GCSE Science A Scheme of work Schemes of work · GCSE SCHEMES OF WORK GCSE Schemes of Work. What...

Science AFor exams January 2012 onwardsFor certification June 2012 onwards

GCSE

GC

SE

SC

HE

ME

S O

F W

OR

K

Schemes of Work

What you teach them today, will prepare them for lifeTeach real science to your students, and you’re preparing them for the future.

From tackling big scientifi c issues like clean energy, to everyday problems, like

beating a cold, real science holds the answer.

That’s why our GCSE Sciences specifi cations inspire students of all abilities by

showing how theory relates to the real world. You’ll fi nd lots of these examples,

as well as innovative support, at sciencelab.org.uk. Take Exampro Extra Online,

our free, online interactive tool. It makes it easy to test progress,

plan lessons and create teaching plans. You’ll also fi nd our

Enhanced Results Analysis (ERA) tool, which

provides an instant breakdown of exam results

at the click of a mouse. Why not visit today?

Discover more at sciencelab.org.uk

AQA00163_Science_Specifi cation_v5_297x210mm_04

AQA00163_Science_Specification_v5_297x210mm_04.indd 1 23/9/10 16:43:33

www.sciencelab.org.uk

1

GCSE SciencesSchemes of Work

Science A4405

2

Further copies of this booklet are available from:

AQA Logistics Centre (Manchester)Unit 2Wheel Forge WayAshburton ParkTrafford ParkManchesterM17 1EH

Or, you can download a copy from the AQA website: aqa.org.ukCopyright © 2011 AQA and its licensors. All rights reserved.

COPYRIGHTAQA retains the copyright on all its publications, including the specimen assessment materials. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the centre.

Set and published by the Assessment and Qualifications Alliance.

The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee, registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334).

Registered address: AQA, Devas Street, Manchester, M15 6EX

www.aqa.org.uk

3

Contents PageIntroduction 4Unit Overview 5-9

Unit 1 Biology 1 10

B1.1 Keeping healthy 10B1.2 Nerves and hormones 16B1.3 The use and abuse of drugs 22B1.4 Interdependence and adaptation 25B1.5 Energy and biomass in food chains 28B1.6 Waste materials from plants and animals 29B1.7 Genetic variation and its control 30B1.8 Evolution 34

Unit 2 Chemistry 1 36

C1.1 The fundamental ideas in chemistry 36C1.2 Limestone and building materials 41C1.3 Metals and their uses 44C1.4 Crude oil and fuels 52C1.5 Other useful substances from crude oil 57C1.6 Plant oils and their uses 62C1.7 Changes in the Earth and its atmosphere 65

Unit 3 Physics 1 70

P1.1 The transfer of energy by heating processes and the factors that affect the rate at which that energy is transferred 70P1.2 Energy and efficiency 70P1.3 The usefulness of electrical appliances 77P1.4 Methods we use to generate electricity 77P1.5 The use of waves for communication and to provide evidence that the universe is expanding 82

GCSE Science A for teaching from September 2011 onwards ( version 1.0 )

4

IntroductionScience 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 which 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 A 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.

These Schemes of Work provide you with:■■ a summary of specification reference and content■■ suggested activities and homework ideas■■ timing suggestions■■ help with support and resources■■ examination ‘hints and tips’.

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

GCSE Science A for teaching from September 2011 onwards ( version 1.0 )

5

GC

SE

Science A

for teaching from S

eptember 2011 onw

ards ( version 1.0 )

B1.1.1 Diet and exerciseB1.1.2 How our bodies defend themselves against infectious diseases

B1.2.1 The nervous systemB1.2.2 Control in the human bodyB1.2.3 Control in plants

B1.3.1 Drugs

B1.4.1 AdaptationsB1.4.2 Environmental change

B1.5.1 Energy in biomass

B1.6.1 Decay processesB1.6.2 The carbon cycle

B1.7.1 Why organisms are different B1.7.2 Reproduction

B1.8.1 Evolution

B1.1

B1.2

B1.3

B1.4

B1.5

B1.6

B1.7

B1.8

Keeping healthy

Nerves and hormones

The use and abuse of drugs

Interdependence and adaptation

Energy and biomass in food chains

Waste materials from plants and animals

Genetic variation and its control

Evolution

Unit 1 – Overview Biology 1

Reference Section Sub-section

6

GC

SE

Science A

for teaching from S

eptember 2011 onw


C1.1.1 AtomsC1.1.2 The periodic tableC1.1.3 Chemical reactions

C1.2.1 Calcium carbonate

C1.3.1 Extracting metalsC1.3.2 AlloysC1.3.3 Properties and uses of metals

C1.4.1 Crude oil C1.4.2 Hydrocarbons C1.4.3 Hydrocarbon fuels

C1.5.1 Obtaining useful substances from crude oilC1.5.2 Polymers C1.5.3 Ethanol

C1.6.1 Vegetable oilsC1.6.2 EmulsionsC1.6.3 Saturated and unsaturated oils

C1.7.1 The Earth’s crustC1.7.2 The Earth’s atmosphere

C1.1

C1.2

C1.3

C1.4

C1.5

C1.6

C1.7

The fundamental ideas in chemistry

Limestone and building materials

Metals and their uses

Crude oil and fuels

Other useful substances from crude oil

Plant oils and their uses

Changes in the Earth and its atmosphere

Unit 2 – OverviewChemistry 1


7

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 3 – Overview Physics 1


P1.1.1 Infrared radiationP1.1.2 Kinetic theoryP1.1.3 Energy transfer by heatingP1.1.4 Heating and insulating buildings

P1.2.1 Energy transfers and efficiency

P1.3.1 Transferring electrical energy

P1.4.1 Generating electricityP1.4.2 The National Grid

P1.5.1 General properties of wavesP1.5.2 ReflectionP1.5.3 SoundP1.5.4 Red-shift

P1.1

P1.2

P1.3

P1.4

P1.5

The transfer of energy by heating processes and the factors that affect the rate at which that energy is transferred

Energy and efficiency

The usefulness of electrical appliances

Methods we use to generate electricity

The use of waves for communication and to provide evidence that the universe is expanding

8

GC

SE

Science A

for teaching from S

eptember 2011 onw


SA4.1.1 Plan practical ways to answer scientific questions

SA4.1.2 Test scientific ideas

SA4.1.3 Devise appropriate methods for the collection of numerical and other data

SA4.2.1 Assess and manage risks when carrying out practical work

SA4.3.1 Make observations

SA4.3.2 Demonstrate the correct use of equipment

SA4.3.3 Demonstrate an understanding of the need to acquire high-quality data

SA4.1

SA4.2

SA4.3

4/24/3

1/3 1/4 4/2

5/14/34/1

4/4

4/3

4/1

4/3

Planning an investigation

Assess and manage risks when carrying out practical work

Collect primary and secondary data

Unit 4 – Overview Controlled Assessment

Reference AF threadSection Sub-section

This unit is assessed by Controlled Assessment. It is worth 25% of the total marks and consists of a minimum of one practical investigation taken from the tasks provided by AQA, which are based on topics in the specification. These will be available on Secure Key Materials via e-AQA.Access arrangements can enable candidates with special needs to undertake this assessment.Teachers are encouraged to cover a wide range of practical and investigative work, including fieldwork with their candidates. We take the view that candidates will perform better in the Controlled Assessments if they have a wide experience of many practical techniques and gain higher marks when actually taking tests. As teachers well know, candidates enjoy and are more motivated by practical work. Many examples of practical work supporting the science content are identified throughout this scheme of work.AQA will supply three Controlled Assessments per year for each science subject. Candidates submit the best mark they have attained from a whole Controlled Assessment. Each task assesses How Science Works skills. They will not be assessed on knowledge and understanding of science content.

9

GC

SE

Science A

for teaching from S

eptember 2011 onw


SA4.4.1 Show an understanding of the value of means

SA4.4.2 Demonstrate an understanding of how data may be displayed

SA4.5.1 Distinguish between a fact and an opinion

SA4.5.2 Review methodology to assess fitness for purpose

SA4.5.3 Identify patterns in data

SA4.5.4 Draw conclusions using scientific ideas and evidence

SA4.4

SA4.5

5/1

3/23/1

2/11/2

5/2

5/3

5/35/4

Select and process primary and secondary data

Analyse and interpret primary and secondary data

Unit 1G

CS

E S

cience A for teaching from

Septem

ber 2011 onwards ( version 1.0 )

10

SpecRef

Summary of Specification Content

Learning Outcomes

What most candidates should be able to do

Possible Teaching and Learning Activities

Homework

Resources Examination Hints and TipsCandidates should:

SuggestedLessons

Unit 1 View

This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more activities suggested than it would be possible to teach. It is intended that teachers should select activities appropriate to their candidates and the curriculum time available. The first two columns summarise the specification references, whilst the Learning Outcomes indicate what most candidates should be able to achieve after the work is completed. The Resources column indicates resources commonly available to schools, and other references that may be helpful. Higher Tier material is indicated by a bold HT only comment. The timings are only suggested*, as are the Possible Teaching and Learning Activities, which include references to experimental work and How Science Works opportunities. To access classroom activities, practical ideas, progress checks / end of topic assessments and over 265 questions and mark schemes for Biology Unit 1, use Exampro Extra Online, our FREE resource for AQA teachers.

* The suggested timings relate to the learning outcomes rather than to the activities.

2

B1.1 Keeping healthy

B1.1.1 Diet and exercise

a Healthy diet

Know the right balance of the different foods you need and the right amount of energy.

Evaluate information about the effect of food on health.

Explain how carbohydrates, fats and proteins are used by the body to release energy and to build cells.

State that mineral ions and vitamins are needed in small amounts for healthy functioning of the body.

Activity: Look at food labels as a stimulus to list the food groups needed in a balanced diet and discuss their uses. Sort food pictures into groups. Less able candidates could produce a food pyramid using food labels or a wall display showing food groups with examples of foods.

Look at pictures showing deficiency diseases.

How Science Works: Food tests – produce a Venn diagram showing foods which have different combinations of the nutrients tested.

How Science Works: Measure the energy content of foods, eg pea and

Food labels, food group name cards and pictures of foods to sort.

Try the Kellogg’s Nutrition Trail found in the Learning section of www.kelloggs-alarabi.com

Food tests: Chemicals for starch, sugar, protein and fat tests.

Energy in foods: Mounted needles,

Be able to explain the effects (eg underweight, overweight), of Type 2 diabetes and deficiency diseases.

Note: Specific functions of the nutrients and effects of any deficiency in the diet is not required.

Be able to define obesity.

Biology 1

http://www.kelloggs-alarabi.com

GC

SE

Science A

for teaching from S

eptember 2011 onw


1-2c

d

Metabolic rate – the rate at which all the chemical reactions in the cells of the body are carried out.

Inherited factors affect health, eg metabolic rate and cholesterol level.

Describe factors that affect the metabolic rate, eg the rate varies with the amount of activity you do and the proportion of muscle to fat in your body.

Explain how inherited factors can also affect our health; these include metabolic rate and cholesterol levels.

Wotsit. Evaluate effectiveness of class method and compare values with those on food packets.

How Science Works: Investigate the vitamin C in fruit juices (DCPIP).

How Science Works: Calculate BMIs.

Activity: Use height-weight charts to classify people.

Discuss: Use food labels to discuss saturated and unsaturated fats and their effect on cholesterol levels and heart disease.

balance, boiling tubes, cylinders, thermometers, foods, Bunsen burners and goggles.

Vitamin C in fruit juice: Fruit juices, DCPIP, test tubes, syringes, pipettes and goggles.

Information on food and nutrition can be found at www.nutrition.org.uk

Other useful resources can be found at www.makingsenseofhealth.org.uk

2005 Christmas lectures can be found at www.rigb.org by searching ‘2005 Christmas lectures’.

BMI calculator can be found in the Health section of the BBC website at www.bbc.co.uk or at www.eatwell.gov.uk by searching ‘BMI calculator’.

Be able to state two factors that affect the metabolic rate.

Be able to explain why too much saturated fat is bad for us.

11 Unit 1

www.nutrition.org.uk

www.makingsenseofhealth.org.uk

www.rigb.org

www.bbc.co.uk

www.eatwell.gov.uk

Unit 1G

CS

E S


Septem


12

SpecRef


Learning Outcomes



Homework


SuggestedLessons

1b

e

(continued)

Mass

A person loses mass when the energy content of the food taken in is less than the amount of energy expended by the body.

Regular exercise improves your health.

Analyse and evaluate claims made by slimming programmes and products.

Evaluate information about the effect of lifestyle on development of diseases.

Imaginative inquiry – accurately assess the validity of a scientific claim, eg ‘Healthy Chocolate’.

Demo: Flow of water through unblocked and partially blocked tubing (links with statins B1.3.1c).

Research: Research different types of diets, eg Atkins, Slimfast, G.I., Weight Watchers and list pros and cons.

Match diets to different people: ■ Research obesity problems in children in the UK or from another country.

■ Write an article or a blog to detail lifestyle changes they must make.

Task: Calculate values from nutritional information on food packets.

Calculating BMI: Bathroom scales, height measure and height-weight charts.Food labels, eg from butters, spreads and oils.

Another useful website is www.UPD8.org.uk

Pictures of blocked arteries.

Model of blockage in artery: Stiff tubing, one piece partially blocked with wax.

Use past BLY1 exam questions on different diets.

More information on exercise can be found in the Health section of the BBC website at www.bbc.co.uk by searching for ‘Importance of exercise’.

Be able to state the benefits of exercise on the body.

Note: Effect of exercise on breathing and heart rate is not required.

www.UPD8.org.uk

www.bbc.co.uk

GC

SE

Science A

for teaching from S

eptember 2011 onw


13 Unit 1

B1.1.2 How our bodies defend themselves against infectious diseases

2a Pathogens cause disease.

Pictures / bioviewers

A useful website is www.curriculumbits.com – Microbes and disease.

Information on health conditions can be found in the Health section of the BBC website at www.bbc.co.uk by searching ‘Medical Conditions’.

Unwashed and washed hands: Agar plates, biohazard tape, incubator and hand wash.

The BBC website has video clips on microbes and the human body (clip 207), and hand washing and food hygiene (clip 2883). These can be found at www.bbc.co.uk/learningzone/clips

Be able to use data from a bar chart to compare the numbers of deaths from different pathogens.

Note: Structure of bacteria and viruses is not required.

Explain how pathogens cause disease.

Carry out and describe aseptic techniques.

Task: Look at pictures of bacteria, viruses and fungi and link these to diseases.

Research: Conduct research into different diseases.

Online task: Complete a table giving examples of diseases caused by viruses and bacteria.

How Science Works: Use agar plates to compare the growth of micro-organisms from unwashed and washed hands (to be observed in later lesson).

Homework: Poster to show how lifestyle can affect health and fitness (links with B2.6.1).

Be able to calculate values from nutritional information on food packets.

www.curriculumbits.com

www.bbc.co.uk

www.bbc.co.uk/learningzone/clips

Unit 1

14

SpecRef


Learning Outcomes



Homework


SuggestedLessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


1

1

1

f

b

c

d

e

l

Semmelweiss recognised the importance of hand-washing to reduce the spread of infection.

Microbes can reproduce rapidly inside the body and produce toxins that make us feel ill.

The body has different ways of protecting itself against pathogens.

White blood cells ingest pathogens and produce antibodies and antitoxins.

Immunity and action of antibodies.

Vaccines – what they are and how they work.

Describe the work of Semmelweiss and link to results of class investigations.

Describe ways in which the body defends itself against disease.

Explain how microbes make us feel ill and how viruses damage cells.

Describe the actions of white blood cells using terms ‘ingest’, ‘antibodies’ and ‘antitoxins’.

Explain the processes of natural and acquired immunity.

Evaluate the advantages and disadvantages of being vaccinated against a disease, eg measles, mumps and rubella (MMR) vaccine.

How Science Works: Pasteur’s experiment.

How Science Works: Research the work of Semmelweiss.

Task: Label diagram to show how body prevents entry of microbes.

Compare viral and bacterial infections.

How Science Works: Use microscope or bioviewers to view blood smears.

Draw diagrams or cartoon strip to show actions of white blood cells.

Video: BBC clip or video on defence against disease.

Task: Card sorting exercise to sequence how a vaccine can give immunity to a disease.

Look up and interpret child immunisation programmes.

Role play on whether to give your child vaccinations.

Pasteur’s experiment: Tubes, broth, S-tubes, cotton wool and pressure cooker.

Microscopes or bioviewers and slides of blood smears.

A video clip on white blood cells can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip ‘1838’.

Information on vaccinations can be found on the NHS website at www.nhs.uk by searching ‘When are vaccinations given?’.

Information on the MMR vaccine can be found on the

Be able to relate work of Semmelweiss to problems with spread of infection in hospitals today.

Be able to explain how to reduce risk of infection.

Be able to use data from a line graph to describe the relationship between the percent vaccinated and the frequency of the disease.


www.nhs.uk

GC

SE

Science A

for teaching from S

eptember 2011 onw


BBC website at www.bbc.co.uk by searching ‘MMR debate’.

Past BLY1 exam questions.

Information about the history of medicine can be found on the GCSE Bitesize section of the BBC website at www.bbc.co.uk by searching ‘Medicine through time’.

1g

mno

Use of medicines to relieve symptoms.

Investigating the action of disinfectants and antibiotics; aseptic techniques; incubation temperatures.

Use aseptic techniques and explain the precautions taken when handling microorganisms.

Explain how antibiotics work.

Discuss: Brainstorm medicines used to relieve symptoms and treat disease; names of some antibiotics.

How Science Works: Antibiotics or antiseptics etc and growth of microbes (area of clearance to be measured in later lesson). Investigate type of agent or concentration.

How Science Works: Research work of Fleming and / or Florey and Chain.

Samples of medicine packaging.

Antibiotic investigation: Agar plates inoculated with bacteria, antibiotic discs, forceps, incubator and ruler.

A video clip on penicillin can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for ‘2884’.

Be able to explain why schools do not incubate above 25°C.

15 Unit 1

How Science Works: Consider the actions of Dr Wakefield and the MMR vaccine.

How Science Works: Homework – research Edward Jenner.

www.bbc.co.uk

www.bbc.co.uk


Unit 1G

CS

E S


Septem


Be able to explain why drugs that kill bacteria cannot be used to treat viral infections.

Be able to explain why bacteria and viruses make us feel ill.

Useful information can be found on the BBC website at www.bbc.co.uk

How Science Works: Antibiotic resistance – research MRSA and C. difficile infections and treatment. BBC website is a good place to start.

Research flu pandemics.

Task: Draw a timeline to show how treatment of disease has changed over the years.

1Explain how the treatment of disease has changed due to understanding the action of antibiotics and immunity.

Explain the difficulty in developing drugs that kill viruses without damaging body tissues.

Evaluate the consequences of mutations of bacteria and viruses in relation to epidemics and pandemics.

HT onlyExplain what we should do to slow down the rate of development of resistant strains of bacteria.

Use of antibiotics – how they work and problems of overuse.

Antibiotic resistance, eg MRSA.

Mutations lead to resistant strains of pathogens which can spread rapidly.

Development of new antibiotics to combat resistant bacteria.

h

i

j

k

1-2a

b

The nervous system enables humans to react to their surroundings and coordinate behaviour.

Receptors detect stimuli.

Describe the functions of the main structures in the nervous system.

Match receptors of the eye, ear, tongue and skin with the stimuli they detect.

Be able to sequence a reflex action from stimulus to response.

Activity: Label diagrams to show the brain, spinal cord, nerves; neurones within nerve; light receptor cell.

Involve candidates to demonstrate stimuli we detect – loud bang, light, touch, movement, smell and taste.

B1.2 Nerves and hormones

B1.2.1 The nervous system

16

SpecRef


Learning Outcomes



Homework


SuggestedLessons

www.bbc.co.uk

GC

SE

Science A

for teaching from S

eptember 2011 onw


17 Unit 1

1

c

de

Basic structure of a light receptor cell.

Pathway of nerve impulses and reflex actions.

Label a light receptor cell with a nucleus, cytoplasm and cell membrane.

Explain the importance of being able to respond to environmental changes.

Explain the importance of reflex actions and be able to give examples.

Describe the pathway of a nerve impulse in a reflex response and explain the roles of the structures involved.

Explain the role of chemicals at synapses.

Describe different ways of measuring reaction time.

Demo: Response to different temperatures.

How Science Works: Detecting different tastes on the tongue – draw results on diagram of tongue.

Discuss: Discuss the senses and complete a table to show name of sense, main organ and stimulus it responds to.

How Science Works: Investigate sensitivity of different areas of the body.

Demo: Knee-jerk and pupil reflexes. Discuss their importance and gather other examples leading into explanation of why they are faster than a voluntary action.

Try the Sheep Dash activity.

How Science Works: Investigate reaction time using different combinations of receptors.

Activity: Use cards to sequence the pathway of a nerve impulse. Arrange candidates holding cards in the sequence and discuss role of each and how impulse passes from one to another.

Match structures in nerve pathway to different reflex actions, eg production of saliva when smelling food; pupil response to light.

Homework: Research diseases of the nervous system.

Response to temperature: Three bowls of water – hot,warm and ice-cold.

Taste receptors: Salt, sugar, coffee and lemon solutions to taste.

Skin sensitivity: Hairpin set with 1cm gap, blindfolds.

Torch

The Sheep Dash activity can be found on the BBC website at www.bbc.co.uk/science/humanbody/sleep/sheep

Reaction time: Metre-rulers and blindfolds or sensors and dataloggers.

Cards


Be able to match the organ containing receptors to the stimulus detected.

stimulus receptor sensory neurone relay neurone motor neurone effector response

www.bbc.co.uk/science/humanbody/sleep/sheep

Unit 1G

CS

E S


Septem


18

SpecRef


Learning Outcomes



Homework


SuggestedLessons

B1.2.2 Control in the human body

1-2

1

a

b

cd

The need to control water and ion content of the body, temperature and blood sugar levels.

Hormones are chemical produced by glands and transported to target organs in the blood.

Hormonal control of the menstrual cycle – FSH, LH and oestrogen.

Describe some conditions that need to be controlled in the body.

Measure body temperature.

Explain why body temperature has to be controlled.

Explain what hormones are.

Give some changes that occur at puberty and link with secretion of hormones.

Name the hormones that control the menstrual cycle and state the glands that produce them.

Label the body’s inputs and outputs on a diagram of the body – water, ions, CO2, sugar and heat.

How Science Works: Investigate what is normal body temperature.

How Science Works: Investigate the effect of exercise on body temperature and /or sweating.

How Science Works: Investigate the effect of temperature on enzyme activity, eg digestion of starch.

Discuss: Recap the control of blood sugar levels as a lead into names of other hormones, where they are produced and how they are transported around the body.

Brainstorm changes that occur in boys and girls at puberty – what causes them?

Body temperature: Digital and forehead thermometers.

Exercise: Thermometers, cotton wool and balance.

Temperature and enzymes: Starch and amylase solutions, tubes, water baths, ice, iodine solution or Benedict’s solution and goggles.

Use past BLY1 exam questions to analyse data relating to hormones and the menstrual cycle.

Be able to link the organ to the condition it helps control in the body.

Be able to name three conditions which are controlled within our bodies.

Be able to explain the different roles of FSH, oestrogen and LH.

1e Uses of hormones in the control of fertility – oral contraception and fertility drugs.

Evaluate the benefits and problems of using hormones to control fertility.

State the hormones that may be present in oral contraceptives.

Link the hormones used in oral contraceptives to their effects on the body.

Produce a flow diagram to explain the process of In Vitro Fertilisation (IVF).

Task: Produce a diagram to show the names, sites of production and effects of FSH, LH and oestrogen in the menstrual cycle.

Activity: Look at oral contraceptive packaging to find out the names of hormones used.

Research: Research why each hormone is used and produce a report on the advantages and disadvantages of different oral contraceptives.

Discuss: Apply different ethical approaches to making a decision about non-vital transplants.

Discuss: Discuss possible causes of infertility in men and women and treatment available.

Research: Research the process of IVF and produce a report.

Invite an outside speaker to discuss contraception, eg women’s health nurse.

Oral contraceptives

Useful information can be found at www.nhsdirect.nhs.uk/en

A good activity can be found at www.UPD8.org.uk by searching for ‘New womb?’.

Useful information on IVF can be found at www.babycentre.co.uk by searching for ‘In Vitro Fertilisation’.

Be able to state how oral contraceptives have been improved over the years.

Be able to describe the main stages involved in IVF treatment. G

CS

E S


Septem


19 Unit 1

www.nhsdirect.nhs.uk/en

www.UPD8.org.uk

www.babycentre.co.uk

Unit 1G

CS

E S


Septem


20

SpecRef


Learning Outcomes



Homework


SuggestedLessons

B1.2.3 Control in plants

2a

b

c

Plant shoots and roots respond to light, moisture and gravity.

Hormones control and coordinate growth in plants.

Responses to light, gravity and moisture are controlled by the unequal distribution of auxin which causes unequal growth rates in shoots and roots.

Describe how plant shoots and roots respond to light, gravity and moisture.

Draw diagrams to explain the role of auxin in plant responses in terms of unequal distribution in shoots and roots.

Demo: Demonstrate a plant’s sense of touch – Venus fly trap, Mimosa, Honeysuckle or show video clips.

How Science Works: Effect of light on growth of shoots – dark, even light, light box and clinostat in light box.

How Science Works: Compare the ability of different plants to reach light – obstacle course.

How Science Works: Demonstrate positive and negative phototropism.

Useful information on plant growth can be found at www.s-cool.co.uk by searching for ‘plant growth’.

Light experiments: Mustard seedlings in dishes, two light boxes and clinostat in light box.

Obstacle course: Three identical shoe boxes with simple obstacle course inside and hole at one end, dish of mustard seedlings, germinating broad bean and sprouting potato.

Positive and negative phototropism: Broad bean seedling held by pin in jar with light entering through a slit.

Be able to describe the role of auxin.

http://www.s-cool.co.uk

GC

SE

Science A

for teaching from S

eptember 2011 onw


21 Unit 1

1d Use of plant hormones in agriculture and horticulture.

Explain how plant hormones are used as weed killers and rooting hormones.

How Science Works: Investigate which part of a shoot is sensitive to light.

How Science Works: Effect of gravity on growth of plants.

How Science Works: Interpret Darwin’s experiments.

How Science Works: Interpret experiments using agar blocks and seedlings with shoot tips removed.

How Science Works: Demonstrate response to water.

Task: Draw diagrams to explain plant responses in terms of distribution of auxin.

How Science Works: Investigate the effect of rooting hormones on growth of cuttings.

How Science Works: Investigate the effect of weed killer on an area of lawn.

Light sensitivity: Three pots of oat seedlings in three light boxes – tips removed, tips covered and untreated.

Gravity: Grow broad beans in dark jar in different positions, blotting paper.

Broad bean seedling in clinostat in dark – rotating and still.

Water: Trough of dry soil with clay plant pot full of water at centre, plant broad beans around clay pot.


Rooting hormone: Rooting powder, jars of water and plant cuttings.

Weed killer: Selective weed killer solution.

Be able to state some commercial uses of plant hormones.

Unit 1G

CS

E S


Septem


22

SpecRef


Learning Outcomes



Homework


SuggestedLessons

B1.3 The use and abuse of drugs

1

1

ab

d

c

e

Testing of new drugs and clinical trials.

Thalidomide

Statins lower the risk of heart and circulatory diseases.

Recreational drugs

Define the term ‘drug’.

Give examples of medical drugs.

Explain why drugs need to be tested before they can be prescribed.

Describe the uses and problems associated with thalidomide.

Explain how the drug testing procedure for thalidomide was inappropriate.

Describe the main steps in testing a new drug.

Explain the terms placebo and double-blind trial.

Describe and evaluate the effect of statins in cardiovascular disease.

Name some recreational drugs.

Describe some effects of caffeine on the body.

Discuss: Brainstorm – what is a drug? Names of medicines.

Activity: Use pictures to relate uses and problems associated with thalidomide.

Research: Research and produce a report on thalidomide – original use, use in pregnant women, current uses.

Discuss: Discuss drug safety and how drugs are tested today.

Activity: Cards /cut-outs to sequence stages in drug testing and trialling and purpose of each stage.

Task: Interpret data on statins (links with inherited factors B1.1.1d).

Discuss: Brainstorm on recreational drugs, sort into legal and illegal and discuss why people use them.

Exhibition of medicines.

Useful information on thalidomide can be found at www.thalidomideuk.com

Drug testing cards.

Statin packaging


Be able to give reasons for the different stages in drug testing.

Be able to explain why a person might become addicted to a recreational drug.

B1.3.1 Drugs

www.thalidomideuk.com

GC

SE

Science A

for teaching from S

eptember 2011 onw


23 Unit 1

e

g

Recreational drugs

Impact of legal drugs on health is greater than illegal drugs as more people use them.

Evaluate the impact of smoking on health.

Evaluate why some people use illegal drugs for recreation.

Evaluate claims made about the effect of prescribed and non-prescribed drugs on health.

1

How Science Works: Investigate the effect of caffeine on heart rate or reaction time (see B1.2.1 ‘reaction time experiment’).

Demo: Smoking machine to show carbon dioxide and tar content of smoke.

Poster to show effects of chemicals in smoke on the body.

Calculate the cost of smoking cigarettes.

Show health warning on packets of cigarettes; video clips of smoking adverts. Why do people smoke?

Caffeine: Coffee / energy drink /coke vs decaf version or water, timer / pulse rate sensor and ruler.

Cigarette, smoking machine, limewater, Univeral Indicator (UI) indicator solution, cotton wool and pump.

Useful information on drugs can be found at www.talktofrank.com

A useful tool about smoking can be found on the NHS website at www.nhs.uk by searching ‘smoking calculator’.

Further information on smoking can be found at www.ash.org.uk

Be able to use data from a line graph to describe the relationship between birth mass of a baby and the number of cigarettes smoked by the mother.

1e

g

Recreational drugs

Impact of legal drugs on health is greater than illegal drugs as more people use them.

Evaluate the impact of alcohol on health.

Evaluate why some people use illegal drugs for recreation.

Evaluate claims made about the effect of prescribed and non-prescribed drugs on health.

Discuss: Discuss effects of alcohol on the body, recommended units for men and women. Calculate number of units of alcohol consumed.

Download alcohol units tracker on NHS site.

Relate smoking and alcohol to NHS costs.

Exhibition of alcoholic drinks with units per measure.

A tool about drinking can be found on the NHS website at www.nhs.uk by searching ‘alcohol tracker’.


Be able to give three possible effects of the misuse of alcohol.

www.talktofrank.com

www.nhs.uk

www.ash.org.uk

www.nhs.uk

Unit 1

24

SpecRef


Learning Outcomes



Homework


SuggestedLessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


e

f

h

Recreational drugs

Cannabis

Drug addiction and withdrawal symptoms – heroin and cocaine.

Describe the effects of cannabis on the body.

Consider the possible progression from recreational to hard drugs.

Describe the effects of heroin / cocaine addiction and withdrawal symptoms.

1 Invite outside speaker, eg drugs and alcohol adviser.

Research: Research effects of cannabis on the body.

Interpret data on drug use.

Video: Watch NHS video clip on the dangers of smoking cannabis.

Interpret data on cannabis use and progression to hard drugs.

Video: Watch video clips from NHS site on cocaine use.


Information on cannabis can be found on the NHS website at www.nhs.uk by searching ‘the dangers of cannabis’.

Further information on drugs can be found on the following websites:www.dare.uk.com,www.nida.nih.govand on the NHS website at www.nhs.uk by searching for ‘drugs’.

Have knowledge of specific effects of cannabis on the body.

i Steroids and performance enhancing drugs.

Evaluate the use of drugs to enhance performance in sport.

Consider the ethical issues of performance enhancing drugs.

Describe some effects and risks of these drugs.

Research: Research types of drugs used in sport and their effects on the body and produce a table.

Activity: Role play, write a story or debate about using drugs in sport; random drug testing; getting caught cheating.

Information about drugs in sport can be found on BBC GCSE Bitesize at www.bbc.co.uk/schools/gcsebitesize by searching ‘doping’ or ‘performance enhancing drugs’.

1

www.nhs.uk

www.nhs.uk

www.dare.uk.com

www.nida.nih.gov

www.bbc.co.uk/schools/gcsebitesize

GC

SE

Science A

for teaching from S

eptember 2011 onw


25 Unit 1

B1.4 Interdependence and adaptation

2d

e

f

g

Adaptations for survival.

Extremophiles

Adaptations for survival in deserts and the Arctic.

Adaptations to cope with specific features of the environment.

Observe adaptations of a range of organisms.

Explain how organisms are adapted to survive in their habitat.

Describe and explain adaptations for survival in the Arctic.

Describe and explain adaptations for survival in a desert.

Define the term ‘extremophile’ and be able to give general examples.

Activity: Produce a display of plants, animals and microorganisms with labels to explain how their adaptations help them to survive in their habitat. Include examples of extremophiles and desert and arctic organisms.

Or

Prepare a presentation about adaptations.

Look at different types of plants – succulents, cacti, broad leaved and Venus fly trap.

How Science Works: Investigate the rate of cooling – either Surface Area (SA) / Volume ratio, colour of body, body covering or huddling. Link results to different organisms.

Homework: Design and label an imaginary creature to survive in a given habitat. The more unusual the better.

Useful information can be found on the BBC website at www.bbc.co.uk by searching ‘adaptations and behaviours’. Further information can be found at www.yourdiscovery.com

Useful video clips can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for extremophile bacteria (clip 10469), plant adaptations – extreme cold (clip 5506), and plant adaptations – extreme heat (clip 5514).

Cooling: Different sized containers with lids, different coloured containers, insulation materials, test tubes for huddling, thermometers or temperature probes and timers.

Be able to relate features seen in a diagram to the organism’s survival.

Be able to explain adaptations such as thorns, poisons and warning colours to deter predators.

B1.4.1 Adaptations

www.bbc.co.uk

www.yourdiscovery.com


Unit 1G

CS

E S


Septem


26

SpecRef


Learning Outcomes



Homework


SuggestedLessons

2-3a

b

c

Organisms require materials from their surroundings and from other organisms to survive.

Plants compete for light, space, water and nutrients.

Animals compete for food, mates and territory.

List factors that affect the survival of organisms in their habitat.

Give examples of resources that plants and animals compete for in a given habitat.

Describe adaptations that some organisms have to avoid being eaten.

Interpret population curves.

Discuss: Brainstorm factors that affect the survival of organisms in a habitat. Discuss resources that organisms may compete for and the effect on populations.

Activity: Interpret population curves, eg hare and lynx, red and grey squirrels, and native and American crayfish.

Encyclopaedia Britannica: Population ecology.

How Science Works: Camouflage game on the school field.

Exhibition of camouflaged organisms.

How Science Works: Investigating the distribution of plants on the school field or relationship between light intensity and types of plants.

How Science Works: Competition in radish seedlings – spacing trials and height (links with B2.4.1 and B3.4.1).

Video clip on courtship displays.


Refer to Encyclopaedia Britannica website for information on population ecologywww.britannica.com

Camouflage: Equal numbers of red and green cocktail sticks and timer.

Pictures showing camouflaged organisms.

Distribution: Quadrats, identification sheet, sensors and dataloggers.

Competition: Radish seeds, potting trays and compost.

Be able to name two things for which plants compete.

www.britannica.com

27 Unit 1

GC

SE

Science A

for teaching from S

eptember 2011 onw

ards ( version 1.0 )B1.4.2 Environmental change

2-3a

b

c

d

Environmental change and the distribution of organisms.

Environmental changes due to living and non-living factors.

Indicators of pollution – lichens and invertebrates.

Measuring environmental changes.

Evaluate data on environmental change and the distribution and behaviour of living organisms.

Give examples of how an environment can change.

Interpret data on lichen distribution and sulfur dioxide levels.

Interpret data on invertebrates and water pollution.

Discuss: Brainstorm how an environment can change and how these changes could affect organisms. Discuss distribution of bird species, disappearance of bees, global warming, agricultural pollution, sulfur dioxide and oxygen levels in water.

How Science Works: Pond / stream dipping and measurement of environmental factors, eg temperature changes over a day, oxygen content of water and pH.

Demo: Demonstrate use of rain gauges and maximum to minimum thermometers.

How Science Works: Choice chambers.

Activity: What are indicator species? Interpret data on lichens and invertebrates.

How Science Works: Carry out a lichen survey on local trees / walls.

How Science Works: Investigate the effect of phosphate levels on algal growth and oxygen levels.

How Science Works: Research why the bee population is falling and the effects this will have (overlap with B2.4 and B3.4).


Pond dipping: Kick nets, sample trays and pots, identification charts, oxygen, pH and temperature sensors.

Rain gauge and maximum to minimum thermometer.

Choice chambers: Choice chambers, with areas of different conditions, woodlice or maggots.

Lichen identification charts, clip boards.

Phosphate levels: Jars of water and algae, phosphate solution and pipettes and oxygen sensor.

A useful clip on the honey bee can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip ‘7187’.

Be able to give two ways in which humans damage the environment.

Be able to demonstrate an understanding of the use of equipment to measure oxygen, temperature and rainfall.


Unit 1G

CS

E S


Septem


B1.5 Energy and biomass in food chains

B1.5.1 Energy in biomass

1

1

a

b

b

c

The Sun is the source of energy for most communities; photosynthesis.

Pyramids of biomass.

Pyramids of biomass.

Energy losses in food chains.

Construct and interpret pyramids of biomass.

Describe how energy and mass is transferred along a food chain.

Explain why energy and biomass is reduced at successive stages in a food chain.

Activity: Revise food chains and webs and associated terminology – producer, consumer, herbivore and carnivore.

How Science Works: Investigate leaf litter – separate into plant material and different types of animals; construct pyramids of number and biomass.

Activity: Compare information shown in pyramids of number and biomass and discuss why biomass decreases at each level.

Interpret data on energy transfer in food chains and list energy losses at each level.

Demo: Heat produced by germinating peas (links with B2.3 and B3.4.4).

Useful information can be found at www.gould.edu.au/foodwebs

Leaf litter, identification charts, balance and containers.


Germination: Flasks of soaked peas and boiled peas with thermometers.

Be able to draw a pyramid of biomass using information given in a food chain.

Note: Candidates do not need to be able to interpret pyramids of number.

28

SpecRef


Learning Outcomes



Homework


SuggestedLessons

www.gould.edu.au/foodwebs

GC

SE

Science A

for teaching from S

eptember 2011 onw


29 Unit 1

B1.6 Waste materials from plants and animals

B1.6.1 Decay processes

2a

b

c

d

Living things remove materials from the environment for growth and other processes; these are returned to the environment in wastes and when organisms die and decay.

Conditions for decay.

Decay releases nutrients for plant growth.

Material is constantly cycled and can lead to stable communities.

Describe how plants and animals return materials to the environment.

Describe the role of microorganisms in decay.

State factors affecting the rate of decay.

Explain how decay is useful to plants.

Evaluate the necessity and effectiveness of recycling organic kitchen or garden wastes.

Discuss: Show some examples of rotting foods; discuss what has caused the food to rot. What would happen if things didn’t rot when they died?

Sort items into biodegradable and non-biodegradable.

How Science Works: Investigating the factors that affect decay, eg temperature and decay of bread or fruit.

Discuss: Discuss why plants in a wood continue to grow without the use of fertilisers and relate to recycling of materials.

Research how kitchen and garden wastes can be recycled.

How Science Works: Investigate the rate of decay of grass clippings.

How Science Works: Competition – whose potato will decay the fastest? Plan the best conditions for decay.

Demo: Set up a wormery and observe how they improve the soil and break down dead leaves.

Online activity: Earthworm investigation.

Rotting tomato and other foods.

Materials to sort.

Decay: Moist food, incubator, fridge, containers with lids.

Pictures of decaying plants and animals in the wild.

Grass clippings: Thermos flasks with thermometers / temperature probe, disinfectant, wet and dry grass and composting agent.


Useful information on earthworms can be found at www.curriculumbits.com by searching for ‘Earthworm investigation’.

Be able to name the type of living organism which causes leaves to decay.

Be able to give one reason why leaves decay faster in summer than winter.

Be able to name the gas needed for decay.


Unit 1G

CS

E S


Septem


30

SpecRef


Learning Outcomes



Homework


SuggestedLessons

1a The main processes involved in the carbon cycle.

Explain the carbon cycle in terms of photosynthesis, respiration, feeding, death and decay, combustion of wood and fossil fuels.

Explain the role of microorganisms and detritus feeders in decay.

Demo: Use a sensor to measure carbon dioxide levels in the air; show a piece of coal and discuss what it is and how it was formed.

Activity: Revise how carbon dioxide is used by plants in photosynthesis and why this is of use to animals. What happens to the carbon? How the carbon passes from plants to animals; how it is returned to the air; what happens when things die; formation and combustion of fossil fuels.

Demo: Show examples of fossil fuels; burning a fossil fuel and bubble fumes through limewater.

Cut-out on two different coloured cards for processes and organisms to arrange in the carbon cycle.

Carbon dioxide sensor, coal and oil.


Demo: Fuels, inverted glass funnel to direct fumes through tube of limewater and pump.

Be able to give two reasons why deforestation increases the amount of carbon dioxide in the atmosphere.

Be able to describe how the carbon in dead bodies may be recycled.

Be able to describe the stages in the carbon cycle.

B1.6.2 The carbon cycle

B1.7 Genetic variation and its control

B1.7.1 Why organisms are different

Discuss: Brainstorm ways in which humans show variation.

Discuss: Discuss why organisms of the same species show variation – genetic and environmental variation.

d Genetic and environmental causes of variation.

1Classify characteristics as being due to genetic or environmental causes.

Decide the best way to present information about variation in tables and charts.


GC

SE

Science A

for teaching from S

eptember 2011 onw


31 Unit 1

Complete display

Task: Draw and label diagrams showing cell, nucleus, chromosome and gene; sort cards showing names of these structures into order of size.

Look at chromosomes on slides or bioviewers.

Look at photographs of chromosomes from a male and a female or cut and pair chromosomes from photos of male and female karyotypes.

How Science Works: Measure variation in a plant species growing in different areas of school grounds, eg leaf length in areas of sun / shade.

Homework: Use the Science Museum site to find out more about genes.

1c

a

b

Different genes control different characteristics.

Genes carry information about characteristics and are passed from parents to offspring in gametes.

Nucleus contains chromosomes that carry genes.

Label diagrams to illustrate the order of size of cell, nucleus, chromosome and gene.

Name cards to sort.

Microscopes, prepared slides and bioviewers.

Photos of karyotypes – partially paired chromosomes.

Variation: Plant identification charts, rulers and clipboards.

An interesting flash presentation on genes can be found at www.sciencemuseum.org.uk/WhoAmI/FindOutMore/Yourgenes This is also available for download in PDF.

Survey: Height measure, bathroom scales.

Useful information can be found at www.UPD8.org.uk by searching ‘the future in your genes’.

How Science Works: Class survey of characteristics – collate results in a table and produce a display of the results as bar charts. Discuss continuous and discontinuous variation. Include in the table whether each characteristic is due to genetic or environmental causes, or both.

Homework: Produce a bar chart to display some of the information.

Follow-up lesson to complete display.

Activity: Examine the benefits of knowing how genes are linked to diseases.

www.UPD8.org.uk

www.sciencemuseum.org.uk/WhoAmI/FindOutMore/Yourgenes

Unit 1G

CS

E S


Septem


32

SpecRef


Learning Outcomes



Homework


SuggestedLessons

B1.7.2 Reproduction

1

1

a

b

c

There are two forms of reproduction – sexual results in variation in the offspring due to mixing of genes; asexual produces genetically identical clones.

New plants can be produced by taking cuttings. They are genetically identical to the parent plant.

Modern cloning techniques – tissue culture, embryo transplants and adult cell cloning.

Explain why sexual reproduction results in variation, but asexual reproduction does not produce variation.

Describe sexual reproduction as the joining of male and female gametes.

Define the term ‘clone’.

Take plant cuttings and grow new plants.

Interpret information about cloning techniques.

Make informed judgements about the economic, social and ethical issues concerning cloning.

Describe the process of tissue culture in plants.

Explain the importance of cloning to plant growers.

Describe the process of embryo transplants in animals.

Activity: Revise sexual reproduction.

Video: Watch video clips of fertilisation of an egg by a sperm and of insects pollinating flowers.

Activity: Revise asexual reproduction.

Show strawberry runners, carrot top growing on damp blotting paper, potato sprouting, spider plant producing runners, bulb, amoeba and yeast.

How Science Works: Take stem cuttings of geraniums or leaf cuttings of African violets; produce potato plants from sprouting potatoes.

Video: Watch the clip on cloning in Jurassic Park.

How Science Works: Grow new plants from tissue cultures.

Discuss: Discuss how identical twins are formed and lead on to embryo transplants. Draw diagrams to show the method of embryo transplants.

Cuttings: Healthy geranium plants and African violets, sprouting potatoes, knives or scissors, pots, compost, warm water, labels and marker pens, rooting compound if wanted.

Worksheet for cauliflower activity can be found at www-saps.plantsci.cam.ac.uk

Be able to sequence the stages involved in adult cell cloning.

Know the difference between sexual and asexual reproduction and why sexual reproduction leads to variation.

http://www-saps.plantsci.cam.ac.uk

33 Unit 1

GC

SE

Science A

for teaching from S

eptember 2011 onw


1

1-2

c

d

e

f

Modern cloning techniques – tissue culture, embryo transplants and adult cell cloning.

Genetic engineering techniques.

Examples of genetic engineering.

Concerns about genetically modified (GM) crops.

Describe the process of adult cell cloning in animals.

Explain advantages and disadvantages of cloning techniques.

Define the term ‘genetic engineering’.

Describe the process of genetic engineering to produce bacteria that can produce insulin and crops that have desired characteristics.

Interpret information about genetic engineering techniques.

Make informed judgements about the economic, social and ethical issues concerning genetic engineering.

Explain advantages and disadvantages of genetic engineering.

Video: Watch video clip of adult cell cloning / Dolly the sheep.

Task: Produce a flow diagram to describe the process of adult cell cloning or carry out card sorting activity.

Research: Research and debate the advantages and disadvantages of cloning plants and animals.

How Science Works: Research latest legislation on human cloning and discuss social and ethical issues in regards to human cloning.

Interpret information about cloning techniques.

Discuss: Brainstorm what the terms genetic engineering, genetic modification and gene therapy mean.

List examples of genetic engineering.

Activity: Produce a diagram to explain how human insulin is produced by bacteria and discuss the advantages of this over porcine insulin (links with B3.3.3).

Video: Watch a video clip on genetic engineering.

Research: Research advantages and disadvantages of GM crops; what characteristics may be modified; produce a poster or a table of benefits versus concerns for homework.

Video clips on cloning can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clips ‘4140’ and ‘4139’.

Useful websites are www.bbc.co.uk and www.hfea.gov.uk


Information on genetically modified food can be found at www.curriculumbits.com


Be able to present arguments for and against human cloning.

Be able to give two reasons why some farmers are in favour of growing GM crops.

Be able to give two reasons why some people are against growing GM crops.


www.bbc.co.uk

www.hfea.gov.uk


Unit 1G

CS

E S


Septem


34

SpecRef


Learning Outcomes



Homework


SuggestedLessons

1plusHWK

1

a

c

e

f

Darwin’s theory of evolution by natural selection.

Other theories, eg Lamarck, are based mainly on the idea that changes that occur in an organism during its lifetime can be inherited.

Evolution occurs by natural selection.

Mutations may lead to more rapid evolution.

State the theory of evolution.

Describe different theories of evolution.

Identify differences between Darwin’s theory of evolution and conflicting theories.

Suggest reasons for the different theories.

Discuss: Look at exhibition to show the wide variety of organisms that live, or have lived, on Earth. Where did they come from?

Video: Watch video on Darwin’s theory of evolution and other theories.

Research: Research and produce report on evolutionary theories, eg Darwin, Lamarck, Creationism, Buffon and Cuvier.

Discuss: Recap findings on evolutionary theories – which seems most plausible and why?

Activity: Natural selection role play activities.

Video clips on evolution and natural selection can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clips ‘5523’ and ‘5516’.

A video clip on evolution can be found at www.teachers.tv/videos/evolution

Be able to give two reasons why people were against Darwin’s ideas at that time.

Be able to use an evolutionary tree to describe relationships between organisms and

B1.8 Evolution

B1.8.1 Evolution

(continued) Activity: Interpret information about genetic engineering techniques.

Consider benefits, drawbacks and risks of using GM mosquitoes.

Information on genetic engineering can be found at www.UPD8.org.uk by searching for ‘mosquitoes vs malaria’.

www.UPD8.org.uk


www.teachers.tv/videos/evolution

GC

SE

Science A

for teaching from S

eptember 2011 onw


1b

d

The theory of evolution was only gradually accepted.

Studying similarities and differences between organisms allows us to classify them as animals, plants or microorganisms.

Explain the terms ‘inherited’ and ‘acquired’ characteristics.

Describe the stages in natural selection.

Define the term ‘mutation’.

Explain why mutation may lead to more rapid change in a species.

Suggest reasons why Darwin’s theory was only gradually accepted.

Interpret evidence relating to evolutionary theory.

Classify organisms based on their similarities.

Peppered moth game; explain in terms of natural selection.

Produce flow diagram to explain evolution by natural selection.

Look at pictures of Darwin’s finches and match up with the Galapagos Island they lived on based on food available there.

Discuss: Brainstorm why Darwin did not publish his theory straight away and why it was only gradually accepted.

Look at cartoons of Darwin drawn after he published his work.

Task: Interpret evidence relating to evolutionary theory – fossils, pictures of horses, humans, tree of life etc.

Sort pictures of organisms into an evolutionary timeline.

How Science Works: Exhibition of organisms to classify into groups (this could be the first lesson on evolution).

Further online resources for teachers at www.echalk.co.uk

Cartoons of Darwin, picture of his book.

Fossils and pictures.


Exhibition of organisms or pictures.

the time scales involved in evolution.

35 Unit 1

www.echalk.co.uk

Unit 2G

CS

E S


Septem


36

C1.1 The fundamental ideas in chemistry

Atoms and elements are the building blocks of chemistry. Atoms contain protons, neutrons and electrons. When elements react, they produce compounds.

SpecRef


Learning Outcomes



Homework


Suggested Lessons

a All substances are made of atoms.

Unit 2 View

This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more activities suggested than it would be possible to teach. It is intended that teachers should select activities appropriate to their candidates and the curriculum time available. The first two columns summarise the specification references, whilst the Learning Outcomes indicate what most candidates should be able to achieve after the work is completed. The Resources column indicates resources commonly available to schools, and other references that may be helpful. Higher Tier material is indicated by a bold HT only comment. The timings are only suggested *, as are the Possible Teaching and Learning activities, which include references to experimental work and How Science Works opportunities. Resources are only given in brief and risk assessments should be carried out.

Most centres will have access to a Virtual Learning Environment (VLE), and Key Stage 4 related science materials. In the resources, reference is made to VLE and interactive software. Most VLE software providers have similar presentations on the topics. Before using any presentation, teachers are reminded that they should decide in advance which slides are most suitable to achieve the learning objectives and edit the presentation accordingly before the lesson. To access classroom activities, practical ideas, progress checks / end of topic assessments and over 200 questions and mark schemes for Chemistry Unit 1, use Exampro Extra Online, our FREE resource for AQA teachers.

*The suggested timings relate to the learning outcomes rather than to the activities.

Throughout this unit candidates will be expected to write word equations for reactions specified. Higher Tier candidates will also be expected to write and balance symbol equations for reactions specified throughout the unit.

Know that substances are made of atoms. State that substances made of only one sort of atom are called elements.

Know that elements are found in the periodic table and that groups contain elements with similar properties. State where

Activity: Use the periodic table to elicit answers about:

■ known elements (about 100) ■ location of non-metals and metals ■ groups and periods ■ idea of atoms ■ use of symbols and rules for their use ■ proton number, mass number.

1 Periodic table / data sheet for chemistry.

Information about the periodic table can be found on the BBC website at www.bbc.co.uk/learningzone/

Be able to use symbols confidently.

C1.1.1 Atoms

Chemistry 1


GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

b

c

d

e

f

g

Atoms are represented by symbols.

Atoms have a small central nucleus of protons and neutrons surrounded by electrons.

The relative electrical charges are as shown:

Proton – charge of +1Neutron – no chargeElectron – charge of –1Two of these particles are charged.

In an atom, the number of electrons is equal to the number of protons in the nucleus. Atoms have no overall electrical charge.

All atoms of a particular element have the same number of protons. Atoms of different elements have different numbers of protons.

The number of protons in an atom of an element is its atomic number. The sum of the protons and neutrons in an atom is its mass number.

metals and non-metals appear in the periodic table.

Know that symbols represent atoms of different elements.

Know the structure of an atom.

Know the charges on sub-atomic particles.

Use the periodic table to work out the number of each type of sub-atomic particle for a named atom.

Task: Candidates make notes about symbols, their uses, groups and periods, proton number and mass number on their data sheet for the periodic table, and /or in their books.

Task: Candidates view/draw diagrams of basic atomic structure naming sub-atomic particles.

Discuss: Charges on sub-atomic particles, and produce chart in books.

How Science Works: Drawing a table.

Task: Work out the number of electrons, protons and neutrons in the first ten elements of the periodic table. Results as diagrams or chart in books.

Homework: Candidates draw structures of several named atoms using the periodic table.

clips by searching for clip ’4406’.

VLE / Interactive software, eg periodic table slides. VLE / Interactive software, eg the atom.

View the Atomic structure PowerPoint presentation at www.iteachbio.com/Chemistry/Chemistry/Atomic%20Structure.ppt

Be able to calculate numbers of protons, neutrons, and electrons in an atom, using the periodic table.

Know the difference between atomic number and mass number.

37


www.iteachbio.com/Chemistry/Chemistry/Atomic%20Structure.ppt

Unit 2G

CS

E S


Septem


h

a

b

Electrons occupy particular energy levels. Each electron in an atom is at a particular energy level (in a particular shell). The electrons in an atom occupy the lowest available energy levels (innermost available shells).

Elements in the same group in the periodic table have the same number of electrons in their highest energy level (outer electrons) and this gives them similar chemical properties.

The elements in Group 0 of the periodic table are called the noble gases. They are unreactive because their

Describe electron arrangements for elements up to number 20.

Know that elements in the same group have similar reactions because they have identical numbers of outer electrons.

Know that the number of outer electrons determines how an atom reacts. Atoms with eight electrons in their outer shell are unreactive, ie the noble gases.

Review atomic structure, nucleus and electron cloud.

Explain: Introduce idea of shells within the cloud, and filling numbers and order. Use electron shell sheet to complete them. Teacher completes elements 1, 2, 3, 7 and 11, candidates complete others.

You may wish to flag up the electronic structure of the noble gases prior to next lesson (continuity point).

Demo: Li, Na and K with water. Show H2 gas produced and alkali solution as well.

Task: Candidates describe tests and write word equations for the reactions.

How Science Works: Making a prediction. Ask candidates what they think reaction of caesium (Cs) would be, show video clip of reaction with water.

Electron shell diagram sheet with elements placed in same position as periodic table, elements 1 – 20.

VLE / Interactive software, eg periodic table slides.

View the electron shell PowerPoint presentation at http://education.jlab.org/jsat/powerpoint/chembond.ppt

Large glass trough, universal indicator, small pieces (rice grain) of alkali metals Li, Na, K, forceps, paper towels, scalpel, safety screen, glass tube (8 mm wide), splints and matches.

Note: They do not have full outer shells, except for He and Ne. From Ne onwards they have eight electrons in their outer shell.

Note: Candidates are not required to know of trends within each group in the periodic table.

Be aware of similarities between theelements within a group.

1

1

C1.1.2 The periodic table

38

SpecRef


Learning Outcomes



Homework


Suggested Lessons

http://education.jlab.org/jsat/powerpoint/chembond.ppt

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

atoms have stable arrangements of electrons.

Chemical reactions can be represented by word equations.

Chemical reactions can be represented by word equations or by symbol equations.

Know that noble gases have eight outer electrons except for helium, which has two.

Write word equations to represent reactions.

Know how to represent a chemical reaction by using a word equation.

HT onlyBalance a given symbol equation.

Demo: Burning Li, Na and K in air to react with oxygen.

Task: Candidates write one word equation to show general reaction.

Mention the outer electrons are causing the reactions.

Note: Indicate that noble gases, except for helium, have eight electrons in their outer shells and therefore are unreactive.

Homework: Explain why noble gases do react with other elements to make compounds. Candidates should draw diagrams to show the electrons in at least three different elements.

Review idea of word equation and introduce symbol equations.

Explain: Show need for balancing the equation linked to idea of conservation of mass.

Task: Candidates balance several equations themselves.

VLE / Interactive software, eg alkali metals slides.

View the alkali metals video on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip’4407’.

You can find a variety of resources including video clips on the RSC website at www.rsc.org/Education/Teachers/Resources/Alchemy/index.htm

Multi-media science school for Cs demo video.

VLE / Interactive software, eg chemical reactions.

b Be able to write word equations for reactions in the specification.

1

1

C1.1.3 Chemical reactions

39


www.rsc.org/Education/Teachers/Resources/Alchemy/index.htm

Unit 2G

CS

E S


Septem


40

SpecRef


Learning Outcomes



Homework


Suggested Lessons

a When elements react, their atoms join with other atoms to form compounds. This involves giving, taking or sharing electrons to form ions or molecules.

Compounds formed from metals and non-metals consist of ions.

Compounds formed from non-metals consist of molecules. In molecules the atoms are held together by covalent bonds.

Describe the electron arrangements of sodium and chlorine.

Describe how an electron is transferred to chlorine from sodium to form two charged particles, called ions, that attract each other.

Know that compounds made from a metal and a non-metal are made from ions.

Know that non-metal compounds are made from molecules, held together by covalent bonds.

Review Group 1 and water reactions, ‘what has happened?’.

Video / Demo: Show video clip or demonstrate sodium burning in chlorine to make sodium chloride.

Suggest electron transfer to explain bonding and change in properties, and idea of ions.

Task: Candidates make notes / diagrams of electron transfer to show the formation of ions, and electrostatic attraction.

Homework: Candidates work out what happens in another Group 1 and 7 reaction, eg KF.

More information can be found on the BBC website GCSE Bitesize ‘Chemistry’ at www.bbc.co.uk/schools/gcsebitesize

A video on alkali metals can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip ‘4407’.


Gas jar chlorine, deflagrating spoon, small piece of sodium, Bunsen burner and fume cupboard.

VLE / Interactive software, eg bonding.

Note: Further details of the types ofbonding are not required.

Know that metals lose electrons to form positive ions, whereas non-metals gain electrons to formnegative ions.

Know thatsuch transfers are limited to single electrons.

1




GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

41

C1.2 Limestone and building materials

Rocks provide essential building materials. Limestone is a naturally-occurring resource that provides a starting point for the manufacture of cement and concrete.

41

Limestone, mainly composed of the compound calcium carbonate (CaCO3), is quarried and can beused as a building material.

2-3Know that limestone is calcium carbonate and that it is quarried.

Activity: Candidates carry out decomposition of limestone to make limewater. Steps:

1. Heat limestone strongly.2. Take calcium oxide formed and dissolve in water.3. Filter.

VLE / Interactive software, eg useful materials from rocks.

Exampro Extra Online Practical Guide: Chemistry of the Limestone Cycle.

a Note: Knowledge of the commonnames quicklime and slakedlime is not required.

Know that all atoms involved in a reaction must be accounted for.

Calculate the amount of a product or reactant from masses of other products and reactants (the use of relative atomic masses and relative molecular masses is not needed here).

HT onlyUnderstand symbol equations, balance symbol equations.

Task: Candidates carry out and report precipitation reaction experiments such as lead nitrate and potassium iodide to observe there is no change in mass on forming products.

How Science Works: Write method / plan of practical. Use word equations to describe reactions. Higher Tier candidates should be able to balance given symbol equations (if balancing lesson already completed, if not use in next lesson).

Homework: Candidates do calculations using mass of reactants and products to find mass formed of one product or mass needed of one reactant.

View the bonding PowerPoint presentation at http://education.jlab.org/jsat/powerpoint/chembond.ppt

Balances, boiling tubes, 25 cm3 measuring cylinders, lead nitrate solution 1mol dm –3, potassium iodide 1mol dm –3.

Be able to calculate the mass of a reactant or product from informationabout the masses of the other reactants and products in the reaction.

C1.2.1 Calcium carbonate

1No atoms are lost or made during a chemical reaction so the mass of the products equals the mass of the reactants.

c

http://education.jlab.org/jsat/powerpoint/chembond.ppt

Unit 2

42

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


c The carbonates of magnesium, copper, zinc, calcium and sodium decompose on heating in a similar way.

Know that:

■ metal carbonates decompose on heating to give carbon dioxide and the metal oxide

1 Activity: Test each carbonate with acid to see that it evolves carbon dioxide gas, and then heat dry carbonates to decompose.

Use only Mg, Cu, Zn, Ca, and Na carbonates.

Mg, Cu, Zn, Ca, Na, carbonates. Dilute hydrochloric acid, test tubes, boiling tubes with delivery tubes, clamps and stands,

Note: Not all carbonates of metals in Group 1 of the periodic table decompose at

b

d

e

Calcium carbonate can be decomposed by heating (thermal decomposition) to make calcium oxide and carbon dioxide.

Calcium oxide reacts with water to produce calcium hydroxide, which is an alkali that can be used in the neutralisation of acids.

A solution of calcium hydroxide in water (limewater) reacts with carbon dioxide to produce calcium carbonate. Limewater is used as a test for carbon dioxide. Carbon dioxide turns limewater cloudy.

Know that, when heated, limestone becomes calcium oxide giving off carbon dioxide.

Know that calcium oxide reacts with water to make calcium hydroxide.

Know that:

■ calcium hydroxide is an alkali that neutralises acids

■ calcium hydroxide dissolves in water to make a solution called limewater

■ limewater reacts with carbon dioxide to make calcium carbonate

■ this reaction is a test for carbon dioxide as the solution goes cloudy.

4. Evaporate to show calcium hydroxide, re-dissolve and filter. (optional step)5. Blow exhaled air (carbon dioxide) through the solution (limewater), making calcium carbonate.6. Test for carbon dioxide.

Discuss and make flow chart to show word equations for reactions involved.

HT only Could balance symbol equations if given them.

View the limestone uses PowerPoint presentation at www.worldofteaching.com/powerpoints/chemistry/Limestone.ppt

Limestone / marble chips, matches and spills, watch glass, filter funnel, filter paper, 100 cm3 conical flask, evaporating basin, boiling tube and clean straw.

Be familiar with using limewater to test for carbon dioxide gas.

www.worldofteaching.com/powerpoints/chemistry/Limestone.ppt

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

43

Carbonates react with acids to produce carbon dioxide, a salt and water. Limestone is damaged by acid rain.

Limestone is heated with clay to make cement. Cement is mixed with sand to make mortar and with sand and aggregate to make concrete.

Homework / How Science Works: Give candidates five samples of rock ores each containing different amounts of copper carbonate. They use today’s practical to help them plan an investigation to determine which ore is most likely to contain the most copper carbonate.

Research: Candidates can research the impact of limestone quarrying on a community.

Task: Devise role play or use the one from Salters’ Chemistry on plans for a new limestone quarry.

Research: Candidates research the differences between cement, mortar, and concrete, and produce a mini-project on them as building materials.

Alternatively, candidates prepare samples of each as beams and test their strength to breaking point (2 lessons).

Homework: Worksheet on using different building materials for different uses.

1

1-2

f

g

matches and spills, and limewater.

Salters’ Chemistry role play.

VLE / Interactive software, eg useful materials from rocks.

More information about the impact of quarrying can be found at www.slideshare.net/cheergalsal/quarrying-378547

Powdered cement, sand, margarine tubs or similar to act as moulds, pea gravel, plastic cups / beakers / buckets to mix in and wooden rods to stir mixture with.

■ metal carbonates react with acids to produce carbon dioxide

■ limestone is damaged by acid rain.

Know that limestone is needed for buildings and that the positive benefits of using this material should be considered against the negative aspects of quarrying.

Explain the differences in the making and composition of cement, mortar and concrete.

the temperatures reached by a Bunsen burner.

Be able to explain clearly how differences in the properties of named building materials affect their use as building materials.

www.slideshare.net/cheergalsal/quarrying-378547

Unit 2G

CS

E S


Septem


C1.3 Metals and their uses

Metals are very useful in our everyday lives. Ores are naturally-occurring rocks that provide an economic starting point for the manufacture of metals. Iron ore is used to make iron and steel. Copper can be easily extracted but copper-rich ores are becoming scarce, so new methods of extracting copper are being developed. Aluminium and titanium are useful metals but are expensive to produce. Metals can be mixed together to make alloys.

44

Ref Summary of the Specification Content

Learning Outcomes


Possible teaching and Learning Activities

Homework

Resource Examination Hints and TipsCandidates should:

Suggested Lessons

a

b

c

Ores contain enough metal to make it economic to extract the metal. The economics of extraction may change over time.

Ores are mined and may be concentrated before the metal is extracted and purified.

Unreactive metals such as gold are found in the Earth as the metal itself but most metals are found in compounds that require chemical reactions to extract the metal.

Explain how an ore is different from a rock.

Know that methods may be used to concentrate an ore before extraction.

Know that some metals are so unreactive they can be found as metal in the Earth’s surface (crust).

2 Discuss: Teacher-led discussion on making metals, ores, gold and silver etc. Discuss and relate extraction methods to limestone quarrying, and talk about metal recycling to reduce impact of quarrying and economic considerations.

Demo: Ag, Cu and Au in hydrochloric acid to show unreactive nature of these metals.

Task: Candidates make brief notes in books.

Activity: Concentrating an ore – heat a small quantity of copper carbonate until it stops ‘bubbling’ and has turned black. Candidates could weigh the sample before and after heating to work out mass lost of carbon dioxide (refer back to lesson on heating carbonates and suggested Homework task).

VLE / Interactive software, eg useful materials from metal ores.

Copper carbonate, matches ands spills, boiling tubes, boiling tube holders (or clamp and stand), mineral /glass wool plug for boiling tube.

C1.3.1 Extracting metals

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

How Science Works: 1. Candidates compare each others’ results. 2. Plot graph of class results of mass used against mass lost.3. Mention variables are continuous. 4. Identify range of data. 5. Describe relationship between mass used and mass lost.

Candidates are to keep their copper oxide for next lesson.

Homework: Explain the benefits a company can gain by concentrating a metal ore before refining it.

Metals that are less reactive than carbon can be extracted from their oxides by reduction with carbon, for example iron oxide is reduced in the blast furnace to make iron.

Know that:

■ metals below carbon in the Reactivity Series are extracted by heating the oxide with carbon

■ coke, charcoal and wood are all good sources of carbon

■ removal of oxygen from a compound is reduction.

By using the Reactivity Series be able to predict the method of extraction of a named metal.

How Science Works: The first samples of copper that man made were found in camp fires. Thinking about what a camp fire has in it, ask candidates to guess what happened, to make a hypothesis about the guess, how they test their hypothesis and predict what should happen if they test their guess.

Explain: About wood / charcoal / stones containing copper ores, and heat. Use Chemistry data sheet to find position of carbon and copper in Reactivity Series.

Task: Candidates heat their copper oxide from last lesson with carbon /charcoal to see if they can make copper (tip heated mixture into cold water to prevent copper re-oxidising back to copper oxide).

Chemistry data sheet.


Copper oxide, carbon, or wooden spill, matches and spills, boiling tubes, boiling tube holders, or clamp and stand, mineral / glass wool plug for boiling tube and 250 cm3 beaker of cold water.

Be able to find a metal’s position in both the periodic table and the Reactivity Series, when given a metal to extract in an examination question, and be able to predict the best method of extraction – carbon or electrolysis.

1d

45

Unit 2

46

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


Conclude with idea that the carbon has removed the oxygen from the metal oxide and that removal of oxygen is ‘reduction’. This is how iron oxide is turned in a blast furnace into iron. Details are not required, although it may make interesting homework.

Demo: Blast furnace using potassium permanganate, iron oxide, and carbon with a mineral wool plug. Test iron made with a magnet.

Homework: Report the experiment candidates did.

See resources on Exampro Extra Online.

f Copper can be extracted from copper-rich ores by heating the ores in a furnace (smelting). The copper can be purified by electrolysis. The supply of copper-rich ores is limited.

Know that:

■ copper is initially reduced in a furnace with carbon

■ it is purified by electrolysis ■ copper ores are finite.

1-2 Task: Candidates review / investigate how copper is mined, extracted and purified by electrolysis.

Candidates should make brief notes / flow diagram on basics of extraction, eg copper ore heated in furnace, impure copper dissolved in sulfuric acid, followed by electrolysis.

Demo: Electrolysis of copper sulfate solution with copper electrodes (could be demonstrated whilst watching a video on refining copper).

RSC Alchemy has section on Copper extraction and refining which can be found at www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm


Copper sulfate solution 0.5 mol dm–3,

Note: There is no need to learn extraction processes for individual metals, only how to decide on the extraction process.

(continued)

www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

e

h

i

Metals that are 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.

Copper can be obtained from solutions of copper salts by electrolysis or by displacement using scrap iron.

Aluminium and titanium cannot be extracted from their oxides by reduction with carbon. Current methods ofextraction are expensive because:

Task: Candidates review / investigate how aluminium is mined, extracted and purified by electrolysis.

Demo: Demonstration of electrolysis of molten zinc chloride or lead bromide.

Activity: Displacement reactions using copper sulfate solution and a range of metals, eg Mg, Fe, Al, Zn.

How Science Works: Produce a table of results. Discussion of variation in results.

Reactivity Series could be established here and links made to data sheet and metal extraction.

copper electrodes, power pack, 100 cm3 beaker, wires and light bulb.

Crucible, carbon electrodes, power supply, connecting wires, lamp, Bunsen burner and fume cupboard.


RSC Alchemy has a section on aluminium at www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm

VLE / Interactive software, eg chemical reactions.

View the displacement reactions PowerPoint presentation at www.worldofteaching.com/powerpoints/chemistry/metals%20and%20acids.ppt

1Know that:

■ metals can be obtained from solutions by displacement reactions with a more reactive metal

■ electrolysis requires vast amounts of electrical energy and therefore is expensive

■ the more stages in a process the more expensive it becomes.

Be able to evaluate the merits of a method of extraction in terms of cost and environmental impact.

47



www.worldofteaching.com/powerpoints/chemistry/metals%20and%20acids.ppt

Unit 2

48

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


g

(continued)

■ there are many stages in the processes

■ large amounts of energy are needed.

New ways of extracting copper from low-grade ores are being researched to limit the environmental impact of traditional mining.Copper can be extracted by phytomining, or bybioleaching.

Know and understand that:

■ phytomining uses plants to absorb metal compounds and the plants are burned to produce ash that contains the metal compounds

■ bioleaching uses bacteria to produce leachate solutions that contain metal compounds.

Be able to work out what is happening when given an unfamiliar method of extraction of an ore or a metal.

Follow the metal through the diagram to see where it must be going in each step.Make notes on the diagram to help them.

Homework / How Science Works: Candidates report experiment and from results establish their own Reactivity Series.

Task: Candidates research the topics of phytomining and bioleaching, and produce notes on main features of the processes.

Or

Activity: With planning candidates could grow cabbage plants or other types of brassica plants to extract metal from contaminated soil, and process to obtain the metal.

1 Further background information can be found at www.copper.org

See Exampro Extra Online Practical Guide.

www.copper.org

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

We should recycle metals because extracting them uses limited resources and is expensive in terms of energy and effects on the environment.

Task: Working in pairs / groups, candidates research / find out the benefits of recycling metals such as iron, copper, aluminium, and produce a mini-project on it.

Or

Give groups of candidates a metal, and some questions. Candidates prepare an A4 sheet, poster or word document to email to rest of class about their answers.

Questions could be:

■ How is your metal extracted, and why is this method used?

■ What pollutants are produced in its extraction?

■ How much of the metal is recycled? ■ How is it recycled? ■ Explain why recycling the metal is both good for the environment, economically sound (saves money), and saves on limited reserves of ores.

Candidates present a five minute briefing on their metal.

This and the next lesson could become a single larger project into iron, steel, alloys and recycling metals to be environmentally friendly and economically successful.

Use RSC Alchemy disc for individual metals, or internet sites. This can be found at www.rsc.org/education/teachers/learnnet/alchemy/index2.htm

Access to internet,paper, poster paper, glue, scissors and magazines.

49

1

j Evaluate benefits of recycling metals in terms of economic and environmental benefits.

www.rsc.org/education/teachers/learnnet/alchemy/index2.htm

Unit 2

50

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


Task: Candidates complete a project on iron, steel and alloys to explain the differences.

Research: Research the meaning of carat in relation to gold, and the reasons for the different proportions of gold in each type of gold.

Homework: Past paper question on properties of metals and their uses, from past CHY1 papers, eg Jan 07 CHY1F Q3, Jan 08 CHY1F Q6.

a

b

c

Iron from the blast furnace contains about 96% iron. The impurities make it brittle and so it has limited uses.

Most iron is converted into steels. Steels are alloys since they are mixtures of iron with carbon. Some steels contain other metals. Alloys can be designed to have properties for specific uses. Low-carbon steels are easily shaped, high-carbon steels are hard, and stainless steels are resistant to corrosion. Most metals in everyday use are alloys. Pure copper, gold, iron and aluminium are too soft for many uses and so are mixed with small amounts of similar metals to make them harder for everyday use.

Know the difference between iron from the blast furnace and steel in terms of less carbon in steel than iron from the blast furnace.

Know that the many types of steel are really alloys.

Know that alloys have improved properties as a result of the combination of metal atoms.

More information on Iron Section can be found on the RSC Alchemy website at www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm

C1.3.2 Alloys

1 Note: There is no need for candidates to remember different combinations of alloys.

Be able to interpret information provided.


GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

The elements in the central block of the periodic table are known as transition metals. Like other metals they are good conductors of heat and electricity and can be bent or hammered into shape. They are useful as structural materials and for making things that must allow heat or electricity to pass through them easily.

Copper has properties that make it useful for electrical wiring and plumbing.

Low density and resistance to corrosion make aluminium and titanium useful metals.

Know that the central block of the periodic table is known as the transition metals. Many commonly used metals are in this block.

Know and understand that copper:

■ is a good conductor of electricity and heat

■ can be bent but is hard enough to be used to make pipes or tanks

■ does not react with water.

Task: Candidates view metal properties circus, this is KS3 revision. Candidates to make brief notes on properties of metals.

Activity: Draw attention to copper, aluminium and titanium as transition metals and their place on the periodic table as transition metals. Candidates mark transition metals on their periodic table.

Discuss: Teacher-led discussion on properties and uses of copper, aluminium and titanium.

Task: Candidates make notes on properties and uses of these metals.

Homework: Exam question on using metals as structural materials, eg June 09 CHY1H Q6b.

Circus of metals to show their properties, eg bendable and conductivity of heat and electricity.

Metal samples such as iron (thin long nails or wire), copper foil, aluminium foil, lead foil, and any others available, beakers and access to hot water, conductivity testing kit (power pack, wires, and bulb).

Concentrate on matching property to use of metals. Note: Remember that some properties mean candidates shouldn’t use it for the application, eg sodium is not suitable for applications involving water.

51

a

b

c

1

C1.3.3 Properties and uses of metals

Unit 2G

CS

E S


Septem


52

SpecRef


Learning Outcomes



Homework


Suggested Lessons

C1.4 Crude oil and fuels

Crude oil is derived from an ancient biomass found in rocks. Many useful materials can be produced from crude oil. Crude oil can be fractionally distilled. Some of the fractions can be used as fuels. Biofuels are produced from plant material. There are advantages and disadvantages to their use as fuels. Fuels can come from renewable or non-renewable resources.

a

b

c

Crude oil is a mixture of a very large number ofcompounds.

A mixture consists of two or more elements or compounds not chemically combined together. The chemical properties of each substance in the mixture are unchanged. It is possible to separate the substances in a mixture by physical methods including distillation.

Most of the compounds in crude oil consist of molecules made up of hydrogen and carbon atoms only (hydrocarbons). Most of these are saturated hydrocarbons called alkanes, which have the general formula CnH2n+2.

Know what a mixture is in terms of elements and compounds.

Describe fractional distillation as based on each compound having a different boiling point.

Know that each compound vaporises and condenses at different temperatures, and so they are separated.

Describe the relationship between molecule size and boiling point, viscosity, ease of ignition, and flammability.

Recognise alkanes from theirformulae in any of the forms:

C2 H6

Recap what a mixture is, and explain that crude oil is a mixture.

Demo: Experiment of distillation of crude oil (CLEAPPS recipe), followed by analysis and burning of obtained fractions.

Task: Candidates make diagram of experiment and chart the results from the demonstration:

Discuss: Discuss how these properties affect how we use hydrocarbons as fuels, diesel in winter, amount of soot etc. Candidates make notes.

Discuss: Differences between the demo and fractional distillation as continuous process. Use video.

Name each formula and draw methane, ethane and propane as

Fake crude oil (CLEAPPS / Hazcard recipe), boiling tube with side arm, bung for boiling tube with 0-360°C thermometer, side arm, four test tubes, 250 cm3 beaker, four watch glasses, heat mat, matches and spills and fume cupboard.

Molymods or similar.

Information and videos of fractional distillation can be found on BBC GCSE Bitesize at www.bbc.co.uk/schools/gcsebitesize

Note: Candidates are not expected to know the names of specific alkanes other than methane, ethane and propane.

1-2

fraction colour viscosity ease of ignition

amount of smoke

H H

H C C H

H H

C1.4.1 Crude oil


GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

The many hydrocarbons in crude oil may be separated into fractions, each of which contains molecules with a similar number of carbon atoms, by evaporating the oil and allowing it to condense at a number of different temperatures. This process is fractional distillation.

Some properties of hydrocarbons depend on the size of their molecules. These properties influence how hydrocarbons are used as fuels.

Describe what the structural formula shows.

Know the general formula for alkanes.

examples of alkanes in both forms. Show as models.

Elicit general formula for alkanes.

Discuss: The use of a line as representing a single covalent bond.

Task: Candidates draw molecular diagrams adding in notes to the diagrams of methane, ethane, and propane as alkanes.

VLE / Interactive, eg organic chemistry and useful organic.

RSC Alchemy disc has a section on oil refining. This can also be found at www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm

b

c

53

C1.4.2 Hydrocarbons

Know how fractional distillation works as this is generally poorly understood.

Homework: Give formulae of five more hydrocarbons and ask candidates to draw the long chain molecule (ignore iosomers).


Unit 2

54

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


a

c

d

e

Most fuels, including coal, contain carbon and /or hydrogen and may also contain some sulfur.

Sulfur dioxide and oxides of nitrogen cause acid rain, carbon dioxide causes global warming, and solid particles cause global dimming.

Sulfur can be removed from fuels before they are burned, for example in vehicles. Sulfur dioxide can be removed from the waste gases after combustion, for example in power stations.

Biofuels, including biodiesel and ethanol, are produced from plant material. There are economic, ethical and environmental issues surrounding their use.

Know that burning fuels releases carbon dioxide, water (vapour), carbon monoxide, sulfur dioxide and oxides of nitrogen into the atmosphere. Solid particles (particulates) may also be released.

Know that these cause global warming, acid rain and global dimming.

Know how harmful emissions are reduced.

Demo: Burning a candle, and passing exhaust gases through anhydrous copper sulfate /cooling U-tube and cobalt chloride paper, then limewater.

How Science Works: Draw attention to need for control experiment to compare the results. Candidates label diagram, and make results chart.

Note: Soot formation by incomplete combustion.

Discuss: Candle wax is purified hydrocarbon and many fuels contain sulfur compounds, which cause acid rain. Carbon dioxide causes global warming and soot particles cause dimming.

Task: Candidates make notes on experiment.

Discuss: Class discussion on reducing harmful effects of sulfur in fuels.

Research: The methods used, including removing the sulfur from

Know that products of combustion depend on the elements present in the fuel (check the formula) and how much oxygen is present. Carbon monoxide is made if there is not enough oxygen present for complete combustion, but really serious shortage of oxygen makes soot (carbon).

Note: Detailed knowledge of the processes is not required.

Be able to explain why removing sulfur from fuels is good for the environment.

1 Equipment as in diagram.


VLE / Interactive software, eg useful air, Earth and atmosphere.

Access to internet.

C1.4.3 Hydrocarbon fuels

thistle funnel

methane U-tube

ice limewater

�lter pump

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

Describe the use of ethanol and hydrogen as alternative fuels.

Describe advantages and disadvantages of each fuel.

1 Task: Candidates in groups produce a plus (advantages), minus (disadvantages), and interesting poster / sheet evaluating both ethanol and hydrogen as possible fuels for transport systems.

Discuss: Class discussion / presentation on findings.

Note: Candidates do not need to remember the methods of production.

Be able to describe why one method is better than another.

the fuel before burning, eg low-sulfur fuels, or for removal of sulfur dioxide from the waste gases after combustion. Candidates make notes.

Homework: Past paper question on the uses of fuels.

55

BMW have a video on hydrogen cars which can be found at http://vodpod.com/watch/4039285-test-drive-bmw-hydrogen-car

Exampro Extra Online Chemistry Activity: Alternative fuels video clip projects.

More information on ethanol as fuel can be found on the 60 Minutes website at www.cbsnews.com by searching for ‘The ethanol solution’.

http://vodpod.com/watch/4039285-test-drive-bmw-hydrogen-car

www.cbsnews.com

Unit 2

56

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


b 1The combustion of hydrocarbon fuels releases energy. During combustion the carbon and hydrogen in the fuels are oxidised.

Know how to measure simply the amount of energy produced by a burning fuel.

Know about different types of error, and how to deal with them.

Understand how secondary sources can help confirm a hypothesis / theory.

Task: Candidates investigate the energy produced when a fuel is burnt, eg an alcohol, or a food such as Weetabix etc.

How Science Works: Outline task and get class to come up with equipment needed and how it is to be used.

Task: Candidates should report their investigation. How Science Works: Draw out ideas of reproducibility of results and using other people’s data / secondary sources to confirm findings. Also good point to mention types of errors, eg zero error, systematic error, random errors and how to deal with them.

Homework: Complete the write-up, and /or make notes on definitions of errors and how to deal with them.

Boiling tube / beaker.

Tripod, gauze, fuel burner, eg alcohol burner, micro-burner, candle, mounted needle to hold Weetabix, bottle top, balance and measuring cylinders.

Be able to determine what areas of this experiment can be improved.

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

57

C1.5 Other useful substances from crude oil

Fractions from the distillation of crude oil can be cracked to make smaller molecules including unsaturated hydrocarbons such as ethene. Unsaturated hydrocarbons can be used to make polymers and ethene can be used to make ethanol. Ethanol can also be made by fermentation.

C1.5.1 Obtaining useful substances from crude oil

a

b

Hydrocarbons can be cracked to produce smaller, more useful molecules. This process involves heating the hydrocarbons to vaporise them.

The vapours are either passed over a hot catalyst or mixed with steam and heated to a very high temperature so that thermal decomposition reactions then occur.

The products of cracking include alkanes and unsaturated hydrocarbons called alkenes.

Recall that heating large alkanes with a catalyst or steam and hot temperature decomposes the hydrocarbon to make smaller molecules.

Know that some of these smaller molecules are called alkenes.

1 Task: List five products from crude oil, and ask how we get enough of each of them. It is interesting to tell candidates that 100 years ago petrol was a waste product, but now we can’t get enough of it!

Demo: Demonstrate cracking or use video to show process of cracking.Candidates make notes.

Explain: That cracking makes larger molecules into smaller, more useful ones, including a group of compounds called alkenes.

Task: Candidates draw diagrams to explain cracking.

VLE / Interactive software, egorganic chemistry.


See Exampro Extra Online Practical Guide: Cracking liquid paraffin.

See Exampro Extra Online Chemistry Activity: Crude oil word puzzles.

Be able to recognise ‘n’ alkene by the double bond in its structure, or that the name ends in ‘ene’.


Unit 2G

CS

E S


Septem


58

SpecRef


Learning Outcomes



Homework


Suggested Lessons

Remember that ‘=’ means a double covalent bond, and that ‘–’ means a single covalent bond. A double bond means that the compound is unsaturated. A single bond means that the compound is saturated.

b

cd

e

Alkenes have the general formula CnH2n.

Alkenes react with bromine water, turning it from orange to colourless.

Some of the products of cracking are useful as fuels.

Recognise alkenes from theirformulae in any of the forms.

C3 H6

Know that ‘=’ represents a double bond in the structure.

Know that cracking produces more useful molecules including alkenes and fuels.

Know that the amount of double bonds in a molecule can be tested for by the speed of decolorisation of bromine water.

Discuss: Introduce idea of double bond using structural formula of ethane and propene.

Activity: Class practical testing for double bonds using bromine water. Candidates should test a range of named alkenes and alkanes. Candidates make notes.

Explain: Show with models how breaking large molecules produces not only alkenes, but also more fuels like petrol (octane) and diesel (dodecanes).

Task: Candidates draw diagrams to explain the above.

Homework: Candidates predict reactions of a variety of molecules displaying single and double bonds with bromine water.

VLE / Interactive software, egorganic chemistry.

Bromine water, test tubes, test tube racks, liquid alkanes, eg pentane, hexane, liquid alkenes, eg hexene, cyclohexene.

Molymods

1

H H H

H C C C

H H

C1.5.2 Polymers

a Alkenes can be used to make polymers such aspoly(ethene) and poly(propene). In these reactions, many small molecules (monomers)

Represent polymerisation of ethene like this:

Demo: Making Perspex.

Use molecular models to demonstrate how polymers form.

See Exampro Extra Online Practical Guide: See AQA help notes.

Molymods

Note: Candidates only need to learn the basic polymerisation of ethene, as the propene simply

1

poly(ethene)ethene

H H

H

n

nH

C C

H H

H H

C C

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

join together to form very large molecules (polymers).

Class makes own polymer chain by:

■ each candidate making a monomer either with model or drawn onto front of paper chain piece

■ getting two candidates to join their monomers together and drawing on the back, the structure of the polymer as it grows (if they are using paper chains) or draw in their books, the structure of the polymer as it grows (if they are using molymods)

■ groups joining together to make long chain with monomer structure on front of each piece of paper and polymer structure on rear of chain.

Candidates draw diagrams to explain ethene polymerisation.

Homework: Candidates draw diagrams showing propene polymerisation.

Paper chain pieces (use waste paper) and marker pens.

VLE / Interactive software, eg organic chemistry.

RSC Alchemy disc has section on poly(ethene). This can be found at www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm

changes one H atom for a CH3 group.

b Polymers have many useful applications and new uses are being developed, for example: new packaging materials, waterproof coatings for fabrics, dental polymers, wound dressings, hydrogels, smart materials (including shape memory polymers).

Know that we use a wide range of polymers developed for specific purposes.

Identify from properties relevant uses for a polymer.

Realise that polymers are often hard to dispose of, and that biodegradable ones offer some solutions to these problems.

1-2 Activity: Choose from:

■ making a polymer from cornstarch ■ testing a polymer’s strength, eg plastic carrier bag testing strength to breaking point (not a Hookes’ Law investigation)

■ testing waterproofing of different polymer fabrics

■ investigating the amount of water absorbed by hydrogels.

How Science Works: Candidates plan and report their investigation.


59


Unit 2

60

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


Many polymers are not biodegradable, so they are not broken down by microbes and this can lead to problems with waste disposal.

Plastic bags are being made from polymers and cornstarch so that they break down more easily.Biodegradable plastics made from cornstarch have been developed.

Be aware that crude oil is used to produce fuels and chemicals, and that it is a limited resource.

Evaluate information about the ways in which crude oil and its products are used.

1

Homework: Recycling plastics – give two advantages and two disadvantages of recycling plastics.

Task: Working in pairs candidates answer this question – Should we burn oil as a fuel, or should we make it into polymers and other chemicals?

They give two advantages and two disadvantages of burning products of crude oil rather than using them to make polymers and other chemicals.They link with another pair to build up bigger lists, and then larger groups link to eventually produce a single class list of advantages and disadvantages.

c

d

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

a

b

Ethanol can be produced by hydration of ethene with steam in the presence of a catalyst.

No further details of these processes are required.

Ethanol can also be produced by fermentation with yeast, using renewable resources.

Know that ethanol can be made from ethane and steam, or by yeast:

Compare the environmental impact of producing ethanol from renewable and non-renewable sources.

Activity: Making ethanol with yeast (you could start the culture in the previous lesson and identify the ethanol by either distillation or aroma).Candidates make notes.

Discuss: Evaluate the advantages and disadvantages of making ethanol from renewable and non-renewable sources.

Homework: Past paper questions /worksheet on advantages and disadvantages of making ethanol from renewable and non-renewable sources.

Sugar, yeast, limewater, 250 cm3 conical flask and bung with delivery tube.

Distillation apparatus

VLE / Interactive software, eg organic chemistry.

sugar carbon + ethanoldioxide

61

C1.5.3 Ethanol

1

Candidates make notes. Allow pairs to decide their answer to the question and hold a vote.

Candidates complete a worksheet on evaluating the uses of crude oil and how crude oil products are used.

Unit 2G

CS

E S


Septem


62

SpecRef


Learning Outcomes



Homework


Suggested Lessons

C1.6 Plant oils and their uses

Many plants produce useful oils that can be converted into consumer products including processed foods. Emulsions can be made and have a number of uses. Vegetable oils can be hardened to make margarine. Biodiesel fuel can be produced from vegetable oils.

a

b

c

Some fruits, seeds and nuts are rich in oils that can be extracted. The plant material is crushed and the oil removed by pressing or, in some cases by distillation.Water and other impurities are removed.

Vegetable oils are important foods and fuels as they provide a lot of energy. They also provide us with nutrients.

Vegetable oils have higher boiling points than water and so can be used to cook foods at higher temperatures than by boiling. This produces quicker cooking and different flavours and increases the energy that the food releases when it is eaten.

Know two ways in which vegetable oils are obtained.

Know that cooking in vegetable oils allows food to be heated to higher temperatures causing different chemical changes to those brought about by boiling in water.

1 Demo: Extraction of lavender oil or orange / lemon oil by steam distillation.

Task: Candidates draw diagrams to explain the above.

Discuss: Crushing of olives / nuts to provide plant oils. Research how olive oil is made. Candidates make notes.

Biofuels, waste vegetable fat, diesel and ethanol can all be used as fuels.

Discuss the positives, negatives and risks in using plant material to produce and use as fuels, eg renewable, but there is the possibility of crop failure. Do the gases produced on combustion add to global warming, and other pollutants? How can these gases be stored and used?

Role of oils (and fats) in cooking. Candidates could discuss boiled potatoes and chips; compare flavour, texture, cooking time and smell.Candidates make notes.

See Exampro Extra Online practical help notes.

Access to internet or other resources.

Please refer to the BBC report on biofuels which can be found on the BBC website at www.bbc.co.uk by searching for ‘Quick guide: Biofuels’.

Remember that a benefit of using fossil fuels may also be a drawback of using renewable resources.

C1.6.1 Vegetable oils

www.bbc.co.uk

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

1 Vegetable oil, emulsifying agent, 10 cm3 measuring cylinders, boiling tubes with bungs and stopwatches.

Exampro Extra Online Practical Guide: Using different emulsifiers to make emulsions.

Always remember to give the calculated mean value to the same number of decimal places as the original results.

63

C1.6.2 Emulsions

Activity: Making an emulsion. Oil and water using an emulsifying agent such as egg, mustard, lecithin. Investigate using different emulsifiers.

How Science Works: Identify risks in the practical, and how to control them. Identifying variables to control.

Task: Candidates investigate time taken for the emulsion to separate out. Candidates report their experiment.

How Science Works: Good time to explain need for repeatability, precision, and reliability of results. Also an opportunity to deal with means. As the results can be categoric or continuous it is also sensible to discuss graph plotting.

Discuss: Why we need emulsifiers in foods and the risks they can pose.

HT only Show simple diagram of water-hating (hydrophobic) and water-liking (hydrophilic) ends to a molecule to explain the role of the emulsifying agent.

Homework: Candidates draw diagram / make notes to explain.

Know how emulsifying agents can help oil and water mixtures to remain mixed.

Give two uses of emulsions.

Identify anomalous results, and calculate a mean from them.

Plot a graph or bar chart appropriate to the data collected.

Draw a simple representation of a molecule with hydrophobic and hydrophilic ends.

Oils do not dissolve in water. They can be used to produce emulsions. Emulsions are thicker than oil orwater and have many uses that depend on their special properties. They provide better texture, coating ability and appearance, for example in salad dressings, ice creams, cosmetics and paints.

HT only Emulsifiers have hydrophilic and hydrophobic properties.

a

b

Unit 2

64

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


Bromine water, test tubes, test tube racks, ethanol, hot water, 250 cm3 beakers, selection of fats and oils, 10 cm3 measuring cylinder, pipette and balance.

Remember, the more bromine water is decolourised the more double bonds are present in a sample of oil (for the same volume).

1a

b

Know how to determine the relative amounts of saturation in an oil / fat by using bromine water.

Activity: Flora rather than butter! CAP (consider all possibilities!). Produce list of reasons why Flora is ‘healthier’ than butter.

Activity: Test fats and oils, eg butter, lard, dripping against margarines or oils to determine amount of saturation using bromine water test. Candidates report their experiment.

How Science Works: Another opportunity to visit ideas of means, precision and accuracy. Did we control all the variables? If not are our results valid?

Discuss: Health benefits of vegetable oils rather than animal fats in the diet.

HT only Discuss: how we can harden vegetable oils to make them solids at room temperature.

Homework: Candidates make magazine advert on health benefits of vegetable oils in the diet.

Vegetable oils that are unsaturated contain double carbon-carbon bonds. These can be detected by reacting with bromine water.

HT only Vegetable oils that are unsaturated can be hardened by reacting them with hydrogen in the presence of a nickel catalyst at about 60°C. Hydrogen adds to the carbon-carbon double bonds. The hydrogenated oils have higher melting points so they are solids at room temperature, making them useful as spreads and in cakes and pastries.

C1.6.3 Saturated and unsaturated oils

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

65

C1.7 Changes in the Earth and its atmosphere

The Earth and its atmosphere provide everything we need. The Earth has a layered structure. The surface of the Earth and its atmosphere have changed since the Earth was formed and are still changing. The atmosphere has been much the same for the last 200 million years and provides the conditions needed for life on Earth. Recently human activities have resulted in further changes in the atmosphere. There is more than one theory about how life was formed.

a

b

The Earth consists of a core, mantle and crust, and is surrounded by the atmosphere.

The Earth’s crust and the upper part of the mantle are cracked into a number of large pieces (tectonic plates).

Know the three parts of the Earth, and the atmosphere.

Know that all our resources come from the crust, the seas, or the air.

Know key features of Wegener’s theory, and evidence to support it.

Explain why no one believed the theory at first.

Task: Name parts of the Earth and relative sizes. Candidates draw diagrams to explain.

Discuss: Existence of plates, including brief mentions of volcanoes and earthquakes.

Use a resource to investigate Wegener’s theory of crustal movement.Candidates make notes.

Leave lesson hanging with the fact that no one knew how the Earth’s plates could move, so the theory could not be accepted.

VLE / Interactive software, eg Earth and atmosphere.

Exampro Extra Online Chemistry Activity: Earth structure determination.

View the Earth structure PowerPoint presentation at www.bgu.ac.il/geol/classes/tectonics/Front/tectonics_lec_01.ppt

Note: Candidates do not need to remember the plates, their names or the direction of movement.

Know that volcanoes and earthquakes are found at the edges of the plates.

1

C1.7.1 The Earth’s crust

www.bgu.ac.il/geol/classes/tectonics/Front/tectonics_lec_01.ppt

Unit 2

66

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


Convection currents within the Earth’s mantle driven by heat released by natural radioactive processes cause the plates to move at relative speeds of a few centimetres per year.

The movements can be sudden and disastrous.Earthquakes and /or volcanic eruptions occur at the boundaries between tectonic plates.

Know that convection currents driven by heat from radioactive processes cause the movement of the plates.

Explain what earthquakes are and why we cannot predict them.

Explain what volcanoes are and why we cannot predict their eruptions.

Discuss: How Wegener’s theory was accepted. What extra evidence was needed. How Science Works: Candidates think up what evidence they would want to know before they could accept the theory.

Demo: Using custard or tomato soup and cardboard cutouts of continents to demonstrate how the mantle allows plates to move slowly across the surface of the Earth.

Discuss: Source of heat. Candidates draw diagrams to explain.

Explain: How earthquakes occur and why we cannot predict them accurately.

Explain: Why volcanoes erupt and why we cannot predict eruptions accurately. Candidates make notes.

c

d

Instant custard (or, if making it, halve water amount so it is thick), large pyrex glass dish / beaker, cutouts in shape of South America and Africa, Bunsen burner, tripod etc.


Exampro Extra Online Chemistry Activity: Natural disasters.

View the Earth structure PowerPoint presentation at www.bgu.ac.il/geol/classes/tectonics/Front/tectonics_lec_01.ppt

Remember the mantle is mainly solid so movement is very slow, unlike hot custard.

Note: Knowledge of the changes that occur at plate boundaries is limited to earthquakes and volcanic eruptions.Knowledge of the mechanism of these changes is not required.

1

www.bgu.ac.il/geol/classes/tectonics/Front/tectonics_lec_01.ppt

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

a

j

For 200 million years, the proportions of different gases in the atmosphere have been much the same as they are today:

■ about four-fifths (80%) nitrogen

■ about one-fifth (20%) oxygen

■ small proportions of various other gases, including carbon dioxide, water vapour and noble gases.

HT only Air is a mixture of gases with different boiling points and can be fractionally distilled to provide a source of raw materials used in a variety of industrial processes.

Demo: On the gases present in the air. Best one is the classic two syringes, one using copper, followed by burning magnesium in the nitrogen and making ammonia.

Task: Candidates draw diagrams and a chart of gases in air today to explain. They may want the charts to have a blank column for the early atmosphere to fill in next lesson.

HT only View and make notes on gases from the air video.

Describe the atmosphere today.

HT only Describe how we obtain pure gases from the mixture we call air.

1 VLE / Interactive software, eg Earth and atmosphere.

RSC Alchemy disc has section on gases from the air. Further information can be found on the RSC website at www.rsc.org/Education/Teachers/Resources/Alchemy/index.htm

A video on Joseph Priestley and the discovery of gases can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip’2078’.

67

C1.7.2 The Earth’s atmosphere



Unit 2

68

SpecRef


Learning Outcomes



Homework


Suggested Lessons

GC

SE

Science A

for teaching from S

eptember 2011 onw


b

c

d

During the first billion years of the Earth’s existence there was intense volcanic activity. This activity released the gases that formed the early atmosphere and water vapour that condensed to form the oceans.

There are several theories about how the atmosphere was formed.

One theory suggests that during this period the Earth’s atmosphere was mainly carbon dioxide and there would have been little or no oxygen gas (like the atmospheres of Mars and Venus today). There may also have been water vapour and small proportions of methane and ammonia.

Know that:

■ our atmosphere originated from volcanic gases

■ water vapour condenses to make the seas

■ simple organisms evolved producing oxygen by photosynthesis

■ plants and animals evolved later ■ there is evidence for amounts of oxygen in the air at different times.

1 Task: Complete the chart from last lesson by adding in the early atmosphere and discussing how it mainly came from the volcanoes. Explain ocean formation and how the oceans became ‘salty’.

Discuss: Evidence for atmosphere evolution.

Task: Candidates make timeline for key dates in changes of atmosphere, eg start of life on land, start of animal life, other evidence for amount of oxygen in air.

Discuss: Conditions necessary for life to exist.

Explain: The need for oxygen, provided by photosynthesis. Candidates make notes.


View the early atmosphere PowerPoint presentation at http://sallyholl.com/science/ppt/evolution_of_atmosphere.ppt

http://sallyholl.com/science/ppt/evolution_of_atmosphere.ppt

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 2

Plants and algae produced the oxygen that is now in the atmosphere.

There are many theories as to how life was formed billions of years ago.

HT only One theory as to how life was formed involves the interaction between hydrocarbons, ammonia and lightning.

Most of the carbon from the carbon dioxide in the air gradually became locked up in sedimentary rocks as carbonates and fossil fuels.

The oceans also act as a reservoir for carbon dioxide but increased amount of carbon dioxide absorbed by the oceans has an impact on the marine environment.

Nowadays the release of carbon dioxide by burning fossil fuels increases the level of carbon dioxide in the atmosphere.

HT only Refer to Miller-Urey and the ‘primordial soup’ experiment.Candidates make notes.

Homework: Produce newspaper front page report for the Headline, ‘Oxygen hits the atmosphere’. Dateline 3.6 billion years ago.

Activity: Testing animal shells for carbonates.

Discuss: Discussion and construction of a chemical carbon cycle showing carbon present as:

■ CO2 in the air ■ CO2 in the sea ■ carbonates as shells ■ carbonates as sedimentary rocks ■ carbon in living things ■ fossil fuels.

Overlay how human impact has changed these levels, eg in the air it increases by burning fossil fuels, use of fossil fuels and carbonate rocks as ores and building materials, more CO2 dissolving in water causing increased acidity of oceans.

See Giant Leaps by The Sun ISBN 978 0752226248 for ‘primordial soup’.

Exampro Extra Online practical help notes.


Note: The Miller-Urey experiment is not the only theory of life development. As with all theories there are other competing ones.

Understand that most scientists believe that the rate that we are now producing CO2 is too fast for the planet ‘to take it up’.

f

d

e

g

h

i

1Describe how carbon cycles round the earth and atmosphere.

Describe how human activity has affected the proportions in each part of the cycle.

69

GC

SE

Science A

for teaching from S

eptember 2011 onw

ards ( version 1.0 )Unit 3

70

Unit 3

P1.1 The transfer of energy by heating processes and the factors that affect the rate at which that energy is transferred

P1.2 Energy and efficiency

Energy can be transferred from one place to another by work or by heating processes. We need to know how this energy is transferred and which heating processes are most important in a particular situation.

Appliances transfer energy but they rarely transfer all of the energy to the place we want. We need to know the efficiency of appliances, so that we can choose between them, and try to improve them, including how cost effective they are.

SpecRef

a

b

Suggested Lessons


The use of kinetic theory to explain the different states of matter.

The particles of solids, liquids and gases have different amounts of energy.

Resources ExaminationHints and TipsCandidates should:


Homework

Learning Outcomes


P1.1.2 Kinetic theory

This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more activities suggested than it would be possible to teach. It is intended that teachers should select activities appropriate to their candidates and the curriculum time available. The first two columns summarise the specification references, whilst the Learning Outcomes indicate what most candidates should be able to achieve after the work is completed. The Resources column indicates resources commonly available to schools, and other references that may be helpful. Higher Tier material is indicated by a bold HT only comment. The timings are only suggested*, as are the Possible Teaching and Learning activities, which include references to experimental work and How Science Works opportunities. Resources are only given in brief and risk assessments should be carried out. To access classroom activities, practical ideas, progress checks / end of topic assessments and over 175 questions and mark schemes for Chemistry Unit 1, use Exampro Extra Online, our FREE resource for AQA teachers.

*The suggested timings relate to the learning outcomes rather than to the activities.

1 Access to computers; interactive kinetic theory modelling programme.

Useful information can be found at www.preparatorychemistry.com/Bishop_KMT_frames.htm

Be able to describe the arrangement and movement of particles in solids, liquids and gases.

Activity: Individual / class demonstration of interactive kinetic theory modelling computer programme.

Homework: Designing a poster to illustrate the arrangement, movement and energy of the particles in solids, liquids and gases.

Draw simple diagrams to model the difference between solids, liquids and gases.

Describe the states of matter in terms of the energy of their particles.

Physics 1

www.preparatorychemistry.com/Bishop_KMT_frames.htm

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 3

1 Video clip / images of energy transducers.

Energy transfer experiments, eg battery operated electric bell, wind-up toy etc.

Useful information on ‘Heat transfer and efficiency’ can be found on the BBC website at www.bbc.co.uk/schools/gcsebitesize/science/aqa/energy

Know how to use the equation and calculate the efficiency either as a decimal or as a percentage.

Understand why a device or process can never be greater than 100% efficient.

Video: Watch a video or view images of energy transducers.

Activity: Circus of energy transfer devices.

Task: Drawing of Sankey diagrams, having identified major sources of wasted energy.

Activity: Choosing the best lighting.

Candidates ‘design’ a series of ramps, wheels etc to give a sequence of energy changes. If possible they are allowed to build it, eg heat water to allow steam to turn wheel to trigger movement etc.

Homework: (1) Research into James Joule’s experiments. (2) Use retail catalogues to see how manufacturers are aware of the need for efficiency, and how it may influence the choice of appliance by consumers.

Describe the energy transfers and the main energy wastages that occur in a range of situations or appliances.

Interpret and draw a Sankey diagram.

Understand the concept of efficiency and why an efficiency can never be greater than 100%.

Use the equation to calculate efficiency as a decimal or percentage.

P1.2.1 Energy transfers and efficiency

a

b

c

d

Energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed.

When energy is transferred only part of it may be usefully transferred, the rest is ‘wasted’.

Wasted energy is eventually transferred to the surroundings, which become warmer. The wasted energy becomes increasingly spread out and so becomes less useful.

To calculate the efficiency of a device using:

71

Efficiency =useful

energy out

total energy in

Efficiency =useful

power out

total power in

www.bbc.co.uk/schools/gcsebitesize/science/aqa/energy

SpecRef

Suggested Lessons




Homework

Learning Outcomes


Unit 3G

CS

E S


Septem


72

P1.1.3 Energy transfer by heating

2

1

a

a

The transfer of energy by conduction and convection involves particles, and how this transfer takes place.

The transfer of energy by evaporation and condensation involves particles, and how this transfer takes place.

Understand in simple terms how the arrangement and movement of particles determine whether a material is a conductor or an insulator.

Understand the role of free electrons in conduction through a metal.

Use the idea of particles moving apart to make a fluid less dense and to explain simple applications of convection.

Explain evaporation and the cooling effect this causes using the kinetic theory.

Demo: Demonstrations of conduction, eg heating a metal bar with tacks stuck on with wax; rods of different materials held in a flame etc; heating rods on heat sensitive paper.

Activity: Class experiment measuring the temperature of hot water in a container with different materials wrapped round it.

Demo: Demonstrations of convection, eg paper coil held above heat source, tracing convection currents in water etc. Use of jumbo black bag lifted by convection to sky (product of Hawkin’s Bazaar, Science museum shop).Use of school Food Technology facilities to make Baked Alaska.

Homework: Make a survey, or collection of material used in the take away food industry, explaining why it has been chosen.

Discuss: Small group discussions to explain evaporation and condensation.

Activity: Individual use / class demonstration of interactive kinetic theory modelling computer programme to explain evaporation and condensation.

Conduction demonstrations: Containers of hot water wrapped in different materials.

Convection demonstrations

A video clip on heat transfer can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip ‘8762’.

Access to computers, interactive kinetic theory modelling programme.

Know that air is an excellent insulator and examples of insulation materials using trapped air.

Be able to explain why evaporation causes the surroundings to cool.


GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 3

2

b

c

d

The factors that affect the rate of evaporation and condensation.

The rate at which an object transfers energy by heating depends on a number of factors.

The bigger the temperature difference between an object and its surroundings, the faster the rate at which energy is transferred by heating.

Know that the rate at which an object transfers energy by heating depends on:

■■ surface area and volume■■ the material from which the object is made

■■ the nature of the surface with which the object is in contact

■■ the temperature difference between the object and its surroundings.

Be able to explain the design of devices in terms of energy transfer, eg cooling fins.

Be able to explain animal adaptations in terms of energy transfer, eg relative ear size of animals in cold and warm climates.

Demo: Demonstration of evaporation causing cooling, eg thermometer bulb wrapped in wet tissue.

Applications of evaporation and condensing, eg sweating, fridges, scalds etc.

Homework: Research into how animals in cold and hot climates are adapted to their environments (preparation for next lesson).

Discuss: Summary of the factors affecting the rate at which an object transfers energy by heating.

Task: In small groups, candidates prepare a presentation on a topic to present to the class, eg animal adaptations in terms of energy transfer, how each of the factors affects the rate at which an object transfers energy by heating and an application of this etc.

Activity: Transfer of energy by heating processes, eg Tarsia puzzle.

Homework: The presentations could be transferred to the school Virtual Learning Environment (VLE) or summarised on paper as a revision guide for the class.

Candidates create an imaginary animal which has evolved to deal with certain climatic conditions.

Know the factors affecting the rate at which an object transfers energy by heating, and applications of this.

73

Evaporation demonstrations

Parts of old machinery showing cooling fins increasing surface area, eg motorbike engines, fridge cooling fins.

SpecRef

Suggested Lessons




Homework

Learning Outcomes


Unit 3G

CS

E S


Septem


74

P1.1.1 Infrared radiation

2

1

a

b

c

d

a

c

All objects emit infrared radiation.

The hotter an object is the more infrared radiation it radiates in a given time.

Dark, matt surfaces are good emitters of infrared radiation.

Light, shiny surfaces are poor emitters of infrared radiation.

All objects absorb infrared radiation.

Dark, matt surfaces are good absorbers of infrared radiation.

Understand what infrared radiation is.

Know the factors which affect the rate at which an object radiates infrared radiation.

Understand the difference between radiation and absorption of infrared radiation.

Know the factors which affect the rate at which an object absorbs infrared radiation.

Video: Watch a video clip or view images of thermographs.

Task: In groups, candidates discuss what factors might affect the amount of infrared radiation emitted and present it back to the class.

Demo: Demonstration of Leslie’s cube or similar apparatus.

Task: Class experiment measuring the temperature of hot water cooling in shiny and dark cans. Discussion of independent, dependent and control variables.

Homework: Explain why marathon runners are wrapped in foil blankets following a race and why kettles are light coloured.

Research into thermographic imaging to detect tumours, or locate bodies following natural disasters.

Demos: Demonstrations of dark / shiny objects absorbing heat, eg use of datalogging temperature of water in two cans near a radiant heater.

Video clip / images of thermographs can be found at www.youtube.com by searching for ‘Infrared: More Than Your Eyes Can See’.

Leslie’s cube and infrared detector or similar apparatus.

Cans with light shiny and dark matt outer surfaces, thermometers.

Datalogging temperature sensors, radiant heater and shiny / black cans.

Know how the nature of a surface affects the amount of infrared emitted.

Understand the difference between an object emitting infrared radiation and absorbing infrared radiation.

www.youtube.com

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 3

75

d

e

Light, shiny surfaces are poor absorbers of infrared radiation.

Light, shiny surfaces are good reflectors of infrared radiation.

Discuss: Discussion of independent, dependent and control variables.

Homework: Explain why houses and cars in hot countries tend to be light in colour.

P1.1.4 Heating and insulating buildings

2d The specific heat capacity of a substance is the amount of energy required to change the temperature of one kilogram of the substance by one degree Celsius.

E = m × c × θ

Understand the meaning of specific heat capacity.

Evaluate different materials according to their specific heat capacities, eg hot water, which has a very high specific heat capacity, oil-filled radiators and electric storage heaters containing concrete.

Activity: Class experiment using small immersion heaters to heat blocks of metal / containers of water.

Discuss: Discussion as to whether the filling in hot pies is hotter than the pastry when removed from the oven, or similar example. Why do some foods with a filling of differing specific heat capacity sometimes warn about the filling being hot?

Task: Candidates devise calculations involving specific heat capacity for their peers to attempt.

Homework: Attempt calculations set by other candidates.

Specific heat capacity apparatus, eg immersion heaters and metal blocks.

Know the units of each of the quantities in the equation; know how to convert grams to kilograms and joules to kilojoules.

SpecRef

Suggested Lessons




Homework

Learning Outcomes


Unit 3G

CS

E S


Septem


76

a

b

c

1

1

U-values measure how effective a material is as an insulator.

The lower the U-value, the better the material is as an insulator.

Solar panels may contain water that is heated by radiation from the Sun. This water may then be used to heat buildings or provide domestic hot water.

Summary of sections P1.1 and P1.2.

Model solar panel water heater.

Past exam questions.

Use Exampro for questions from PHY1.

Understand the term ‘pay-back’ time in relation to heating and insulating buildings.

Research: Candidates research U-values of common insulating materials.

Demo: Demonstration of model solar panel water heater.

Visit of local solar panel engineer.

Homework: Revision of sections P1.1 and P1.2.

Questions from previous exam papers.

Test on contents of sections P1.1 and P1.2.

Know what a U-value is and what it tells us about the material as an insulator.

Be able to evaluate the effectiveness of different types of material used for insulation, including U-values and economic factors including payback time.

Be able to evaluate the efficiency and cost effectiveness of methods used to reduce ‘energy consumption’.

GC

SE

Science A

for teaching from S

eptember 2011 onw


SpecRef

Suggested Lessons




Homework

Learning Outcomes


Unit 3

77

P1.3 The usefulness of electrical appliances

P1.4 Methods we use to generate electricity

We often use electrical appliances because they transfer energy at the flick of a switch. We can calculate how much energy is transferred by an appliance and how much the appliance costs to run.

Various energy sources can be used to generate the electricity we need. We must carefully consider the advantages and disadvantages of using each energy source before deciding which energy source(s) it would be best to use in any particular situation. Electricity is distributed via the National Grid.

a

b

c

d

Examples of energy transfers that everyday electrical appliances are designed to bring about.

The amount of energy an appliance transfers depends on how long the appliance is switched on and its power.

To calculate the amount of energy transferred from the mains using the equation:

E = P × t

To calculate the cost of mains electricity given the cost per kilowatt-hour (kWh).

Video clip / images of electrical appliances.

Electrical appliances and datalogging device.

Know the units of each term in the equation.

Know how to convert power from watts to kilowatts and vice versa.

Know how to convert time from hours to minutes and seconds and vice versa, and be careful to make these conversions in an exam if necessary.

Video: Watch a video clip or view images of electrical appliances.

Activity: Measurement of energy transferred by electrical items using a datalogging device.

Calculations of energy transferred and cost using typical power values of common household appliances.

Homework: Find out the power of several electrical appliances in the home; estimate the cost of using these appliances in a typical week.

Or

Keep a diary of the numbers on your electricity meter for a week. Why are there two sets of numbers? What does your electricity provider charge per kWh?

Understand the energy transfers that occur in electrical appliances.

Use the equation to calculate the energy transferred from the mains to an electrical appliance, either in joules or kilowatt-hours.

Calculate the cost of using individual appliances and also to interpret electricity meter readings to calculate total cost over a period of time.

1

P1.3.1 Transferring electrical energy

GC

SE

Science A

for teaching from S

eptember 2011 onw


SpecRef

Suggested lessons


Resources Examinationhints and tipsCandidates should:


Homework

Learning Outcomes


Unit 3

P1.4.1 Generating electricity

78

SpecRef

Suggested Lessons

ExaminationHints and TipsCandidates should:


Homework

Learning Outcomes


2

2

a

b

d

In some power stations an energy source is used to heat water. The steam produced drives a turbine that is coupled to an electrical generator.

Water and wind can be used to drive turbines directly.

In some volcanic areas hot water and steam

Understand the purpose of the main parts of a power station.

Know that different energy sources which heat the water include:

■■ the fossil fuels (coal, oil and gas) which are burned to heat water or air

■■ uranium and plutonium, when energy from nuclear fission is used to heat water

■■ biofuels that can be burned to heat water.

Know that, of the fossil fuel power stations, gas-fired have the shortest start-up time.

Be aware of the advantages ofpumped storage systems in order to meet peak demand, and as a means of storing energy for later use.

Know the basic principles by which wind turbines operate.

Know that water can be used to drive turbines in a variety of ways, which include, but are not

Activity: Interactive computer programme on power stations.

Video: Watch video clips of electricity generation.

Activity: Generating electricity webquest.

Research: Individual / group research into power stations.

Homework: Start to produce a booklet or presentation on generating electricity.

Demo: Demonstration of model water / wind turbine linked to a generator.

Video: Watch video clips of the generation of electricity using renewable sources of energy.

Power station programme, access to computers.

Video clips of power stations at www.brainpop.com by searching for ‘gas and oil’ and ‘nuclear energy’.

A video on how a nuclear reactor works can be found on www.youtube.com by searching for ‘Nuclear reactor produces heat from nuclear fission’.

Model water / wind turbine.

Video clips of renewable energy sources can be found

Be able to draw and label a block diagram of a power station showing the main parts.

Be able to distinguish the difference between waves and tides.

www.brainpop.com

www.youtube.com

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 3

1

c

e

rise to the surface. The steam can be tapped and used to drive turbines. This is known as geothermal energy.

Electricity can be produced directly from the Sun’s radiation.

Small-scale production of electricity may be useful in some areas and for some uses, eg hydroelectricity in remote areas and solar cells for roadside signs.

limited to, waves, tides and the falling of water in hydroelectric schemes.

Know the basic principles of how geothermal energy is used.

Know that solar cells can be used to generate electricity.

Be able to describe the advantages and disadvantages of the use of solar cells in generating electricity.

Research: Individual / group research into renewable energy sources.

Homework: Continue to produce a booklet or presentation on generating electricity.

Draw a map of your local area / county / region and mark on it the power stations showing what energy source they use.

Demo: Demonstration of solar cells linked to electrical devices.

Activity: Class experiment to investigate the factors affecting the output of a solar cell.

Homework: BBC GCSE Bitesize revision ‘Generating Electricity’.

at www.brainpop.com by searching for ‘biofuels’.

Solar cells connected to electrical devices.

Solar cells, voltmeters, light sources and colour filters.

BBC GCSE Bitesize revision material can be found at www.bbc.co.uk/schools/gcsebitesize/science/aqa/energy

Be able to describe the advantages and disadvantages of solar cells.

79

www.brainpop.com


SpecRef

Suggested Lessons




Homework

Learning Outcomes


Unit 3G

CS

E S


Septem


80

2f Using different energy resources has different effects on the environment.

Understand effects on the environment such as:

■■ the release of substances into the atmosphere

■■ the production of waste materials

■■ noise and visual pollution■■ the destruction of wildlife habitats.

Understand that carbon capture and storage is a rapidly evolving technology.

Understand that to prevent carbon dioxide building up in the atmosphere we can catch and store it; some of the best natural containers are old oil and gas fields, such as those under the North Sea.

Evaluate different methods ofgenerating electricity given data including start-up times, costs of electricity generation and the total cost of generating electricity when factors such as building and decommissioning are taken into account. The reliability ofdifferent methods should also be understood.

Video: Watch video clips of environmental effects of different methods of generating electricity.

Activity: Group research and presentation of advantages and disadvantages of different methods of generating electricity, including start-up time.

Activity: Carbon capture and storage.

Homework: Enercities’ interactive game, or similar.

Or

Find out what power sources are used by their domestic energy providers.

Video clips of advantages and disadvantages of different methods of generating electricity.

An interactive game called ‘Enercities’, can be found at www.enercities.eu

Understand that to prevent carbon dioxide building up in the atmosphere we can catch it and store it. Some of the best natural containers are old oil and gas fields.

www.enercities.eu

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 3

2a

b

c

Electricity is distributed from power stations to consumers along the National Grid.

For a given power, increasing the voltage reduces the current required and this reduces the energy losses in the cables.

The uses of step-up and step-down transformers in the National Grid.

Summary of sections P1.3 and P1.4.

Identify and label the essential parts of the National Grid.

Know why transformers are an essential part of the National Grid.

Video: Watch video clips of the National Grid.

Demo: Demonstration model of main components of the National Grid.

Discuss: Discussion of the advantages and disadvantages of overhead and underground power lines.

Homework: BBC GCSE Bitesize revision.


Test

Video clips of the National Grid can be found on www.youtube.com by searching for ‘How the National Grid responds to demand’.

A useful video on the generation of electricity can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip ‘4559’.

BBC GCSE Bitesize revision material can be found at www.bbc.co.uk/schools/gcsebitesize/science/aqa/energy


Test

Use past PHY1 questions from Exampro.

Be able toidentify and label a diagram of the main parts of the National Grid.

81

P1.4.2 The National Grid

www.youtube.com



GC

SE

Science A

for teaching from S

eptember 2011 onw

ards ( version 1.0 )Unit 3

82

SpecRef

Suggested Lessons




Homework

Learning Outcomes


P1.5 The use of waves for communication and to provide evidence that the universe is expanding

Electromagnetic radiations travel as waves and move energy from one place to another. They can all travel through a vacuum and do so at the same speed. The waves cover a continuous range of wavelengths called the electromagnetic spectrum. Sound waves and some mechanical waves are longitudinal, and cannot travel through a vacuum. Current evidence suggests that the universe is expanding and that matter and space expanded violently and rapidly from a very small initial ‘point’, ie the universe began with a ‘Big Bang’.

a

b

c

2The ‘normal’ is a construction line perpendicular to the reflecting surface at the point of incidence.

The angle of incidence is equal to the angle of reflection.

The image produced in a plane mirror is virtual, upright and laterally inverted.

Plane mirrors, rayboxes and protractors.

A video clip on wave reflection can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip ‘4554’.

Be able to construct a raydiagram to show the image formed in a plane mirror.

Activity: Class experiment reflecting light at different angles off a plane mirror.

Activity: Class experiment observing images in two plane mirrors at different angles.

Video: Watch video clip on wave reflection.

Homework: Questions on uses of plane mirrors.

Draw diagrams showing rays of light being reflected from a plane mirror, labelling incident and reflected rays, angles of incidence and reflection, and the ‘normal’.

Understand how an image is formed by a plane mirror, and why it is virtual.

P1.5.2 Reflection

P1.5.1 General properties of waves

Understand that in a transverse wave the oscillations are perpendicular to the direction of energy transfer.

Demo: Demonstration of transverse and longitudinal waves using slinky springs or other equipment.

Research: Group research into properties and uses of electromagnetic waves.

a

b

Waves transfer energy.

Waves may be either transverse or longitudinal.

Slinky springs, wave machine equipment and computer access.

Know the order of the electromagnetic waves within the spectrum in terms of energy, frequency and wavelength.

2


GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 3

83

2

c

d

f

i

g

h

Electromagnetic waves are transverse, sound waves are longitudinal and mechanical waves may be either transverse or longitudinal.

All types of electromagnetic waves travel at the same speed through a vacuum (space).

Longitudinal waves show areas of compression and rarefaction.

The terms ‘frequency’, ‘wavelength’ and ‘amplitude’.

Waves can be reflected, refracted and diffracted.

Waves undergo a change of direction when they are refracted at an interface.

Understand that in a longitudinalwave the oscillations are parallel to the direction of energy transfer.

Understand the terms ‘compression’ and ‘rarefaction’ and how they are formed.

Understand the terms ‘frequency’, ‘wavelength’ and ‘amplitude’ and be able to annotate a diagram to show these terms.

Know the order of electromagnetic waves within the spectrum, in terms of energy, frequency and wavelength.

Understand the circumstances where a wave is reflected, refracted or diffracted.

Be able to complete wavefront diagrams for reflection, refraction and diffraction.

Know that waves are not refracted if travelling along the normal.

Video: Watch a video on wave properties.

Homework: Make a display poster showing the properties and uses of electromagnetic waves.

Or Make up your own illustrated mnemonic or acronym to help you remember the order of the electromagnetic spectrum.

Demo: Demonstration of properties of waves using a ripple tank.

Video: Watch video clips of properties of waves.

Demo: Demonstration of bent pencil and /or disappearing coin.

Activity: Class experiment / demonstration to observe refraction of light through a glass block.

Homework: Research examples / uses of reflection, refraction and diffraction.

Ripple tank and accessories, rectangular glass blocks, protractors and rayboxes.

A video clip on wave refraction can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip ‘4555’.

Be able to complete diagrams for wave fronts showing reflection, refraction and diffraction.


SpecRef

Suggested Lessons




Homework

Learning Outcomes


Unit 3G

CS

E S


Septem


84

i

j

k

1

2

The terms ‘frequency’, ‘wavelength’ and ‘amplitude’.

All waves obey the wave equation:

v = f × λ

Radio waves, microwaves, infrared and visible light can be used for communication.

Lengths of rope, rulers and stopwatches.

A useful interactive video clip can be found on BBC GCSE Bitesize ‘An Introduction to waves’ at www.bbc.co.uk/schools/gcsebitesize/science/aqa/radiation

Computer access, microwave transmitter and detector apparatus.

Learn the units of the terms in the equation and know how to convert kilohertz to hertz.

Know how radio waves, microwaves, infrared and visible light can be used in communications.

Activity: Class experiment using transverse waves along a length of rope to investigate the relationship between frequency and wavelength.

Activity: Visit the BBC GCSE Bitesize website and participate in the activities on waves, radiation and space.

Candidates write questions based on the equation.

Homework: Candidates answer each other’s questions.

Or

Candidates research frequency of local and national radio frequencies, for next lesson.

Activity: Candidates discuss their knowledge from homework of range of frequencies used for local and national radio networks and share their experience as to what happens to the radio signals as they travel in their cars.

Research: Group research into using waves for communication, including the concerns surrounding possible risks related to mobile phones.

Be able to use the equation, knowing that v is speed in metres per second (m / s), f is frequency in hertz (Hz) and λ is wavelength in metres (m).

Know situations in which waves are typically used for communication, eg:

■■ radio waves – TV and radio (including diffraction effects)

■■ microwaves – mobile phones and satellite television

■■ infrared – remote controls■■ visible light – photography.

www.bbc.co.uk/schools/gcsebitesize/science/aqa/radiation

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 3

85

Sound waves are longitudinal waves and cause vibrations in a medium, which are detected as sound.

The pitch of a sound is determined by its frequency and loudness by its amplitude.

Echoes are reflections of sounds.

Plenary could be in the form of a mini debate regarding the siting of a mobile phone mast.

Demo: Demonstration of microwave properties using microwave transmitter and detector.

Homework: BBC GCSE Bitesize ‘Sending Information’.

‘Sending Information’ can be found on BBC GCSE Bitesize at www.bbc.co.uk/schools/gcsebitesize/science/aqa/radiation

2a

b

c

Know how sound waves are produced.

Understand the relationship between the pitch of a sound and the frequency of the sound wave.

Understand how echoes are formed.

Know the relationship between pitch and frequency.

Notes: Longitudinal waves are created by pushing and pulling, and include sound (all the ‘u’s together).

P1.5.3 Sound

Demo: Properties of sound using signal generator, loudspeaker and cathode ray oscilloscope (CRO).

Demo: ‘Electric bell in bell jar’ type apparatus to show the need for a medium.

Demo: Demonstration of echoes from an outside wall.

Demo: Demonstration of measurement of the speed of sound in air.

Candidates bring in stringed instruments to observe vibrating strings and relate to pitch.

Homework: Questions on sound.

Signal generator, loudspeaker, CRO, bell in bell jar apparatus, apparatus for demonstrating echoes, apparatus for measuring speed of sound.

A useful video clip on the echoes and their use in sonar can be found on the BBC website at www.bbc.co.uk/learningzone/clips by searching for clip ‘14’.

www.bbc.co.uk/schools/gcsebitesize/science/aqa/radiation


GC

SE

Science A

for teaching from S

eptember 2011 onw


SpecRef

Suggested lessons




Homework

Learning Outcomes


Unit 3

86

SpecRef

Suggested Lessons

ExaminationHints and TipsCandidates should:


Homework

Learning Outcomes


a

b

c

d

If a wave source is moving relative to an observer there will be a change in the observed wavelength and frequency. This is known as the Doppler effect.

There is an observed increase in the wavelength of light from most distant galaxies. This effect is called the ‘red-shift’.

How the observed ‘red-shift’ provides evidence that theuniverse is expanding and supports the ‘Big Bang’ theory.

Cosmic microwave background radiation (CMBR) is a form of electromagnetic radiation filling the universe.

Apparatus to demonstrate Doppler effect, eg length of tubing swung in a circle and video clips.

Video clips of ‘red-shift’, the ‘Big Bang’ theory, and CMBR can be found at www.pbs.org/wgbh/nova/programs/ht/qt/3114_01.html

Be able to explain the term ‘red-shift’ and the ‘Big Bang’ theory.

Demo: Demonstration of Doppler effect using sound.

Research: Group research into the origins of the universe.

Video: Watch video clips of ‘red-shift’, ‘Big Bang’ theory, and CMBR.

Homework: Research into the discovery of CMBR.

Be able to explain the Doppler effect.

Know that when the source moves away from the observer, the observed wavelength increases and the frequency decreases; when the source moves towards the observer, the observed wavelength decreases and the frequency increases.

Be able to explain the term ‘red-shift’.

Know that the further away the galaxies are, the faster they are moving, and the bigger the observed increase in wavelength.

Be able to explain how ‘red-shift’ provides evidence that the universe is expanding.

Know that the ‘Big Bang’ theory indicates that the universe began from a very small initial point.

2

P1.5.4 Red-shift

http://www.pbs.org/wgbh/nova/origins

GC

SE

Science A

for teaching from S

eptember 2011 onw


Unit 3

Know that CMBR comes from radiation that was present shortly after the beginning of the universe.

87

The ‘Big Bang’ theory is currently the only theory that can explain the existence of CMBR.

Summary of section P1.5.

Revision of waves.

Work through past exam questions.

Test.

e

1 Past exam questions or test from PHY1 and PHY2 papers.

Ask AQAWe provide 24-hour access to useful information and answers to the most commonly asked questions at aqa.org.uk/askaqa. If the answer to your question is not available, you can submit a query through Ask AQA and we will respond within two working days.

e-AQAe-AQA gives teachers access to useful resources such as Exampro Extra Online and Enhanced Results Analysis (ERA). To find out more about Exampro Extra Online, visit sciencelab.org.uk/subjects and register for ERA at aqa.org.uk/eAQA-register

The Science LabThe Science Lab is constantly being updated with new ways to inspire your students. It’s the place to visit for innovative support and resources. See for yourself at sciencelab.org.uk

Teacher Support meetingsDetails of the full range of our Teacher Support meetings are available on our website at aqa.org.uk/support-teachers. You also have access to our fast and convenient online booking system at events.aqa.org.uk/ebooking

Speak to your subject teamYou can talk directly to the GCSE Sciences subject team about all our GCSE Sciences specifications on 08442 090 415 or e-mail [email protected]

For the latest informationFind out more, including the latest news, support and downloadable resources, at aqa.org.uk

Free services

Additional services

Nelson Thornes resourcesAccess to a range of textbooks, revision guides, online teaching, as well as learning and assessment materials is available at nelsonthornes.com/aqagcse/science-2011.html

Or contact Nelson Thornes – e-mail [email protected] or call 01242 267 287

Helpful websites and contact information

www.sciencelab.org.uk/subjects

www.aqa.org.uk/eAQA-register

www.sciencelab.org.uk

www.aqa.org.uk/support-teachers

www.events.aqa.org.uk/ebooking

mailto:[email protected]

www.aqa.org.uk

www.nelsonthornes.com/aqagcse/science-2011.html

www.aqa.org.uk/askaqa

mailto:[email protected]

To obtain specification updates, access our searchable bank of frequently asked questions, or to ask us a question, register with Ask AQA: aqa.org.uk/ask-aqa/register

You can also download a copy of the specification and support materials from our website: sciencelab.org.uk/subjects

GCSE Science A Schemes of WorkFor exams January 2012 onwardsFor certification June 2012 onwards

MSD1155.10Version 1.0

Copyright © 2011 AQA and its licensors. All rights reserved.

The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334).

Registered address: AQA, Devas Street, Manchester M15 6EX.

www.aqa.org.uk/ask-aqa/register

www.sciencelab.org.uk/subjects

GCSE Science A Scheme of work Schemes of work · GCSE SCHEMES OF WORK GCSE Schemes of Work. What...

Documents

Transcript of GCSE Science A Scheme of work Schemes of work · GCSE SCHEMES OF WORK GCSE Schemes of Work. What...