of a disease.

Candidates should explain the benefits

of vaccination to the community.

diseases on the body if not

vaccinated against.

Graphs of disease occurrence

against vaccinations.



Theme 1: Improving health and wellbeing

Block 9

3.5.1.3 The use of ionising radiation in medicine

Over time scientists have discovered that ionising radiation can be very helpful to us but also very harmful. They have found out that certain parts of the

electromagnetic spectrum we use in our daily lives pose hazards that are specific to the type of electromagnetic wave.

Medical professionals diagnose and treat certain diseases, such as cancer, by using ionising radiation. Both professionals and patients need to be monitored and

protected from the harmful effects of the radiation.

Radiotherapy is the treatment of cancer using high-energy (ionising) radiation. The ionising radiation damages or destroys cells in the area being treated, making it

impossible for the cancer cells to continue to grow.

Before treatment with ionising radiation there are ethical issues that may have to be considered.

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3.5.1.3 The use of ionising radiation in medicine

1, 2,

3

Characteristics

of X-rays and

gamma rays and

their effect on

living cells


gamma rays are examples

of transverse waves.


gamma rays are a form of

electromagnetic radiation.

Understand that ionising

1 Recap on work on the EM spectrum.

Use slinky spring to model transverse

waves.

Ask candidates to find out what

ionising radiation is and its effect on

living cells.

Slinky spring.




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radiation kills living cells

and because of this can be

used to treat cancer.

Candidates to summarise their findings

in bullet points.

Discussion of how they can be used to

treat cancer.

4 Characteristics

and properties

of alpha and

beta particles

and gamma

rays.

State the characteristics

and properties of the three

main types of nuclear

radiation emitted

continuously by radioactive

sources (alpha particles,

beta particles and gamma

rays).

1 Introduce radioactive elements by

highlighting some of them on the

periodic table.

Explain there are three main types of

radiation emitted.

Describe the nature and properties of

alpha, beta and gamma and

demonstrate the penetrating power of

each using school sources, a GM tube

and sheets of paper, aluminium and

lead.

Candidates to draw diagrams to show

the nature, properties and penetration

of each.

GM tube, radioactive source, paper,

aluminium and lead sheets.

Candidates

should be able

to describe the

properties

(penetrating

power, hazards)

and the nature

(particles or

waves) of alpha,

beta and

gamma

radiation emitted

from radioactive

sources.

5

How X-rays can

be used to

diagnose

Describe the characteristic

properties of X-rays

(penetration) that enable

0.5

Look at examples of X-rays. Can

candidates identify where the problem

was in the body?

Useful images and background

information on X-rays can be found

at

Candidates

should

appreciate that



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6

medical

disorders.

Medical imaging

using gamma

rays

them to be used to

diagnose medical

disorders.

Know that some medical

imaging equipment involves

the use of gamma rays,

which can be detected

using a gamma camera.



evaluate or suggest

implications of the

following:

the advantages and

disadvantages of

using ionising

radiation for the

diagnosis (including

medical tracers) and

treatment of diseases

ethical issues that

may need to be

0.5

Discussion of the characteristics of X-

rays that mean they can be used in

this way.

Show video clips of tracers being used

in medicine.

Discuss release of gamma rays and

how they are detected by a gamma

camera.

Ask candidates to explain the

advantages and disadvantages of

using radiation in medicine.

www.teachingmedicalphysics.org.u

k

X-ray images.

Video clips of radioactive racers

being used in medicine.

View images of hospital scanners.

both external

and internal

radiation may be

used for

diagnosis.

X-rays pass

easily through

flesh but not

through denser

material such as

bone or metal

and can be

detected using

photographic

film.

Tracers are

specially

formulated

substances

which collect in

a specific part of

the body.

These

http://www.teachingmedicalphysics.org.uk/

http://www.teachingmedicalphysics.org.uk/



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considered by doctors

and patients before

the treatment of

cancers with ionising

radiation.

substances

(sometimes

called

radiopharmaceu

ticals) emit faint

gamma ray

signals which

are detected

using a gamma

camera.

Note: Details of

the gamma

camera are not

required.

7, 8,

9

How radiation

levels are

monitored.

Know that the use of high-

energy radiation can be

dangerous and needs to be

monitored.

Explain why people who

work with radiation wear

film badges and why these

are monitored regularly to

check the levels of radiation

1 Show candidates an example of a film

badge or images of one.

Discussion of the effect of radiation on

photographic film even when not

exposed to light.

Candidates to label a diagram of a

badge and explain how it works.

Radiation badges or images of

them.



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absorbed.

Be able to describe the

construction of a film

badge.



evaluate or suggest

implications of:

care of health workers who

use ionising radiation as

part of their everyday work

Concept map of other ways of

protecting nuclear workers and ways of

monitoring radiation.

Demonstrate a hand-held GM tube in

monitoring background radiation and

radiation from school sources.



Theme 2: Making and Improving Products

Block 9 continued


Many household objects are made of metals that corrode in the presence of water and air. Electroplaters use their knowledge of the reactivity of metals to ensure

that our property lasts as long as possible and is suitable for purpose. Electrolysis is used to electroplate some metals. The electroplating industry is concerned

about the risks involved in the electroplating process because many of the materials used are hazardous.

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1 – 5 What

electroplating is

and why we

electroplate

objects made of

metal

Give reasons for

electroplating metals

(prevention of corrosion,

decoration).

Name some household

objects that are

electroplated to prevent

corrosion.

Describe the process of

electroplating as the

application of a metal

coating to a metallic or

1 Show images of metallic objects

corroding.

Ask candidates what they think

electroplating is and why they think it is

done.

Write a list of common objects that are

electroplated.

Show an animation on electroplating

showing charged particles.

Introduce the names of the two

Images of metallic objects

corroding.

Electroplating animation.

Useful information on electrolysis

can be found at

www.gcsescience.com/ielectrolysis.

htm

Suitable objects

that are

electroplated

include

jewellery,

cutlery, cookery

utensils and

decorative

items.

http://www.gcsescience.com/ielectrolysis.htm

http://www.gcsescience.com/ielectrolysis.htm



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conducting surface by

electrolysis.

Know that electrolysis

involves the movement of

charged particles in an

electrolyte.

Know that the cathode is the

negative electrode and the

anode is the positive

electrode in an electrolysis

cell.



evaluate or suggest

implications of the suitability

of different metals for

electroplating items.

electrodes.

Candidates may want to use the

internet to check their answers.

Give candidates a reactivity series of

metals. Ask which metals would be the

best for plating items for corrosion

resistance.

Metal reactivity series.

6, 7,

8

How

electroplating

works.

Know that the article to be

electroplated is made the

cathode, and immersed in

an aqueous solution

containing ions of the

1 Class practical: electrolysis of copper

sulfate solution using copper/iron

electrodes.

Investigate the factors that affect

Copper sulfate solution.

Copper electrodes, electronic

balance, leads, crocodile clips.



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required metal. The anode

is usually a bar of the metal

used for plating. During

electrolysis metal is

deposited on the article as

metal from the anode goes

into solution.

Understand that charged

particles are called ions and

that ions are atoms which

have either lost or gained an

electron.

Be able to complete simple

equations to show the

process at the cathode and

anode:

Mn+ + ne– → M

M → Mn+ + ne–



evaluate or suggest

electrolysis of copper

sulfate/electroplating of copper.

Write simple equations to show the

processes occurring at the anode and

cathode.



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implications of the

knowledge of charged

particles to explain the

electroplating of metal

objects..

9 Why jewellery is

electroplated

and risks of the

electroplating

industry.

Explain why nickel jewellery

is electroplated with

precious metals (prevention

of allergies or for

decoration).



evaluate or suggest

implications of the potential

risks to employees in the

electroplating industry

1 Show images of individuals with allergy

to nickel jewellery.

Use the reactivity series to suggest the

best metals to plate nickel jewellery

with.

Ask candidates to research chemicals

used by the electroplating industry.

For each one they should use

CLEAPSS hazcards to identify the

hazards, risks and control measures

linked to the industry.

Images of individuals with nickel

allergy.


CLEAPSS hazcards




Scientists are constantly seeking alternative products, especially in industry where being at the forefront of technology means commercial success. Materials

scientists study how things are put together (including their atomic structure) and their chemical and physical properties. They use this information to create new

materials and products. They look at what they require from materials and then alter the materials to make them better suited to their job in both the home and the

wider world.

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1 Smart paints -

use, advantages

and

disadvantages.

Superconductors

- use,

advantages and

disadvantages

Give examples of new

products and suggest uses

for them:

a) smart (self-healing)

paints – a coating that

heals its own

scratches when

exposed to sunlight

b) superconductors –

substances whose

resistance becomes

almost zero at low

temperatures, which

reduces energy losses

Within this context,

candidates should be able

0.5

0.5

Candidates to research smart paints

and superconductors.

They should prepare a presentation

giving their uses and advantages and

disadvantages over traditional

products.

Computers for research. Applications of

superconductors

include powerful

electromagnets

used in MRI

scanners and

magnetic

levitation (e.g.

Maglev trains).

Applications of

smart paints

include coating

virtually

anything that

can be

scratched,



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to use scientific data and


evaluate or suggest

implications of the

following:

the advantages and

disadvantages of modern

products compared with

traditional products.

ranging from

electronics to

aircraft and

cars.

1 Smart materials -

uses,

advantages and

disadvantages.

Chromic

materials - use,

advantages and

disadvantages

Give examples of new

products and suggest uses

for them:

c) smart materials –

substances that are

able to change their

properties in response

to the environment

d) chromic materials –

thermochromic,

photochromic –

materials that change

their colour according

to changes in

temperature and light

intensity.

1 Class investigation of smart materials,

eg memory wire, pressure-sensitive

resistance film if available.

Candidates to research smart

materials and chromic materials.They

should prepare a presentation giving

their uses and advantages and

disadvantages over traditional

products.

Calibrate chromic strip to be used as a

forehead thermomenter.

Memory wire, pressure -sensitive

film.


Applications of

smart materials

include dental

braces,

spectacle

frames, shrink

wrap packaging

and wound

dressings.

Calibrate

chromic strip to

be used as a

forehead

thermometer.

Applications of



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evaluate or suggest

implications of the

advantages and

disadvantages of modern

products compared with

traditional products.

chromic

materials

include

intelligent

packaging that

contains inks

that change

colour according

to storage

temperature,

spectacle

lenses,

windows, rear-

view mirrors,

light detectors,

optical switches

and light

intensity meters.



3.5.2.3 Selective breeding and genetic engineering

The human population is increasing rapidly. This has had implications for feeding all of the people. Agricultural scientists have worked to produce animals and crops

with favourable characteristics in order to produce more food for the increased population.

Some people believe that the risks connected with selective breeding such as ‘inbreeding’ and the development of unfavourable characteristics are a disadvantage.

Biotechnologists have developed plant tissue culture (micro propagation), which allows the rapid production of many genetically identical plants that may be used for

food. They have also developed techniques that allow culture of animal and human organs.

Geneticists are also using their techniques to help couples with fertility problems or creating ‘designer babies’, and for gene replacement therapy.

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3.5.2.3 Selective breeding and genetic engineering

j Selective

breeding of

animals.

Selective

breeding of

plants.

Explain how selective

breeding of plants and

animals involves selecting

the parents with desired

characteristics, crossing

them, selecting from their

offspring, and then

repeating the process over

several generations.

1 Candidates to label diagrams of a pig,

cow, cabbage and potato with

desirable features.

Introduce selective breeding,

explaining the process and looking at

how it is done (artificial insemination,

pollen transfer).

Ask candidates to consider the


selective breeding using images of a

furless cat or similar to provoke

debate.

Images of farm animals and crops.

Soft art brushes and flowers of

different colour to demonstrate,

pollen transfer.

Images of selective breeding in

pets.



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Candidates to write a step-by-step

guide for young farmers to explain how

they could selectively breed on their

farms.

2 Cloning and

tissue culture.

Understand that cloning

techniques involve

laboratory processes to

produce offspring that are

genetically identical to the

donor parent.

1 Look at natural clones, strawberry

runners, identical twins.

Practical taking Geranium cuttings or

training spider plant runners to make

clones of the mother plant.

Candidates to research tissue culturing

of animals and plants. They should

write a simple guide to how it is done.

Images of clones.

Geraniums, spider plants, compost,

pots.


Cloning

techniques are

limited to tissue

culture, where

fragments of

tissue from an

animal or plant

are transferred

to an artificial

environment in

which they can

continue to

survive and

function. The

cultured tissue

may consist of a

single cell, a

population of

cells, or a whole

or part of an

organ.



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3

4

Genetic

engineering.

Insulin

production

Explain that genetic

engineering involves the

transfer of ‘foreign’ genes

into the cells of animals or

plants at an early stage in

their development so that

they develop with desired

characteristics.

Describe how human

insulin is produced using

genetically modified

bacteria.



evaluate or suggest

implications of the

following:

the ethics of genetic

engineering compared

to selective breeding

the economic, social

and ethical issues

0.5

0.5

Ask what is meant by the term

‘genetically modified’.

Show candidates a range of products

containing genetically modified

material.

Describe the process of genetic

engineering using an example like

frost-resistant plants.

Candidates to make a flow diagram to

show how the process works.

Ask candidates to research how

human insulin is produced in this way

and draw a flow diagram to show the

different steps involved.

In groups, candidates to research the

ethics of genetically modified foods,

designer babies and gene replacement

GM products

Candidates will

be expected to

understand

examples of the

use of genetic

engineering and

to know some of

the changes that

can be made to

an organism’s

characteristics

by genetic

engineering.



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concerning genetic

engineering,

genetically modified

foods and ‘designer

babies’

the ethics of gene

replacement therapy

examples of risks

associated with

selective breeding and

genetic engineering.

therapy.

They should prepare a list of

arguments for and against each one,

emphasising any risks associated with

them.



Theme 3: Improving Our Environment

Block 10

3.5.3.1 Environmental concerns when making and using products

In everyday life we rely on a vast array of products to sustain and improve our standard of living. Environmental scientists realise that some products have a

polluting effect on the environment during their manufacture, use and disposal. Scientists, technologists and engineers working in different areas are now seeking

ways to solve these problems and to make products more environmentally friendly.

Plant biologists and polymer scientists are involved in producing biodegradable plastics from plants that could be used for packaging.

Some consumers are concerned not only about the quality of products and their cost but also about the effect on the environment in production and disposal.

Consumers are often encouraged to consider the amount and type of packaging of the product

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3.5.3.1 Environmental concerns when making and using products

1

How making and

using products

increases

emissions of

greenhouse

gases

Describe the main ways in

which making and using

products may result in

increased emissions of

natural greenhouse gases

into the atmosphere,

causing global warming,

including:

(a) carbon dioxide from

0.5

Show candidates images of power

stations and vehicles and ask what

greenhouse gases they release.

Show images of landfill sites, paddy

fields, farm animals and composters.

Discussion of how they can all add

methane to the atmosphere – another

greenhouse gas.

Images of greenhouse gas

polluters.

Useful information and graphical

illustrations of the sources of each

greenhouse gas can be found at

www.solarnavigator.net/greenhous

e_gases.htm

Candidates

should

appreciate how

greenhouse

gases may be

produced by

human activity.

Methane is

formed when

domestic

http://www.solarnavigator.net/greenhouse_gases.htm

http://www.solarnavigator.net/greenhouse_gases.htm



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2, 3

The effects of

increased

greenhouse

gases and the

Kyoto agreement

the combustion of

fossil fuels in

vehicles and power

stations

(b) methane from

decomposition of

rubbish in landfill

sites and various

forms of agriculture

(c) nitrous oxide from

vehicle exhausts

and power stations

and as a result of

increased use of

nitrogen-based

fertilisers.

Explain how increased

greenhouse gases absorb

more long-wave radiation

from the Earth and

therefore more heat is

retained in the atmosphere.

0.5

Show images of vehicle exhausts,

power stations and crop sprayers and

discuss how these can add nitrous

oxides to the atmosphere.

Clips of ‘An Inconvenient Truth’ DVD

could be shown to emphasise the

possible impact of greenhouse gases

on the planet.

‘An Inconvenient Truth’ DVD.

.

A useful source of information

showing the increase of carbon

dioxide levels in the atmosphere

can be found at www.earth-

policy.org/Indicators/indicator5_dat

a2.htm

kitchen waste

and plants

decay and

where there is

very little air. It

is found

frequently

around water

and swamps.

Rice (a major

food product)

grows mainly in

flooded fields,

where bacteria

in waterlogged

soil release

methane.

Bacteria that

break down

organic matter

in wetlands and

bacteria that are

found in farm

animals also

http://www.earth-policy.org/Indicators/indicator5_data2.htm





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Know about international

agreements such as the

Kyoto agreement on

climate change to achieve

the stabilisation of the

dangerous gases carbon

dioxide, methane and

nitrous oxide.



evaluate or suggest

implications of:

changes to the composition

of water and air as a

consequence of industrial

activity.

Candidates could then research the

Kyoto agreement and find out what it is

aiming to do.

A real-time simulation displaying

carbon dioxide emissions/birth

rates/death rates for each country

in the world can be found at

www.breathingearth.net

An excellent source of information

concerning methane as a

greenhouse gas can be found at

www.envirolink.org/external.html?w

ww=http%3A//www.GHGonline.org

&itemid=20020815134102387436&

itemname=Greenhouse%20Gas%2

0Online


produce

methane

naturally.

Amounts of

nitrogen-based

fertilisers used

have increased

with the need for

greater crop

yields, and use

of more

intensive

farming

practices.

Where large

applications of

fertiliser are

combined with

soil conditions

favourable to

denitrification,

large amounts

of nitrous oxide

can be

produced and

http://www.envirolink.org/external.html?www=http%3A//www.GHGonline.org&itemid=20020815134102387436&itemname=Greenhouse%20Gas%20Online







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emitted to the

atmosphere.

Similarly, the

widespread and

poorly controlled

use of animal

waste as

fertiliser can

lead to

substantial

emissions of

nitrous oxide

from agricultural

soils.

Candidates

should

appreciate that

the Kyoto

agreement was

generally seen

as an important

first step

towards a global

emission



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reduction

regime that

would stabilise

greenhouse gas

emissions, but

Australia and

the USA refused

to sign the

agreement. The

major feature of

the Kyoto

Protocol was

that it set up

binding targets

for 37

industrialised

countries and

the European

Community for

reducing

greenhouse gas

(GHG)

emissions.

These amount

to an average of



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5 per cent

against 1990

levels over the

five-year period

2008–12.

4, 5

Eutrophication

Describe how leaching of

artificial fertilisers,

pesticides and herbicides

causes pollution in lakes

and rivers (eutrophication).

Explain the process of

eutrophication resulting

from overuse of fertilisers.

1

Show examples or images of

chemicals often used by farmers.

Look at loam soil with magnifying

lenses and draw its structure.

Discussion of what happens if too

many chemicals are used.

Candidates to draw and label a flow

diagram to show the different stages in

eutrophication.

Candidates to prepare a letter for a

farmer who is overusing chemicals on

their farm. It should explain the

problems they are causing and their

effects on the environment. It should

also include solutions to their problem.

Examples of fertilisers, pesticides

and herbicides.

Magnifying lenses ad loam soil

samples.

A simple guide to water pollution

and its causes can be found at

www.water-pollution.org.uk

http://www.water-pollution.org.uk/



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Indicator species

used to monitor

water and air

pollution

Explain how indicator

species may also be used

to monitor changes in

pollution levels:

(a) water pollution –

bloodworm, water

louse, sludge

worm, rat-tailed

maggot

(b) air pollution –

lichen.



evaluate or suggest

implications of the:

use data gained from

indicator species to

evaluate the levels of

pollution.

1

Discussion of how candidates think

that pollution in water and air is

monitored.

Show images of indicator species used

to monitor water pollution.

Give data on organisms found in

different sections of a river and ask

candidates to suggest what the water

quality is like.

Show candidates examples of lichens

and explain how they can be used to

indicate the amount of air pollution.

Candidates to survey lichens on walls

and trees in the school grounds and

compare them to the indicator species

to suggest air pollution levels in their

area.

Images of bloodworm, water louse,

sludge worm and rat-tailed maggot.

Samples or images of indicator

lichens.



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7

8

Methods of

degrading

plastics

Water-soluble

plastics and their

uses

Describe the methods of

degrading plastics:

(a) photo-degradable –

those that degrade

after prolonged

exposure to

sunlight

(b) oxo-degradable –

an additive helps to

break down the

plastic, allowing

access by

microbes.

Explain why water-soluble

plastics such as Polyvinyl

Alcohol (PVOH) and

Ethylene Vinyl Alcohol

(EVOH) can be used for

plastic films for packaging

and shopping bags.


0.5

0.5

Show examples of different forms of

plastic packaging.

Ask candidates to describe what they

think would happen to them after 50,

100, 150 and 200 years in a landfill

site.

Discussion of the need for

biodegradable plastics.

Show examples of photodegradable

and oxo-degradable plastics.

Discuss how these would change over

the same time period – use images to

show this if possible.

Show examples of water-soluble

plastics (PVOH and EVOH).

Examples of photo-degradable,

oxo-degradable and water-soluble

plastics and Petri dishes.

Images of degradable plastics and

non-degradable plastics over time.

Higher Tier

candidates

should

appreciate that

PVOH and

EVOH are

water-soluble

plastics and

biodegradable.



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evaluate or suggest

implications of the

advantages and

disadvantages of using

plants to make plastics.

Candidates to put small samples in

Petri dishes of water and observe

changes over time.

Discuss the advantages and

disadvantages of using plants as an

alternative to make plastics.

7, 8

The

environmental

impact of landfill

sites,

incineration and

recycling



evaluate or suggest

implications of the

following:

the advantages

and disadvantages

of using

biodegradable

products in landfill.

disposal of waste

material by

incinerating or

recycling

the environmental

impact of landfill

1

Concept map – how do we get rid of

waste from our homes?

Highlight landfill, incineration and

recycling.

Ask candidates to research the


using biodegradable products and

plastics in landfill, incineration of

wastes and recycling of waste.

Groups to then feed back their findings

to the rest of the class.

Class survey of the materials currently

recycled in their area.


The Environment Agency has a

website that is a good starting

point:

www.environment-

agency.gov.uk/business/topics/was

te/default.aspx

A good interactive site concerned

with recycling can be found at

www.recyclenow.com

Biodegradable

products break

down into

substances that

may be useful

(eg in compost).

Non-degradable

products use

productive land

in landfill, and

partial

breakdown

produces toxic

materials that

may leak into

the

http://www.environment-agency.gov.uk/business/topics/waste/default.aspx



http://www.recyclenow.com/



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sites for the

disposal of waste

materials including

plastics.

Discussion of any materials which are

suitable for recycling that are not

currently collected.

environment.




Energy consultants advise home owners and builders of measures that may be taken to reduce the rate of heat loss in our homes. Over the past few years the parts

of the building regulations that relate to energy efficiency have been revised several times in line with the need for increased energy efficiency, and to reduce the

impact that buildings have on global warming. This has meant significant changes to the thickness of insulation required for buildings to help save money on utility

bills and reduce effects on the environment. Energy consultants also consider the ‘payback time’ when installing energy-saving measures.

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1

Heat transfer by

conduction,

convection and

radiation in the

home.

Describe how heat is

transferred by conduction,

convection and radiation in

the home.

1

Practical investigation of conduction

through different materials (metals,

plastic, glass and wood) using data

logger and temperature probes. If not

available Vaseline, drawing pins and a

stopwatch would give a similar result.

Candidate modelling of conduction in

solids by linking arms and jumping

around to represent heating. Link to

solids materials in the home through

discussion.

Demonstration of potassium

permanganate in water being warmed

to show convection currents in liquids.

Conduction rods of different

materials, kettle, data loggers,

temperature probes or Vaseline,

drawing pins and stopwatches.

Potassium permanganate and

beakers.

Knowledge of

heat transfer

mechanisms

should be

limited to:

conduct

ion –

the

transfer

of heat

energy

through

a

substan

ce (e.g.



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Demonstration of smoking chimneys to

show convection currents in gases.

Link to gases in the home through

discussion.

Show radiant heater and discuss heat

transfer via waves not particles. Link to

examples in the home via discussion

Smoking chimneys apparatus.

Radiant heater.

metal)

without

the

substan

ce

moving.

Convec

tion –

the

transfer

of heat

energy

by

gases

or

liquids

Radiati

on – the

emissio

n of

heat

energy

by hot

objects.



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2

Minimising heat

loss in the home

Describe ways of

minimising heat loss in the

home (eg insulation, double

glazing, hot water tank

jackets, thermostatic

controls, draught

excluders).

1

Give candidates a diagram of a home

outline. Through discussion, annotate

this with different ways of reducing

heat loss.

Ask candidates to use their knowledge

of conduction, convection and radiation

to explain how each one works.

If available, show examples of each

one so their construction can be

recognised.

The Energy Saving Trust website

covers all different aspects of home

insulation, has links to other sites,

and has a section called ‘The

Energy Saving House’. This is an

interactive site where candidates

can find out the effect in terms of

energy saving and CO2 emissions

of installing various kinds of

insulation.

www.energysavingtrust.org.uk/Hom

e-improvements/Home-insulation-

glazing

Home outline diagrams.

Examples of loft insulation, double

glazing units, hot water tank jackets,

thermostats, and draught excluders.

3

U-values for

different

materials and

Know that the U-value is

the measure of the rate of

heat loss through a

1

Practical investigation comparing heat

loss from different materials by

drawing cooling curves.

A useful table of U-values - the

higher the figure, the higher the

heat loss can be found at

Candidates

should be able

to interpret U-

http://www.energysavingtrust.org.uk/Home-improvements/Home-insulation-glazing





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their

interpretation

material.



evaluate or suggest

implications of the:

U-values of different types

of material.

Discussion of how this type of

information can be used to formulate

U-values.

Give candidates data on U-values for a

range of materials.

Ask them to plan which materials to

use for insulation in a new home.

www.diydata.com/information/u_val

ues/u_values.php

Range of materials to test, beakers,

kettle, thermometers.

Data on U-values.

value data. Any

formulae

required to

interpret data

will be given.

4, 5

Payback time of

energy-saving

measures

Data analysis of

efficiency and

cost-

effectiveness of

energy saving

measures

Explain the term “payback

time” in relation to installing

energy-saving measures.

Explain the difference

between efficiency and

cost-effectiveness.



evaluate or suggest

implications of the

0.5

0.5

Ask candidates to define payback time,

cost-effectiveness and efficiency

related to energy-saving measures.

Give candidates data on energy-saving

measures and ask them to draw

graphs to show these three issues.

Ask candidates to identify the most

and least effective measure in each

category.

Data on home energy-saving

measures.

Oxford City Council gives examples

of installation costs and payback

times for various types of home

insulation, at

www.oxford.gov.uk/environment/ins

ulation.cfm

http://www.oxford.gov.uk/environment/insulation.cfm

http://www.oxford.gov.uk/environment/insulation.cfm



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efficiency and cost-

effectiveness of methods

used to reduce domestic

energy consumption.

They could also try to explain why they

think some measures are more useful

than others and rank them from best to

worst.



3.5.3.3 Controlling pollution in the home

Scientists realise that clean air is something we all need for a healthy home environment. In certain circumstances indoor pollution can be more serious than outdoor

pollution. Some of the build-up of indoor pollution in today's homes is a direct result of our efforts to be energy efficient. As energy consultants strive to design

homes that are more energy efficient an environment is created which is susceptible to indoor air quality problems. Air conditioning in our homes and offices means

that air is recycled many times over, often with fresh air entering only when we open doors or windows. Surveyors have realised that pollution may also be caused by

the type of soils beneath our homes.

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3.5.3.3 Controlling pollution in the home

1, 2, 3

Common

pollutants in

homes and

symptoms of

exposure to them

Name some of the common

pollutants in homes (dust,

mould and spores, pollen,

smoke, fumes from

household products).

Name some of the common

symptoms of exposure to

high indoor pollution levels

(asthma, headaches,

tiredness, dizziness,

nausea, itchy nose, sore

throat).

Interpret hazard labels on

0.5

Concept map of ideas – pollutants in

the home (candidates could be

prompted by suggesting causes of

allergies in the home).

Discussion of each pollutant and

symptoms of exposure, drawing on

experiences of the class, eg someone

may have a dust allergy.

Candidates to add common symptoms

to their spider diagram.

Microscopes, lamps, slides,

samples of pollen and dust.

Card sort on hazard warning signs.

Range of household products with

warning signs, eg bleaches.

CLEAPSS hazcards.



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4

Risks and control

measures of

household

hazards

household products.

State the risks associated

with these hazards, and

know ways of minimising

these risks.



evaluate or suggest

implications of the

following:

the hazards and

risks caused by

using household

products.

methods of

reducing pollution

in the home

including the use of

less toxic products.

0.5

If time they could look at pollen and

dust under a microscope.

Card sort on hazard warning signs and

their meanings.

Show candidates a range of household

products which have hazard warning

labels. For each one they should

identify the hazard, determine how

high the risk is and suggest some

control measures in the home – most

labels will have some information on

them. CLEAPSS hazcards could also

be used if needed.

Discussion of alternatives to usual

cleaning products – show video clip of

“How Clean is Your House?” use of

white vinegar, etc.

Video clip of “How Clean is Your

House?”.

5, 6

Domestic boilers

Explain why domestic

1

Introduce boilers and their use in the

Balanced



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– air supply and

link to incomplete

combustion and

formation of toxic

products.

boilers need an adequate

supply of air to work

efficiently.

Explain how incomplete

combustion of fuels used in

domestic boilers results in

lower energy output and

the formation of toxic

combustion products

(carbon monoxide and

soot).



evaluate or suggest

implications of:

the importance of

ventilation in the home.

home as an energy output.

Card sort for word equation of

complete combustion of methane.

Demonstrate the production of solid

soot particles by incomplete

combustion using a yellow Bunsen

burner flame or a candle flame to heat

a boiling tube of cold water.

Discuss the effects of breathing in

soot.

Ask candidates if they know any other

products of incomplete combustion –

ones that you can’t see or smell. Show

a carbon monoxide detector to prompt

responses.

Discussion of the problems with

carbon monoxide and how it affects

the human body. Candidates could

Card sort on combustion word

equation.

Boiling tubes, test tube holders,

Bunsen burners, candles.

Carbon monoxide detector.

chemical

equations for

incomplete

combustion are

not required.



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draw a red blood cell and annotate it

with the details.

Look at data on the number of deaths

in the home from carbon monoxide

poisoning. Are there any patterns over

the years or in certain areas?

Emphasise that most boilers are safe

so long as they are regularly serviced

to ensure that they have a good flow of

air for complete combustion.

Data on deaths from carbon

monoxide poisoning.

Useful background information on

domestic boilers can be found at

www.boiler-

care.co.uk/heating/carbon-

monoxide/

7, 8

Radon as a

household

pollutant

Know that radon is a

radioactive gas and is a

cause of cancer.

Understand that if rocks

and soil beneath the home

contain large

concentrations of radium or

uranium, radon may

become a pollutant.

1

Walk around the room with a hand-

held GM tube.

Ask candidates what the clicks are and

recap on radioactivity through

discussion of films or news articles,

including radioactive incidents. If a

uranium source is available

demonstrate the difference to

Useful background information on

radon pollution in the home can be

found at www.newark-

sherwooddc.gov.uk/pp/gold/viewGo

ld.asp?IDType=Page&ID=13628

Handheld GM tube.

http://www.boiler-care.co.uk/heating/carbon-monoxide/





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evaluate or suggest

implications of the

following:

the importance of

ventilation in the

home.

the dangers of

radon gas in the

home.

background radiation.

Ask candidates to find radon on the

periodic table. Explain that it is

radioactive and can cause cancer if it

gets into our homes.

Explain how radon is formed from

rocks containing radium or uranium.

Show candidates a geological map of

the country showing radium/uranium-

bearing rocks. Candidates could shade

in higher risk areas on an outline map

of the UK.

Ask candidates how radon gas may

escape from rocks and soils and enter

our homes.

Discussion of how to reduce the risks if

you live in these areas.

Give candidates data on the

concentrations of radon found in a

Uranium source.

Periodic tables.

Geological maps of the UK.

Outline maps of the UK.

Data on radon levels in homes in

different parts of the country and

safe levels.



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range of homes and give them the

level which is deemed safe.

Ask candidates to decide what

precautions should be taken by each

home owner in order to reduce the risk

of cancer from radon.



Unit 4: Using Practical and Investigative Skills in Context – The Controlled Assessment Block 11

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3.6.2

Plan an

investigation

Please refer to the marking

criteria tables for the

Controlled Assessment in

the specification document.

Although the Controlled

Assessment appears at the

end of this scheme of work,

it may be more appropriate

to deliver it within the

themes that the

assessment addresses.

Candidates should be given

the opportunity to practise

the required skills

2

Please refer to the Controlled

Assessment guidance, Teacher Notes

and Candidate Notes for further

guidance.

There will be three Controlled

Assessment tasks available each year.

Please refer to the Controlled

Assessment guidance.

3.6.3

Assess and

manage risks

when carrying out

practical work

2

3.6.4

Collect primary

and secondary

data

3

3.6.5

Select and

process primary

and secondary

2



data

throughout their course of

study in order to maximise

the marks obtained.

3.6.6

Analyse and

interpret primary

and secondary

data

3



Mathematical and other requirements

Mathematical requirements

One learning outcome of this specification is to provide learners with the opportunity to develop their skills in communication, mathematics and the use of technology

in scientific contexts. In order to deliver the mathematical element of this outcome, assessment materials for this specification contain opportunities for candidates to

demonstrate scientific knowledge using appropriate mathematical skills.

The areas of mathematics that arise naturally from the science content in science GCSEs are listed below. This is not a checklist for each question paper or for the

Controlled Assessment, but assessments reflect these mathematical requirements, covering the full range of mathematical skills over a reasonable period of time.

Candidates are permitted to use calculators in all assessments.

Candidates are expected to use units appropriately. However, not all questions reward the appropriate use of units.

All candidates should be able to:

1 Understand number, size, and scale and the quantitative relationship between units

2 Understand when and how to use estimation

3 Carry out calculations involving +, - , x, ÷, either singly or in combination, decimals, fractions, percentages and positive whole number powers,

4 Provide answers to calculations to an appropriate number of significant figures

5 Understand and use the symbols =, <, >, ~

6 Understand and use direct proportion and simple ratios

7 Calculate arithmetic means

8 Understand and use common measures and simple compound measures such as speed

9 Plot and draw graphs (line graphs, bar charts, pie charts, scatter graphs, histograms) selecting appropriate scales for the axes

10 Substitute numerical values into simple formulae and equations using appropriate units

11 Translate information between graphical and numeric form

12 Extract and interpret information from charts, graphs and tables

13 Understand the idea of probability

14 Calculate area, perimeters and volumes of simple shapes.



In addition, Higher Tier candidates should be able to:

15 Interpret, order and calculate with numbers written in standard form

16 Carry out calculations involving negative powers (only -1 for rate)

17 Change the subject of an equation

18 Understand and use inverse proportion

19 Understand and use percentiles and deciles.



Units, symbols and nomenclature

Units, symbols and nomenclature used in examination papers will normally conform to the recommendations contained in the

following:

The Language of Measurement: Terminology used in school science investigations. Association for Science Education (ASE), 2010. ISBN 978 0 86357 424

5.

Signs, Symbols and Systematics – the ASE companion to 16–19 Science. Association for Science Education (ASE), 2000. ISBN 0 86357 232 4.

Signs, Symbols and Systematics – the ASE companion to 5–16 Science. Association for Science Education (ASE), 1995. ISBN 0 86357 232 4.

Equation sheet An equation sheet will be provided for the examination in Unit 2.

Candidates will be expected to select the appropriate equation to answer the question.



Units, Symbols and Chemical Compounds

Quantities, units and symbols Candidates need to know how to measure and/or calculate the following quantities, using the correct units and their symbols:

Quantity Units/symbols

Mass kilogram, kg; gram, g; milligram, mg; microgram, g

Length kilometre, km; metre, m; centimetre, cm; millimetre, mm; micrometre, m

Volume cubic metre, m; cubic decimetre, dm (litre, l); cubic centimetre, cm (millilitre, ml)

Time hour, h; minute, min; second, s

Temperature degrees Celsius, C

Chemical quantity mole, mol

Potential difference (voltage) volt, V

Current ampere, A; milliampere, mA

Force newton, N

Energy/work kilojoule, kJ; joule, J; kilowatt-hour, kWh

Power kilowatt, kW; watt, W

Frequency hertz, Hz

Wavelength metre, m

Velocity (wave speed) metre per second, m/s



Chemical Symbols – Elements Candidates need to know the chemical symbols for the first 20 elements in the periodic table.

In addition they need to know the chemical symbols of the following metals and non-metals.

Metals Non-metals

Element Chemical symbol Element Chemical symbol

Copper Cu Sulfur S

Gold Au

Iron Fe

Lead Pb

Nickel Ni

Silver Ag

Zinc Zn



Chemical Formulae – Compounds Candidates need to know the names and formulae of the following chemical compounds.

Compound Formula

Aluminium hydroxide Al(OH)3

Ammonia NH3

Calcium carbonate CaCO3

Calcium hydroxide Ca(OH)3

Calcium oxide CaO

Carbon dioxide CO2

Chlorine gas Cl2

Hydrogen gas H2

Hydrogen chloride HCl

Magnesium hydroxide Mg(OH)2

Methane CH4

Nitrogen gas N2

Oxygen gas O2

Sodium bicarbonate NaHCO3

Water H2O

Documents

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