Twenty First Century Science Course Guide Summer 2010

8/9/2019 Twenty First Century Science Course Guide Summer 2010

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GCSE Science

These resources help you create engaging, lively and relevant science lessons or all

your students. They also help your students make sense o science in everyday lie

and appreciate what it can tell them about themselves and the world around them.

154 155

C2:MATERIALCHOICES

Coatings containing nanoscaleparticles can repel water and otherchemicals that might stain

Electronic paper

Engineersat Bridgestonehavedeveloped aflexibledisplay using

nanotechnology.A substancethey call liquid powderisplaced

betweentwosheetsof glassorplastic,creating alight,flexible

display.Electricity isneeded tochangethedisplay,but whenit is

switched off it retainsitsimage.Thesedisplayscould replacepaper

posters,saving paper and electric signs,saving energy.

Clothing

Scientistshavedevelopedclothesthatcontainnanoscalezincoxideparticles.Thesearethesameparticlesas thoseusedinsunscreen.

Clotheswiththeseparticlesofferbetter UVprotection.Stain-

resistantclotheshavealsobeenproduced.Thesehavetinynanoscale

hairsthathelprepelwaterandother materials.Thishaspotentialto

reducetheamountof waterandenergyusedinwashingclothes.

Sockshavebeenmadet hat containnanoscaleparticlesof silveror

otherchemicals.Thisgivesthe socksantibacterialpropertiesto

help prevent feet fromsmelling.

Self-cleaning windows

A company called Pilkingtonoffersaproduct called Activ Glass ,

whichiscoated innanoscaleparticles.Whenlight hitsthese

particles,they break downany dirt ontheglass.The surfaceisalso

hydrophilic (hydro-water,philic -loving),whichmeans that water

falling onit spreadsoverthesurface,helping towashit.

Nanotechnology risksand ethicsDifferentproperties, differentrisks

Nanoscalematerialshavedifferent propertiesfromthesame

materialinitsmore usualorbulk forms.Thismay meanthat the

nanoscalematerialshavedifferent effectsonplants,animals,and

theenvironment.It may alsomeanthat they aremoretoxic to

people.Somedoctorsareconcerned that nanoscaleparticlesareso

smallthey may beableto enterthebrain fromthebloodstream.

If thisistrue, it could meansomechemicalsthat arenormally

harmlessbecomehighly toxic at the nanoscale.

Exactly howallthe variousnanoscalesubstancesdifferfromlarger

particlesof thesamematerialis not fully understood.At present,

therearenorequirementsfor healthand safety studiesfor

nanoscaleparticlestobedifferent fromthosefor largerparticles.

But somegroupsand organisationsthink that thereshould be.

K : USING NANOTECHNOLOGY

Nanoscale salt particles are formedabove the sea

Older sunscreens could be seen onthe skin

Find out about

nanotechnologyinnaturea

usesofnanotechnologya

risksofusinga

nanotechnology

Nanotechnology in natureNanotechnology soundsvery strangeand new but there are

nanoscaleparticlesinnature.Thereare evennanoscalestructures

inliving cellsthat canmoveand turnin acontrolled way and carry

out complexjobs.They arefarmoreadvanced thanany of the

synthetic nanotechnologiescurrently inuse.

Alltheseare onthenanoscale:

tiny salt particlesintheatmosphere,formed by oceanwavesin

windy conditions,whichhelp informing rainand snow

proteinsthat controlbiologicalsystemsvery precisely

theenamelin yourteeth,partly madeof nanoparticles.

Humanshavebeenmaking nanoparticlesforyearsby accident,

without knowing it.Somefires,particularly thoseburning solid

fuels,producenanoscaleparticles(along withotherwaste).

UsesofnanotechnologyThereareproductsalready availablethat use nanotechnology.

Theseincludehealthcareproducts,sportsgear and clothing.

Sunscreen

Many sunscreenscontainparticlesof eitherzinc oxideortitanium

oxide.Thesearewhite solids.Inolderformulations,the particles

arerelatively largeand leavetheskinlooking white.Moremodern

formulationsusenanoscaleparticlesinstead,whichcanbe rubbed

inand haveamorenaturalappearance.

Tennisballs and rackets

Nanotechnology wasfirst used ina

professionaltennismatchin2002.The

double-coreballshaveanextralayer

insidethemmadeof 1-nm-sized clay

particlesmixed withrubber.Thishelps

toslowdownair escaping fromtheballs,

keeping theminflated forlonger.

Nanoscaleparticlesarealsoadded to

materialssuchasthecarbon fibreused

tomaketennisrackets. Theresulting

materialsarelighterand stronger.

Nanotechnology isimproving theperformance of sportsequipment

Using nanotechnologyK

Questions

1 Using sections Jand K, givean example of a sports

product, a healthcare

product, a lifestyle product,

a building material, and

clothing that may now

contain nanotechnology.

2 List three ways in which

nanotechnology products

may be beneficial to the

environment.

3 Explain why some people

are concerned about the

possible effects of

nanotechnology on the

environment.

Each module opener

includes a checklist covering

ideas students should

already be amiliar with

rom previous science

teaching, linking back to

KS3 and building links

between modules in GCSE

Content remains engaging

and lively with all the

eatures you know and love;

authored by the project team

o the University o York

Science Education Group

and the Nufeld Foundation

to ensure up-to-date science

is blended with engaging

topic themes

5

Written alongside

the development

o the new 2011

specication, the

Student Books and

Teacher resources

oer a ully blended

approach to support

your teaching

In terms o supporting How Science Works

I would say that, currently, there is no equal.

School Science Review

72 A: TIME AND SPACE 73

P1:THEEARTHINTHEUNIVERSE

Around5000millionyearsagoagreatswirlofdustandgascametogether.ItmadetheSolarSystem.About99.9%ofthatmaterialbecame the Sun.Gravitypulledtheremainingdustandgasparticlestogetherintograins.Thesegrainswerepulledintosmallerclumps.Slowlygravitybrought the clumpstogethertomaketheplanets.

AtfirsttheEarthwas sohotthatitwasliquid.Graduallythe Earth's surface cooledand its oceansandatmosphereformedfromvolcanicgases.

1 JANUARY12.01Earth forms

LATE MARCHearliestsingle-celled life

21 MAYoldestrockin Britain

21 NOVEMBERlandplants

15 NOVEMBERanimalswithshells

13 NOVEMBERmulti-celled organisms

31 DECEMBER8.00pmpeople

18 DECEMBERichthyosaur

1327 DECEMBERdinosaurs

Therehavebeenhumansontheplanetforaround1/2 million years.

today

JanuaryFebruaryMarch

April

MayJune July

August

September

October

November

December

Time and spaceA

Ourrocky planet wasmadefrom thescattered dust of ancient stars.

It may ormay not betheonly placein thewhole Universewithlife.

Asthediagramson thesetwopagesshow,scientistsknowalot about:

whereand howthe Earth movesthroughspace

thehistory of theEarth

But therearemany thingsthat westill donot know.Somethingswe

may neverknow.

A: TIME AND SPACE72 73

The Universe is everything there is from the most distant galaxy to the smallest thing here on Earth.

Find out about

what is known abouta

the Earth and theUniverse

Key WordsUniversea

Eartha

Galaxya

SolaraSystem

Milky Waya

Suna

crusta

mantlea

corea

Timeline: The history of the Earth, scaled as if it took place in one year.

Solarsystem

Saturn

Moon

Earth

The E arthi s ane norm ous, laye re dballw itharadi us of 6 400 km

ky crust averages only1040 km deep.The mantleextendsabouthalf

The core entreand liquid above.

TheUniverseis everything that

astronomersobserve,directlyorindirectly. It containsthousandsofmillions of

galaxies.Galaxiesclustertogetherandform wispywebs.

MostoftheUni verseisemptyand cold.

Universe

GalaxyClusterofgalaxies

The Sunisaball ofextremelyhot gases.Itsdiameteris109timesas largeasthe Earth's.TheEarth and the Moon orbit the Sunonceeach year.

Theyare 150 million km from the Sun.Saturni s 10t i m es as f ar f rom the Sunas the E arthi s.

Outside theSolarSystem ,thenext nearest

s tar i s jus tove r4li g ht - years aw ay. Thi s i s 30thousandtimesthe distance from Saturntothe Sun.

The Sunbe longs toas pi ra lg alaxycalle dthe

MilkyWay.

Ourgalaxy i s s hape dli ke adi s cw i thabulg e i nthe centre.Itsarms rotatethroughspace, oncee ve ry200m i llionye ars .

Thedistance from the centreofourgalaxyto itsouteredgeis 10thousandtimes theaverage

distance between stars.The Sunisjustone of100000m i lli ons stars i nthe M i lkyW ay.

Questions

1 Using the illustration on page 72 as a source, make a list of sevenastronomical objects, in order of size. Start with the Moon and end

with the Universe.

2 The timeline above shows the age of the Earth.

a Redraw it as if it happened over a period of 15 years (roughly

your lifetime).

b On this scale, when did life first appear on Earth? And when did

the dinosaurs die out?

IncludessupportorControlledAssessment.TofndoutmoreaboutControlledAssessment,visitwww.gcse-science.com.

The Find Out About

boxes on every

spread help students

understand whatthey need to learn

while linking to the

specifcation and

helping them monitor

their own progress

GCSE Science Higher Student Book


Higher

Foundation

21 2 213

LIFEONEARTH

H: THE BIRTH OF SPECIES

Living in an uncertain worldIf theenvironment changesthenonly someof the

populationwill survive.By naturalselection,

only individualswith featuresthatmake them

adapted tothe newenvironment willsurvive.

Living in splendid isolationPopulationsthat areisolated fromeachother

haveno contact withtheir neighbours.

Organismswillbeabletoreproducewithother

membersof theirownpopulation, but willnever

meet organismsfromother populations.

Sometimesvariationmight arisein one

populationthat willprevent theorganisms

reproducing successfully withthose from

neighbouring populations,evenif they wereable

tomeet.Thisiscalledreproductiveisolation.

Theisolated populationhasbecomea new

species.

Cichlid fishThereare at least 2000 speciesof brightly

coloured cichlid fishin LakeMalawiin East

Africa.Recent DNA evidencehasconfirmed that

they evolved froma singlespecies of fishthat

entered thelake about 1.5 millionyears ago.This

may seemlikealong time,but thisisan

extraordinary exampleof very rapid evolution.

Thepopulations of cichlidsareisolated even

thoughthey areliving inthesamelake.Thisis

becausetherearelargedifferencesinthe

physicaland biologicalfactorsfound indifferent

partsof thelake.Thesedifferencesisolatethe

populationsfrom eachother.

Key Wordsmutationa

reproductive isolationa

Questions

1 Explain what a mutation is, and how they can

happen.

2 What three processes combine to produce a new

species?

CharlesDarwinstheory of evolutionby naturalselection predicts

that newspecieswill beformed fromexisting speciesand that other

specieswill becomeextinct. Theseevents usually happenslowly

overmany generations,which iswhy Darwinwasnot ableto

observethem happening.Since Darwinstime scientistshavelearnt

alot about DNA,and thishas helped themtounderstand hownew

speciesform.

Species show variationWesawearlier(page000)that aspeciesisagroup of organismsthat

canbreed togetherto producefertile offspring.They cannot

reproducesuccessfully withmembersof different species.Allthe

membersof aspeciesare not identical thereisvariation. Where

doesthis variationcome from?

MutationsSupposethat,whenDNA isbeing copied,a mistakeismade.This

mutationcould result ina different coloured flower,or spotson an

animalsfur. Mutationshappennaturally, and they arealso caused

by somechemicalsorionising radiation.

Mutations cause variationMutationsproducedifferencesinaspecies.They areacauseof

variation.This isvery important fornatural selection.Without

variation,naturalselection could not takeplace.

Most mutationshaveno effect ontheplant oranimal.They dont

harmthemorhelp themsurvive.Mutationsthat do haveaneffect

areusually harmful.Only very,very rarely doesa mutationcause a

changethat makesanorganismbetter at surviving.If themutation

isintheorganismssexcells,it canbepassed on toitsoffspring.

Find out about

hownewspecies area

formed

What we need here is

a bit of variation!

The birth of speciesH

Amutationinagene controlling

furcolourproducedtigerswithwhitefur.

Cichlid fish from Lake Malawi in East Africa


21 2 2 13H: TH E BIRTH OF SPEC IES

CharlesDarwinstheory of evolutionby naturalselection

predictsthatnew specieswillbe formed fromexisting

speciesand that otherspecieswill becomeextinct.These

eventsusually happenslowly overmany generations,

whichiswhy Darwinwasnot abletoobserve them

happening.SinceDarwinstime scientistshavelearnt alot

about DNA,and thishashelped themto understand how

newspeciesform.

SpeciesshowvariationWesawearlier(page 000)that aspeciesis agroup of

organismsthat canbreed togetherto producefertile

offspring.They cannot reproducesuccessfully with

membersof different species.Allthe membersof aspecies

arenot identicalthere isvariation.Wheredoes this

variationcomefrom?

EnvironmentalchangesIf theenvironment changesthenonly someof the

populationwillsurvive.By naturalselection,only

individualswithfeaturesthat makethemadapted tothe

newenvironment willsurvive.

Find out about

hownewspeciesarea

formed

Whatweneedhereis

abitof variation!

Isolated populationsPopulationsthat areisolated fromeachother haveno

contact withtheirneighbours.Organismswill beableto

reproducewithother membersof theirownpopulation,

but willnevermeet organismsfromotherpopulations.

Sometimesvariationmight ariseinone populationthat

willprevent theorganismsreproducing successfully with

thosefromneighbouring populations,evenif they were

abletomeet.Thisiscalledreproductiveisolation .The

isolated populationhasbecomea newspecies.

Cichlid fishThereareat least 2000 speciesof brightly coloured cichlid

fishinLake MalawiinEast Africa.Recent DNA evidence

hasconfirmed that they evolved froma singlespeciesof

fishthat entered thelakeabout 1.5millionyearsago.This

may seemlikealong time,but thisisanextraordinary

exampleof very rapid evolution.

Thepopulationsof cichlidsareisolated eventhoughthey

areliving inthe samelake.Thisis becausethereare large

differencesinthe physicaland biologicalfactorsfound in

different partsof thelake.Thesedifferences isolatethe

populationsfromeachother.

SummaryThere is variationa

within species

environmentala

changes mean only

the best adapted

survive. This is natural

selection

isolated populationsa

can evolve more

rapidly

The birth of species

Allmembersofaspeciesarenot

identical,thereisvariation.

Cichlid fish from Lake Malawi in

East Africa

Questions

1 Give two examples of

variation in the human

species.

LIFEONEARTH

H

Questions

2 What three processes combine to produce a new

species?

The Foundation

Student Book is highly

accessible and student-

riendly, also making

it ideal or students

starting GCSEs early

Questions are providedthroughout to help

students pause and

refect on what has

been learnt, helping

to reinorce content

throughout the course

GCSE Science Foundation Student Book


4/7

Why Study sports equipment?

themechanicalpropertiesof metals,

polymersand ceramics

howmixing materialscangiveimproved

performance

howtomeasureimportant propertiesof a

material

using shapetomakeastructuremore

rigid

Find out aboutThe Science

Scientistsuse standardprocedures

to ndoutif an item of sports

equipmentmeetsitsspecication.

Instrumentscreatedby scientists,

such asaccurate rulersandclocks,

measure the performance of

athletes.

Designersof sportsequipment

use science to match materialsto a

purpose,often combining materials

with dierentpropertiesto create

acomposite materialwith just

the rightbehaviour.The science

of materialsallowsdesignersto

make equipmentthatissafe, that

won'tfaileven underthe toughest

conditionsyou impose on it.

Somepeopletakepart insport towin.Othersjust do it becauseit'sfun.Whatever

yourreasonfordoing sport,yourely onartefacts(suchasballs,bootsorbats)to

takepart.Whenyouselect yourequipment,it helpsif youknowwhat propertiesare

important for theartefact.Thecorrect choicecanmakeallthedifferencebetween

winning orlosing,being comfortableorinpain.

Imperfect equipment candomorethanwreck yourchancesof winning.It canbreak

unexpectedly,perhapshurting you.Youneed toknowwhat tolook for whenmaking

yourchoice.

What you already know

1 howleversdotheirwork

2 about thestructureof polymersand fibres

3 thedifferencebetweenheat and

temperature

4 theeffect of forces,suchasweight and

friction,onsolid objects

5 howforcescanchangethespeed of

objects

98

B1:SPORTSEQIPMENT

Sports equipmentB1

UNIT 2: SCIENCE OF MATERIALS AND PRODUCTION

Engaging opening pages

start every module by

explaining why the science

is important and clearly

highlighting the ideas

about science rom the

specication

GCSE Additional Science GCSE Separate Science

These resources stimulate students to develop undamental scientifc ideas, with an

emphasis on explanations and concepts. This course is ideal or a smooth progression

to A Level.

Taking three sciences can provide the ullest coverage o these subjects. Separate

Sciencecovers just modules B7, C7, P7 to use alongside GCSE Scienceand GCSE

Additional Science.

7

GCSE Additional Applied Science

These resources stimulate students to develop their understanding o science through

authentic work-related contexts. This specifcation is reestanding, so these resources

may be used when taught alongside GCSE Sciencerom either Twenty First Century

Science or OCR Gateway Science suites.

Revised and updated

content includes brand new

photographs and artwork

Bioethanol is the most widely used

green car fuel in the world.

Most ethanolproduced intheworld isused asa fuel.Thisisa

growing market withtheincreasing popularity of biofuelsasa

sourceof renewableenergy.Ethanolisalsoused asasolvent inthe

manufactureof perfumesand pharmaceuticals,and asafeedstock

intheproductionof acrylic polymers.

Ethanolcanbeproduced by threedifferent routes:

Fermentation

FermentationMost of theworldsalcohol,isproduced by fermentationof sugar

withyeast.

FeedstocksCommonfeedstocksaresugarcane,sugarbeet,corn,riceand

maize.Largeareasof land areneeded togrowthecropsand only

somepartsof theplantscanbefermented.Thepartswhichcannot

befermented areused tomakeanimalfeedsand cornoil.More

recentdevelopmentsmeanthat moreplantmaterialcanbe

fermented,and agriculturalwaste,papermillsludge,and even

household rubbishcanbeused forfermentation.

The reactionDuring fermentationglucoseisconverted intoethanoland carbon

dioxide.Thereactioniscatalysed by enzymesfound inyeast.

Glucose ethanol+ carbondioxide

C6H12O6 2C2H5OH+ 2CO2

Theoptimumtemperatureforthefermentationreactionwithyeast

isintherange25 37 oC.At lowertemperaturestherateof reaction

istooslowand at highertemperaturestheenzymesaredenatured.

Enzymesarealsoaffected by pH.ThisisbecausechangesinpHcan

makeand break bondswithinand betweentheenzymes,changing

theirshapeand thereforetheireffectiveness.

Theconcentrationof ethanolsolutionproduced by the

fermentationprocessislimited to between14 and 15%ethanol.If

theethanolconcentrationriseshigherthan15%,it becomestoxic to

theyeast whichiskilled and the fermentationstops.

If higherconcentrationsof ethanolarerequired themixture

must bedistilled.Spiritslikebrandy and whisky areproduced by

distillation.

Find out about

the production ofa

ethanol

the influence of greena

chemistry

TOP I C 2: A LCOHOLS, CA R B OXY LI C A CI DS A ND ESTER S 98

BiotechnologyIn1987 ProfessorLonnieIngram,amicrobiologist,used

biotechnology to genetically modify theE-colibacteria.Theresult

of hisresearchwasthat ethanolcould beproduced fromalarge

rangeof wastebiomass.

Feedstocks

A widerangeof biomasswastecanbeused asa feedstock including

forestry and wood waste,ricehullsand cornstalks.

The reactionThegenetically modified E.colibacteriaconvert allplant sugars,

not justglucose,intoethanol.Thebacteriausually produce

ethanonic orlactic acid,but the modificationmeansethanolis

produced.

Sugar ethanol+ carbondioxide

Theoptimumtemperatureforthereactiontooccur,onceagainlies

withintherange25 37 oC and apHof 6-7.

ChemicalsynthesisTheUKisthe worldslargest producerof synthetic ethanol.

FeedstocksThemainfeedstock forproducing synthetic ethanolisethane.

Etheneisproduced by thecracking of ethanefromnaturalgas,or

napthafromcrudeoil.Whenoilsupplieseventually runout,an

alternativefeedstock willhavetobefound.

The reaction

Ethenereactswithsteaminthepresenceof a phosphoric acid

catalyst,at temperaturesof about 300oC and at60-70 times

atmospheric pressure.

Ethene+ steam ethanol

C2H4 + H2O C2H5OH

Theatomeconomy forthereactionis100%,butsomesidereactions

dooccurproducing by-productssuchaspolythene.Any unreacted

moleculesarerecycled throughthesystemagain.Theoverallyield

forthereactionis95%.

Theend product is96%ethanol,4%water.It isreally difficultto

removethelast of the waterand obtain100%ethanol.

Sugar cane is a feedstock for the

production of ethanol byfermentation.

A flow chart showing the stages in

the production of syntheticethanol.

C1:LIVINGORGANISMS

The production of ethanol2C

Chemicalsynthesis

Questions

1 Explain why the

concentration of ethanol

solution made by

fermentation will never

reach 16%.

2 Suggest a reason why it is

not safe to drink ethanol

produced by the synthetic

method.

3 Make a table listing the

advantages and

disadvantages of each

method of producing

ethanol.

4 Which method has the

largest impact on the

environment? Give reasons

for your answer

Key Wordsfermentationa

distillationa

biomassa

Biotechnology

lightoilfraction + North seagas

Distillation

fueloil

propene butene

polymers

Ethene cracker

poly(ethene)HDPE

ethanol

Ethanolproduction

ethene

The rereshed page design and

layout is bright and modern

to engage and enthuse your

students while making the

science really accessible

Key words needed to

understand the specifcation

are highlighted to reinorce

important knowledge

GCSE Chemistry Student Book

GCSE Additional Applied

Science Student Book

Higher

GCSE Additional Science

Higher Student Book

The distance from start to finish is 6kilometres. But the displacement at

the finish is 2 kilometres east of thestart.

Youhaveseenhowforcesariseininteractions,and that thereare

somelinksbetweenforcesand motion.Toexplorethese,weneed to

beableto describethemotionof anobject clearly.

Distance and displacementOneobviousquestiontoask about themotionof anobject is how

fardid it move?But this could meantwodifferent things.A group

of walkersfollowtherouteshowninthe map ontheleft. Whenthey

finishtheirwalk,howfarhavethey gone?Thedistancealong the

trailis6 kilometres.But anotheranswertothequestionisthat they

havegone2 kilometreseast.2 kilometresistheirdisplacement.The

displacement is thestraight-linedistanceand directionfromthe

starting point.Forwalkers,distanceisusually themoreimportant

quantity toknow,but forsailorsdisplacement isoftenmoreuseful.

SpeedTofind thespeed of anobject,we measurethetimeit takestotravel

aknowndistance.Wecanthencalculateitsaveragespeed,using

theequation:

Find out about

how to calculate thea

speed of a moving object


acceleration of a moving

object

TOPIC 2 : BACTERIA AND VIRUSES 98

Questions

1 The walkers use a straight

farm track from Cedale

back to Althorpe to pick up

their cars. When they get

back to their cars:

i. what is the total

distance they have

walked and

ii. what is their total

displacement?

2 Calculate the average

speed of the athlete over

the first 20 metres of the

race. Explain how this

shows that she accelerated

during the race.

3 During which time interval

do you think the athlete

was running fastest?

Explain your answer.

4 A high performance car

can accelerate from 0 27

m/s (0-60 mph) in 6

seconds. Calculate the

average acceleration of the

car in m/s2.

Theinstantaneousspeed of anobject isthespeed at whichit is

travelling at aparticularinstant.

Toestimatetheinstantaneousspeed of anobject,wemeasureits

averagespeed overavery short distance(and henceoveravery

short timeinterval).Theshorterwemake thistimeinterval,the

lesslikely it isthat thespeed haschanged muchduring it.Onthe

otherhand,if wemakeit very short,it ishardertomeasurethe

distanceand thetime accurately.

Start Finish

A lt hor pe C edal e

N

1 Km

Barton Lake

Worked example

An athlete runsa100 metre race.The diagram showsherposition at 1

secondintervalsduring the race.She runs 100 metresin 12.5 seconds.

average speed=

Butshe didntrun at8 m/sfort he whole race,sometimesshe ran more

quickly,sometimesshe ran more slowly,thisiswhy we callthisvalue the

average speed.

Asshe crossedthe finish line,she ran approximately 10 metresin one

second,so herinstantaneousspeedas she crossesthe finish line wasabout

10 m/s.

10

3 4 6 7 8 9 1 0 11 1 2 1350 1 2

START

photograph

2 0 3 0 4 0 5 0

(metres)

6 0 7 0 8 0 9 0 F I N IS H

Velocity and accelerationPeopleoftenusethe wordsspeedand velocitytomeanthesame

thing.Thevelocity of anobject,alsotellsyou thedirectioninwhich

it ismoving.So,a cyclist pedalling at 8 metresper second along a

road that runsduewest,hasan instantaneousspeed is8 m/s,but

aninstantaneousvelocity of 8 m/sina westerly direction.

Ineveryday language,if the speed of anobject isincreasing,wesay

that it isaccelerating.Driversareofteninterested inthe

accelerationof theircar.They might say 060 milesperhourin 8

seconds.Insituationslikethis,wherethedirectionof motiondoes

not matter,we canusetheequation:

acceleration = changeof speed

timeforthechangeto occur

A morecompletedefinitionof accelerationthat appliestoall

situationsis:

=

timetakenforthechange

(second,s)

Key Wordsdistancea

displacementa

average speeda

instantaneous speeda

velocitya

accelerationa

Describing motionEC1:LIVINGORGANISMS

=

timetaken(second,s)

distancetravelled

(metre,m)averagespeed

(metrepersecond,

m/s)

acceleration

(metrepersecond)(m/s2)

changeof velocity

(metrepersecond (m/s)

100 m

12.5 s= 8 m/s

Illustrated

step-by-step

explanationsmake dicult

concepts easier

to understand

New! Foundation


Foundation Student Book

Youhaveseenhow forcesarise ininteractions,and that

thereareso melinks betweenforcesand motion.To explore

these,weneed tobeabletodescribethemotionof anobject

using thecorrect scientific language.

Calculating speed

Tofind thespeed of anobject,wemeasurethetimeit

takestotravelaknowndistance.Wecanthencalculateits

averagespeed,using theequation:

Find out about


speed of a moving

object


acceleration of a

moving object

TOPIC 2: BACTE RIA AN D V IRU S E S 98

Theinstantaneousspeed of anobjectis thespeed at which

it istravelling at aparticularinstant.

Toestimatethe instantaneousspeed of anobject,we

measureits averagespeed overavery short distance(and

avery short timeinterval).The shorterwe makethis time

interval,theless likely itisthat thespeed haschanged

muchduring it.It isalso harderto measurethedistance

and thetimeaccurately overa short distance.

Velocity and accelerationPeopleoften usethewords speedand velocityto

meanthe samething. Thevelocity of anobject,

however,alsotells youthedirection inwhichit is

moving.So, forexample, acyclist ispedalling at 8

metresper second along aroad that runsduewest, her

instantaneousspeed is8 m/s,but herinstantaneous

velocity is8 m/sina westerly direction.

Ineveryday language,if thespeed of an object is

increasing,we say that it isaccelerating.Driversare

ofteninterested inthe accelerationof theircar.This

might bestated as060 milesperhourin8 seconds.In

situationslike this,wherethe directionof motiondoes

not matter,wecan usethe equation:

acceleration =

A morecompletedefinitiono f accelerationthat applies

toallsituationsis:

=

timetakenforthechange

(second,s)

Describing motionEC1:LIVINGORGANISMS

averagespeed (metreper

second,m/s) =

acceleration(metreper

second)(m/s 2)

changeof velocity

(metreper second (m/s)

Questions

1 Calculate the average

speed of the athlete over

the first 20 metres of the

race. Explain how this

shows that she accelerated

during the race.

2 During which time interval

do you think the athlete

was running fastest?

Explain your answer.

timetaken (second,s)

distancetravelled

(metre,m)

Summary box

Speed is calculated using:1

time

change in

velocity=acceleration

Acceleration of a moving2object is calculated using

=time

distancespeed

changeof speed

timeforthechangetooccur

Worked example

AFormula1 racing caracceleratesfrom

restto 28 metrespersecondin 2 seconds.

change in speed = 28 m/s

acceleration =

acceleration =

acceleration = 14 m/s2

28 m/s

2 s

change of speed

time taken

Questions

3 A small car can accelerate from

0 27 m/s (0-60 mph) in 9

seconds. Calculate the average

acceleration of the car in m/s2.

4 A driver is comparing cars. Car A

is listed as having an

acceleration of 0-60 mph in 13.2

s; car B can do 0-60 mph in 10.5

sandcarCdoes0- 60mphin9.9s

Which has the greatest

acceleration? Explain why

you chose this answer.

Worked example

An athlete runsa100 metre race.

The diagram showsherposition

at1 secondintervalsduring the

race.She runs100 metresin 12.5

seconds.

average speed=

Butshe didntrun at8 m/sforthe

whole race,sometimesshe ran

more quickly,sometimesshe ran

more slowly,thisiswhy we callthis

value the average speed.

Asshe crossedthe finish line,she

ran approximately 10 metresin one

second,so herinstantaneousspeed

asshe crossesthe finish line was

about10 m/s.

10

3 4 6 7 8 9 1 0 11 1 2 1350 1 2

START

photograph

2 0 3 0 4 0 5 0

(metres)

6 0 7 0 8 0 9 0 F IN I SH

100 m

12.5 s= 8 m/s

The Foundation

Student Book ishighly accessible

and student-

riendly, with

Summary Boxes

provided to link

between the

Find Out About

points or each

spread and the

summary section

or each module


5/7

Resources

GCSE Science Resources and Planning iPack OxBox CD-ROM

iPack OxBox CD-ROMs

The iPack OxBox CD-ROMs are the next generation iPack. Theyre exible,

time-saving resources with everything you need to create lively and engaging

lessons and prepare your students or their exams.

Contains a wealth o classroom resources the iPacks you are amiliar with, plus

much more including lesson planning and assessment, all in one place

Content is customizable adapt it to suit your needs and add your own

resources directly into your lessons

Incredibly easy to usewith simple navigation no training is required

A network licence is included in the price and it also comes with a FREE VLE disk

There are no hidden subscription fees just a single, one-o payment

9

The course overview and

lesson plans amiliarize

you with the objectives and

contents o each module,

allowing you to map out the

terms work quickly and easily

You can adapt planning

material or create your own,

attaching the resources you

want to use in your lesson

Containsan

eBookversion

oftheStudent

Book

Contentisfully

customizable

GCSE Science Exam Preparation and Assessment iPack OxBox CD-ROM

New! Assessment

Easytoaddinyourownresources

Choose rom a range

o summative and

ormative tests to use

in the classroom

Both on-screen and

print-out tests or all

your assessment needs

Diagnostic tests are

provided or the start

o each chapter so you

can easily evaluate your

students understanding

Includes decoded

exam-style questions

on PowerPoint slides

so you can look at best

practice answers to

exam-style questions

as a whole class

Choose rom a variety o resources

(including videos, interactive activities,

PowerPoint presentations, and artwork)

to create lively and engaging l essons

Create and add in your own

resources, thus orming a bank

which all teachers in your

department can access and share

Most resources are

customizable; adapt

the resources and

activities to suit your

own students needs

You can print out the plan

and minimize the screen so

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plan while you are running

the lesson

Planning

GCSE Science Resources and Planning iPack OxBox CD-ROM

Supportsthe

new Controlled

Assessment


6/7

Resources and Planning Pack

TheResources and Planning Packs provide you with all

the support you need to teach the new 2011 specifcations.

They contain a wealth o support including lesson plans

covering the whole course, homework and cover lessons,

activity sheets and teacher guidance.

11

science additionalscience

Revision

Guides and

Workbooks

Revision Guides and Workbooks are

available or GCSE Science, GCSE

Additional Science, GCSE Biology,

GCSE Chemistry, GCSE Physics, and

one per module or B7, C7 and P7.

UniversityofYork(UYSEG)andtheNuffieldFoundationThispagemaybecopiedforusesolelyinthepurchasersschoolorcollege

P1.10

Lesson 10 Earthquakes and waves

Learning outcomes: Explain how waves can be created

Recallthat waves transfer energy withoutan accompanying transfer ofmatter.

Explain the difference between longitudinal and transverse waves and use the termswavelength, frequency, and amplitude.

ResourcesSpec. Suggestedprogramme

Textbook:SectionINotes

Start (5 minutes)

PP1.10.2 Quake!Video ofwhat its like to be inside an earthquake. Intersperse questions:why do

earthquakes happen?,what causes the shaking ?, what does this tell us aboutthe Earth?

TR P1.10.P1

TR P1.10.P2

Main (50 minutes)1 Carry out activity AP1.10.1: Waves travelling through solids. Emphasise that waves are created

by a vibration. Link to movement oftectonic plates creating seismic waves

2 Carry out Activity AP1.10.2 How waves move Using a slinky,demonstrate how waves move andto develop the vocabulary to describe the properties of waves. Students then completethe

record sheet.

3 Demonstrate a physical model ofthe build up and release of forces in an earthquake with ActivityAP1.10.3 Brickquakes .

4 Use the slinky to demonstrate transfer of energy by waves relate this to puta paper foldedhouse atend of slinky and knock it down with seismic wave

TR_P1_10_G_1

TR_P1_10_A_2

TR_P1_10_G_2

TR_P1_10_G_3

End (5 minutes)Use the PP1.10.1 Outcomes to check students understanding of the key words.

TR P1.10.P1

1.2.13

1.2.15

1.2.19

1.2.20

1.2.21

1.2.22

1.2.23

Differentiation/Extension

AP1.10.3 Brickquakes could form the basis for an investigation the SEPpublication Seismologysuggests a method of making the activity more quantitative.

Homework

Activity AP1.10.4 Earthquakes. TR_P1_10_A_4

P1 The Earth in the Universe

Material is

matched to

the new 2011

specications to

help you make

the transition

as smooth as

possibleGCSE Science Lesson Plan

Content perectly

complements theStudent Books so

you can get the most

out o the course

Twenty First Century Science Online Homework covers all your

students home learning needs. All activities are online so your

students can access and complete their work easily at home.

Time-saving and straightforward to use, homeworkcompleted by students is automatically marked so that

you can instantly see results

Its simple to assign homework all done at the clicko a button

Its easy to see which students have completed their homework,and when

Makes homework an interactive experience, allowing studentsto complete their work multiple times and receive eedback,

so they can learn as they go

Online Homework

Interested in fnding out more about Online Homework? Simply email

[email protected] or call Customer Services on 01536 741068. Make

sure you quote the ISBN and provide your valid email address.

IncludessupportorControlledAssessment.TofndoutmoreaboutControlledAssessmentvisitwww.gcse-science.com.

iPack OxBox

activities

are clearly

reerenced,

making it

easier or you

to integrate

your electronic

resources

Step-by-step

guidance

every step

o the way,

including help

and support

or the new

Controlled

Assessment

University of York (UYSEG)and the Nuffield Foundation This page may be copied solelyforuse in the purchasers school orcollege P1-XX


Activity AP1.10.2 How waves move

To answer1 These diagramsshow a ..wave.

2 Mark on the diagramsabove:

a two examples of a crest

b two examples of a trough

c three examples of one wavelength, each starting froma

different point on the wave

3 Mark theamplitude of the wave on f.

4 How is the amplitude offdifferent from e? GCSE Science

Activity

Worksheet


Guidance AP1.10.3

P6-1 University of York (UYSEG)and the Nuffield Foundation This page may be copied solelyforuse in the purchasers school or college

Requirements (for the demonstration)(There is no activity sheetfor demo.)

uniform house bricks ( 3)

elastic cord (e.g.luggage cord or bungee),

secured to the top brick by string

wide shallow dish ofwater

optional:two pieces of card with sceneryor

stratadrawn on, stuck to the frontfaces of

the two bricks which are stacked on top of

optional : coarse sandpaper,plus adhesive

tape to stick it onto a plank

TechnicalnotesThe top brick is dragged over the lower brick,which should not move across the bench. Thesandpaper fixed to a board can help increasethe friction.You may need to experimentto getthe besteffect: the top brick shouldnt move as soon asyou startto pullbut should gosuddenly.

HealthandsafetynotesEye protection should be worn

Demonstration

TeachingnotesThis demonstration shows how the build-up ofstress

may result in brittle failure, analogous to faulting in

rocks,producing an earthquake.

Procedure

1 The demonstration requires three identical

house bricks. Place two on the bench end to

end, and the third one on top of the first brick.

Place a shallow dish ofwater on the bench near

the bricks.

2 Attach an elastic cord to the upper brick. As the

cord is pulled (applying force),students can seethe extension and may be asked to predictat

what pointthe brick will move. The sudden

movementas friction is overcome would equate

to movementalong a fault plane (the

deformation resulting from the applied force). In

a severe earthquake, this could amountto a

displacement ofa metre or more at the surface.

As in a real earthquake, the bricks sometimes

display fore-shocks and after-shocks.

3 Repeating the demonstration,shows that itis not

possible to predictthe moment atwhich the brick

willmove.

4 To avoid damage to the bench it is sensible to

place the third brick so thatthe top one does not

land with a thud.

The demonstration may be elaborated by sticking a

landscape or some strataon the front faces ofthe

bricks using two pieces ofcard.The diagram shows

a river system,and if students put their heads on one

side, it would imitate the displacementalong the San

Andreas Fault zone in California! Stream valleys like

this, which cross the fault plane, have moved by over

40 mafter successive earthquakes.

The vibration of the moving bricks may produce

ripples in the dish of water.This provides an analogy

with the transmission of seismic waves outwards

from the focus of the energy release.

Investigations into the effect ofmaterials of varying

friction may be carried out,for instance by placing

sandpaper between the bricks.

DiscussionEarthquakes hit the headlines only after they have

taken place.However, they seldom happen outof

the blue. Instead,there is a steady build-up of forces

before they are released by the sudden fracture of

rock masses, resulting in a permanent strain. The

energy released by this event travels outwards from

the pointof fracture (the focus of the earthquake),

and is felt atthe surface.Mostearthquakes are the

resultof the build-up of forces along the boundaries

oftectonic plates. These may be moving together,

moving away from each other, or sliding pasteach

other.

GCSE Science

Teacher

Guidance Notes

Thesupport site is your one-stop shop where you can fnd all the

inormation you need to support your teaching oTwenty First Century

Sciencerom Oxord University Press, OCR and the Project Team.

Visit the new support website atwww.twentyfrstcenturyscience.org

News area keep up to date with the latest developments

rom OCR, Oxord University Press, Nueld and UYSEG

A orum to share best practice and get advice rom other

teachers and the Project Team

Inormation on new resources and links to the OCR specications and assessment inormation

P1-2


7/7

Dont orget to order your Evaluation Pack

The Twenty First Century Science Evaluation Pack shows you how this course

matches the new 2011 specifcations. Its available on 90 days ree evaluation to

give you plenty o time to look at the resources.

And dont forget, if you order an Evaluation Pack, you will automatically

receive the free Early Start Pack in September 2010.

1tel 01536741068 email [email protected]

fax 01865313472 web www.oxfordsecondary.co.uk/twentyrstcenturyscience K37248

Ordering details

Title ISBN Publication Date Price

Ealuation Pack 978 019 913812 8 January 2011 40.00

GCSE Science

Higher Student Book 978 019 913814 2 Autumn 2011 20.00

Foundation Student Book 978 019 913813 5 Spring 2011 20.00

Higher Workbook 978 019 913819 7 Spring 2011 6.50

Foundation Workbook 978 019 913818 0 Spring 2011 6.50

Resources and Planning Pack 978 019 912850 1 Spring 2011 195.00

Resources and Planning 978 019 913815 9 Spring 2011 750.00

iPack OxBox CD-ROM +vAT

Exam Preparation and 978 019 913816 6 Spring 2011 350.00Assessment OxBox CD-ROM +vAT

Reision Guide 978 019 913817 3 Spring 2011 9.99

Online Homework 978 019 912831 0 Summer 2011 TBC


Higher Student Book 978 019 913821 0 Autumn 2011 20.00

Foundation Student Book 978 019 913820 3 Spring 2011 20.00

Higher Workbook 978 019 913826 5 Spring 2011 6.50

Foundation Workbook 978 019 913825 8 Spring 2011 6.50




Exam Preparation and 978 019 913823 4 Spring 2011 350.00Assessment OxBox CD-ROM



GCSE Separate Science

Student Book 978 019 913847 0 Spring 2011 20.00

Workbook 978 019 913851 7 Spring 2011 6.50


Resources and Planning 978 019 913848 7 Spring 2011 750.00iPack OxBox CD-ROM +vAT




GCSE Biology


Workbook 978 019 913836 4 Spring 2011 6.50


All prices and publication dates are subject to change.

Title ISBN Publication Date Price






GCSE Chemistry


Workbook 978 019 913841 8 Spring 2011 6.50






GCSE Physics


Workbook 978 019 913846 3 Spring 2011 6.50



Exam Preparation and 978 019 913844 9 Spring 2011 350.00

Assessment OxBox CD-ROM +vAT



GCSE Additional

Applied Science

Student Book 978 019 913827 2 Autumn 2011 20.00

Workbook 978 019 913831 9 Spring 2011 5.50



Exam Preparation and 978 019 913829 6 Spring 2011 350.00

Assessment OxBox CD-ROM +vAT



Entry Level Science





Documents

Twenty First Century Science Course Guide Summer 2010