Scheme of Work Science Stage 8.v1

Scheme of Work Science stage 8
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 8. Learning objectives for the stage have been grouped into topic areas or !nits". These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local re#uirements and resources dictate. The scheme for Science has assumed a term length of 1$ weeks% with three terms per stage and three units per term. &n overview of the se#uence% number and title of each unit for stage 8 can be seen in the table below. The scheme has been based on the minimum length of a school year to allow fle'ibility. (ou should be able to add in more teaching time as necessary% to suit the pace of your learners and to fit the work comfortably into your own term times. Scientific )n#uiry learning objectives are recurring% appearing in every unit. &ctivities and resources are suggested against the objectives to illustrate possible methods of delivery. There is no obligation to follow the published Cambridge Scheme of *ork in order to deliver Cambridge Secondary 1. +t has been created solely to provide an illustration of how delivery might be planned over the three stages. & step,by,step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary 1 Teacher -uide available on the Cambridge Secondary 1 website. .lank templates are also available on the Cambridge Secondary 1 website for you to use if you wish.
Overview
Term 1 1& !nit 8.1 /btaining 0ood 1. !nit 8.1 )lements% 6i'tures and Compounds 1C !nit 8.4 Light Term 2 1& !nit 8.2 3espiration and Circulation 1. !nit 8.7 6etals% 8on,metals and Corrosion 1C !nit 8.9 Sound Term 3 4& !nit 8.5 3eproduction and -rowth 4. !nit 8.8 Chemical 3eactions 4C !nit 8.: 0orces and 6agnets
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Science Stage 8

Unit 1A: 8.1 Obt inin! "ood
+n this unit% pupils build on their previous knowledge the characteristics common to all living things to develop their knowledge of The need of plants for carbon dio'ide% water and light for photosynthesis and that this process makes biomass and o'ygen The constituents of a balanced diet and the functions of various nutrients The effects of nutritional deficiencies The relationship between diet and fitness The organs and functions of the alimentary canal The function of en<ymes
Scientific )n#uiry work focuses on=

>lanning investigations to test ideas 6aking predictions using scientific knowledge and understanding ?iscussing and controlling risks to themselves and others +dentifying important variables% choose which variables to change% control and measure !sing a range of e#uipment correctly Taking appropriately accurate measurements >resenting results as appropriate in tables and graphs 6aking simple calculations +dentifying trends and patterns in results ?iscussing e'planations for results using scientific knowledge and understanding. Communicate these clearly to others Comparing results with predictions >resenting conclusions to others in appropriate ways +nterpreting data from secondary sources
3ecommended ;ocabulary for this unit=

8utrition diet deficiency alimentary canal peristalsis digestion en<yme photosynthesis.
;1 1($5
Science Stage 8
;1 1($5
Science Stage 8
"r mework #ode$ 8.p1
%e rnin! Ob&ective )'plore how plants need carbon dio'ide% water and light for photosynthesis in order to make biomass and o'ygen.
Activitie$ ?escribe a simple structure of a leaf and how it is adapted to photosynthesis and water loss. ?iscuss how the leaf is adapted to photosynthesis. ?iscuss how the leaf allows water to escape.
'e$ource$ ?iagrams% photographs and slides of the structure of leaf.
#omment$ !se small group discussion allowing each pupil to voice their ideas on observations% followed by whole class work to encourage confidence in e'pressing science ideas backed by evidence. Safety goggles must be worn. )thanol must not be used when any naked flames are present.
Time 2$ min
8.p1
)'plore how plants need carbon dio'ide% water and light for photosynthesis in order to make biomass and o'ygen. >lan investigations to test ideas. +dentify important variables% choose which variables to change% control and measure. 6ake predictions using scientific knowledge and understanding. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others. Compare results with predictions.
?escribe what happens during photosynthesis. Test the formation of o'ygen from pond weed. ?iscuss the idea that green plants can convert carbon dio'ide and water into glucose and o'ygen% that glucose is then converted into biomass.
Elodea @pond weedA% ethanol% iodine soln% splints% heating e#uipment.
7$ min
8)p2 8)p7
8)p9 8)o1 8)o4 8)c4
Test leaves for starch.
Students can test for starch using iodine after softening the leaf and removing chlorophyll.
;1 1($5
Science Stage 8
%e rnin! Ob&ective )'plore how plants need carbon dio'ide% water and light for photosynthesis in order to make biomass and o'ygen. >lan investigations to test ideas. +dentify important variables% choose which variables to change% control and measure. 6ake predictions using scientific knowledge and understanding. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others. Compare results with predictions. ?iscuss e'planations for results using scientific knowledge and understanding. Communicate these clearly to others.
Activitie$ Show that light is needed to make starch by investigating leaves that have sections covered with foil e'cluding the light and left for at least 12 hours. >rovide evidence that only green parts of plants make starch by testing a variegated leaf.
'e$ource$ )thanol% iodine soln% heating e#uipment% leaves that have sections covered with foil e'cluding the light and left for at least 12 hours% variegated leaves.
#omment$ -roup carries out either light or chlorophyll e'periment and reports back to whole class.
Time 27min
8)p2 8)p7
8)p9 8)o1 8)o4 8)c4 8)c9
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Science Stage 8
"r mework #ode$ 8.h1
%e rnin! Ob&ective +dentify the constituents of a balanced diet and the functions of various nutrients. !nderstand the relationship between diet and fitness.
Activitie$ &ppreciate that food contains different kinds of nutrients Collect and study food labels from cans etc to discover how foodstuffs are divided into carbohydrates% proteins% lipids% vitamins and minerals. +dentify the foods with the highest energy content @for growth% movement and keeping warmA and discuss whether they think these are the most healthy" foods. +nvestigate the energy content of carbohydrates by burning known masses of a starchy food% to heat a known volume of water. 3epeat with a sugar food @Teacher demoA. The temperature rises can be compared. Students could test for starch in food using iodine solution or for sugars using .enedict"s reagent. /besity as a result of overeating of energy foods should be included.
'e$ource$
#omment$
Time 4$min
8.h9
8.h1
+dentify the constituents of a balanced diet and the functions of various nutrients. !nderstand the relationship between diet and fitness. Take appropriately accurate measurements. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others. >resent results as appropriate in tables and graphs. 6ake simple calculations.
Starchy food eg bread Sugary food eg glucose% sugar. Thermometer% .unsen burner% heat resistant test, tube% iodine solution% .enedicts solution @or clinisti'A
Link starch and sugar to work on photosynthesis. Sensitivity is re#uired when discussing obesity.
7$min
8.h9 8)o1 8)o1 8)o4 8)o2 8)c1
;1 1($5
Science Stage 8
%e rnin! Ob&ective +dentify the constituents of a balanced diet and the functions of various nutrients. !nderstand the relationship between diet and fitness. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others. >resent results as appropriate in tables and graphs. +dentify the constituents of a balanced diet and the functions of various nutrients. !nderstand the relationship between diet and fitness. >resent results as appropriate in tables and graphs. +dentify the constituents of a balanced diet and the functions of various nutrients. !nderstand the relationship between diet and fitness. +nterpret data from secondary sources.
Activitie$ Bnow that protein is used for growth and repair. +nvestigate which foods contain protein using the .iuret test on a few samples. +nclude non,animal sources of protein and be able to suggest a group of people who need a lot of protein.
'e$ource$ .iuret soln% 8a/C soln% protein containing foods eg milk% lentils% meat Dfish.
#omment$ *arningsE avoid potassium hydro'ide solution on the skin% copper sulfate is poisonous. Safety goggles should be worn.
Time 2$min
8.h9 8)o1 8)o4 8)o2 8.h1
Bnow that fat is used as an energy store. +dentify foodstuffs that contain fat using the paper test F rubbing to reveal a translucent patch. /besity and circulatory problems as a result of overeating of fatty foods should be included. +nvestigate the function of fibre% water% vitamins and minerals using secondary sources. +nvestigate the -uideline ?aily &llowance @-?&A for various nutrients using secondary sources.
0atty food% eg butter% cooking oil% filter paper.
Sensitivity is re#uired when discussing obesity.
1$min
8.h9 8)o2 8.h1
4$min
8.h9 8)c7
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Science Stage 8
"r mework #ode$ 8.h9 8)c7
%e rnin! Ob&ective !nderstand the relationship between diet and fitness. +nterpret data from secondary sources.
Activitie$ +nvestigate the effects of nutritional deficiencies using secondary sources.
'e$ource$ Secondary sources
#omment$ Too little fibre F problems of the bowel% constipation. Too little vitamin C F scurvy. Too little vitamin ? F rickets. Too little iron F low red blood cells% anaemia. Too little calcium , week bones and teeth. &limentary canal should be seen as one tube of differing widths containing undigested food.
Time 17min
8.h4
3ecognise the organs of the alimentary canal and know their functions.
+dentify and place the organs of the digestive system ,.mouth% oesophagusDgullet% stomach% small intestine% large intestine. Complete and label a diagram of the organs. +nclude the liver and pancreas.
& model body is helpful for a three dimensional understanding of the digestive system. & crude model can be made from a soft bag and about 9 m of fle'ible tubing.
4$min
8.h4
3ecognise the organs of the alimentary canal and know their functions. !nderstand the function of en<ymes as biological catalysts in breaking down food to simple chemicals
+n groups% investigate the functions of the organs of the alimentary canal using secondary sources. 3eport findings to the whole class. Chew a piece of bread for a few minutes and notice the changes that take place. +nvestigate the effect of the en<yme amylase on starch solution ?iscuss why food needs to be chewed and also that saliva contains an en<yme so starts breaking down some foods. &mylase soln% starch soln% iodine soln% .enedict"s soln% heating apparatus.
4$min
8.h2
7$min
;1 1($5
Science Stage 8
"r mework #ode$ 8.h4 8.h2
%e rnin! Ob&ective 3ecognise the organs of the alimentary canal and know their functions !nderstand the function of en<ymes as biological catalysts in breaking down food to simple chemicals
Activitie$ Summarise the working of the alimentary canal. 6echanical and chemical breakdown of food should be discussed.
'e$ource$
#omment$ & flow chart can be displayed on large outlines of the involved organs linked by tubes.
Time 2$min
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Science Stage 8

Unit 1(: 8.2 )*ement$+ ,i-ture$ nd #om.ound$
+n this unit% pupils build on their previous knowledge of the particle theory of matter and how this can e'plain the properties of solids% li#uids and gases% to develop their knowledge of Changes of state% gas pressure and diffusion. The chemical symbols for the first twenty elements of the >eriodic Table. )lements% compounds and mi'tures.

?iscussing e'planations for results using scientific knowledge and understanding and communicating these clearly to others. Comparing results with predictions. +dentifying appropriate evidence to collect and suitable methods of collection. !sing a range of e#uipment correctly. ?iscussing and controlling risks to themselves and others.

>articles diffusion element atom chemical symbol >eriodic Table compounds.
;1 1($5
Science Stage 8
1$
"r mework #ode$ 8Cs1
%e rnin! Ob&ective Show how the use particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including changes of state% gas pressure and diffusion. Compare results with predictions. ?iscuss e'planations for results using scientific knowledge and understanding. Communicate these clearly to others.
Activitie$ 3eview the motion and particle arrangement in a solid% li#uid and a gas from stage 5. 3eview the changes of state from stage 5 to describe how the motion and particle arrangement changes during melting% free<ing% boiling% condensing and evaporating. /bserve ice floating in water. ?iscuss the problems of @burst pipesA and uses of @protecting pond lifeA free<ing water. Students to try and e'plain these observations using the particle theory of matter.
'e$ource$
#omment$ & recap of previous knowledge of properties of solids% li#uids and gases.
Time 7$ min
8)c4 8)c9
*ater can be fro<en in an upright measuring cylinder and D or in a sealed plastic coke bottle.
Care will be needed to achieve a water D ice mi' at the right stage and to break safely a container.
8Cs1
Show how the use particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including changes of state% gas pressure and diffusion.
)'plain why li#uids and gases flow easily. ?iscuss% using the particle theory of matter% why li#uids and gases can flow easily but solids cannot. )'plain why gases and li#uids take the shape of their containers but solids do not in terms of the particle theory of matter.
2$mins
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Science Stage 8
11
"r mework #ode$ 8Cs1
%e rnin! Ob&ective Show how the use particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including changes of state% gas pressure and diffusion.
Activitie$ )'plain why gases have a pressure. )'plain why it is possible to blow up a balloon or fill a gas syringe with gas. Link gas pressure with the number of particles hitting the inner surfaces of their containers. ?iscuss why the pressure inside a gas cylinder increases as temperature increases.
'e$ource$
#omment$
Time 4$ mins
8Cs1
Show how the use particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including changes of state% gas pressure and diffusion.
?emonstrate e'amples of diffusion in li#uids and gases. ?iffusion through air can be demonstrated by releasing a strong perfume at a point in the room and detecting as it spreads. &ir freshener sprayed on to a watch glass supported on the hand goes cold% showing that energy is needed for evaporation. >otassium manganate@;++A diffuses through water if a few crystals are placed at a point and left undisturbed. Students e'plain diffusion in terms of particles spreading out.
>erfume% air freshener% potassium manganate@;++A crystals% water% beakers.
Teacher demonstration can show a reaction when two gases diffuse together. Te'tbooks will supply details of this reaction of conc. hydrochloric acid and ammonia. Safety precautions must be observed.
2$ mins
;1 1($5
Science Stage 8
11
"r mework #ode$ 8Cp4 8Cp1
%e rnin! Ob&ective !nderstand that elements are made of atoms. -ive chemical symbols for the first twenty elements of the >eriodic Table.
Activitie$ )'plain that the simplest form of particle is the atom. ?emonstrate the spherical model of the atom. )'plain that elements contain only one type of atom and therefore cannot be split into different substances. They have only one name. >rovide sealed containers or photos of the first twenty elements of the >eriodic Table. Students to describe each element in a sentence e.g. hydrogen is a colourless gas.
'e$ource$ 6odel of the atom as the simplest particle in the particle theory. Sealed samples or photos of the first 1$ elements of the >eriodic Table.
#omment$
Time 2$min
&ll the colourless gases can be sealed containers of air. )lements not available or too dangerous to be included can be provided as a photograph instead.
8Cp1
-ive chemical symbols for the first twenty elements of the >eriodic Table.
The first twenty symbols must be learnt% students can test each other as a team game. e.g. Gmy symbol is the end of my footwearH &ns. sock I B I potassium Gmy symbol is a lot of water and a noteH &ns. C and a I calcium &lternatively can make up words using just the chemical symbols e.g. S/CB or Ca8 &lternatively they can make up crosswords or wordsearches.
2$ min
;1 1($5
Science Stage 8
14
"r mework #ode$ 8Cp4
%e rnin! Ob&ective !nderstand that elements are made of atoms.
Activitie$ )'plain why chemical symbols are useful. -et students to research why certain elements have different symbols e.g. sodium as 8a% potassium as B% mercury as Cg% tungsten as *% iron as 0e% copper as Cu% gold as &u% silver as &g Can also get students to find out why certain elements were given their names e.g. )insteinium% 3utherfordium% &mericium etc ?istinguish between an element% a mi'ture and a compound. Compare the properties of an ironDsulfur mi' with the product of a reaction between the elements. The mi'ture should be heated strongly until it begins to react. Show that the formation of a mi'ture is physical in nature whereas the formation of a compound is a chemical reaction. )'plain the formation of simple compounds. Simple combinations of elements can be carried out% accompanying each with a word e#uation. ).g. burning magnesium or steel wool in airD o'ygen heating iron wool in iodine vapour @1A burning sulfur in air.@1A Students can be given namesD samples of common chemicals and can identify the elements that they contain. Science Stage 8
'e$ource$
#omment$
Time 4$min
8Cp9 8)o1 8)o4
?istinguish between elements% compounds and mi'tures. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others.
+ron filings% sulfur powder% heat,proof test, tubes% heating apparatus.
?o as a demonstration or give a reminder of safety precautions. Safety goggles must be worn.
7$min
8Cp9 8)o1 8)o4
?istinguish between elements% compounds and mi'tures. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others.
Safety goggles must be worn. +ntroduce the term compound.
9$ min
@1A
This must be carried out in a fume hood @1A This must be done in a gas jar in a fume hood.
;1 1($5
12
"r mework #ode$ 8Cp9 8)p2 8)o1 8)o4
%e rnin! Ob&ective ?istinguish between elements% compounds and mi'tures. >lan investigations to test ideas. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others.
Activitie$ Separate compounds from mi'tures of compounds. >lan and carry out the preparation of clean dry samples of one or both constituents from a mi'ture of e.g.sand and sugar% sand and salt% powdered chalk and copper sulfate. .efore starting their plan pupils should assess the risks to themselves and to other pupils in the class and suggest appropriate safety procedures.
'e$ource$
#omment$
Time 9$min
8Cp9
?istinguish between elements% compounds and mi'tures.
?istinguish elements% compounds and mi'tures by a circus of samples of substances with associated information e.g. name of substance% formula% can it be separated% can it be broken down into elements. Students to identify if the substance is an element% compound or mi'ture and e'plaining their answer by selecting the best evidence provided.
;arious samples of elements% mi'tures and compounds with their chemical names. The substances can be in sealed containers or photographs with a card with some information e.g. bottle of copper chloride could have label copper chloride is a blue solid with a formula of CuCl1. Copper chloride cannot be separated into other substances.
2$min
;1 1($5
Science Stage 8
17

Unit 1#: 8.3 %i!ht
+n this unit% pupils build on their previous knowledge of different types of energy and energy transfers to develop their knowledge of Cow light travels and the formation of shadows. Cow non,luminous objects are seen. 3eflection at a plane surface and use the law of reflection. 3efraction at the boundary between air and glass or air and water. The dispersion of white light. Colour addition and subtraction% and the absorption and reflection of coloured light.

>lanning investigations to test ideas 6aking predictions using scientific knowledge and understanding Taking appropriately accurate measurements !sing a range of e#uipment correctly >resenting results as appropriate in tables and graphs +dentifying trends and patterns in results @correlationsA Comparing results with predictions ?iscussing e'planations for results using scientific knowledge and understanding.

Scatter shadow reflection refraction dispersion absorption prism.
;1 1($5
Science Stage 8
19
"r mework #ode$ 8>l1
%e rnin! Ob&ective !se light travelling in a straight line to e'plain the formation of shadows and other phenomena. ?iscuss e'planations for results using scientific knowledge and understanding. Communicate these clearly to others.
Activitie$ /bserve sources of light , candles% bulbs etc and suggest how it is possible to see them. Cut off the light with a screen with a hole in and look for an illuminated spot. >ass light through a glass sided bo' containing smoke to show a ray of light. &sk pupils to suggest how they see objects which are not luminous.
'e$ource$ Sources of light. Smoke bo'% paper screens.
#omment$ +ntroduce the idea that a ray of light can be indicated as a straight line with an arrow.
Time 9$min
8)c9
8>l1
!se light travelling in a straight line to e'plain the formation of shadows and other phenomena. +dentify trends and patterns in results @correlationsA. !se light travelling in a straight line to e'plain the formation of shadows and other phenomena. >lan investigations to test ideas. 6ake predictions using scientific knowledge and understanding. Take appropriately accurate measurements. !se a range of e#uipment correctly. %e rnin! Ob&ective
+nvestigate shadows and how they form e.g. si<e and sharpness.
& clearly defined object and bright light.
9$min
8)c1 8>l1
8)p2 8)p9 8)o1 8)o1
6ake and use a pinhole camera. & simple bo' can be made light,tight and have a pin,hole in the centre of a sheet of black paper at one end and a screen at the other. +f the hole is pointed towards a fairly bright light source the image of the light source will be seen inverted on the screen. Students can predict the effect of making several holes% enlarging one hole and placing a conve' lens in front of the enlarged hole and then investigate practically.
.o' eg shoe bo'% sheets of black paper% light source% conve' lenses% photographic film @optionalA.
?iagrams with light rays should be used to show why the image is inverted. +t is possible to take pictures with such a simple device. The screen is replaced with a piece of film which can be developed to give a negative. & trial run is necessary to estimate time of e'posure. #omment$
9$min
"r mework #ode$ ;1 1($5
Activitie$
'e$ource$
Time
Science Stage 8
15
8>l4
?escribe reflection at a plane surface and use the law of reflection
Study images in plane mirrors. +nvestigate the law of reflection by directing rays of light at a plane mirror. 6ake a simple periscope from cardboard tubes and small plastic or aluminium mirrors. The distance of the image can be investigated using a >epper"s ghost model.
>lane mirrors% cardboard tubes% small plastic mirrors% light ray bo'es.
&lways use the word image to refer to what is seen in the mirror. ?iagrams should be used to show the directions of the rays of light.
9$min
8>l2
+nvestigate refraction at the boundary between air and glass or air and water. Take appropriately accurate measurements.
8)o1
/bserve refraction by the disappearing coin trick" at the bottom of a pan which is slowly filled with water or seeing a ruler bending" in water. They can investigate the effects by looking through a glass block and observing apparent depth. The swimming pool is a good conte't to use if appropriate. >lotting the passing of rays through glass blocks% rectangular and semi,circular% enables students to link to ray diagrams.
-lass blocks @rectangular and semi,circularA% light ray bo'es.
?iagrams should be used to show the directions of the rays of light.
9$min
;1 1($5
Science Stage 8
18
"r mework #ode$ 8>l7 8)o1 8)o1 8)o2 8)c1 8)c9
%e rnin! Ob&ective )'plain the dispersion of white light. Take appropriately accurate measurements. !se a range of e#uipment correctly. >resent results as appropriate in tables and graphs. +dentify trends and patterns in results @correlationsA. ?iscuss e'planations for results using scientific knowledge and understanding. Communicate these clearly to others. )'plain colour addition and subtraction% and the absorption and reflection of coloured light. ?iscuss e'planations for results using scientific knowledge and understanding. Communicate these clearly to others.
Activitie$ & spectrum can be demonstrated using a good prism. They can also be observed using cheap diffraction gratings. They can be compared with a rainbow to try to emphasise that light is a mi'ture of all the colours.
'e$ource$ >rism% light ray bo'% diffraction gradients.
#omment$ ?iagrams should be used to show the directions of the rays of light through the prism.
Time 9$min
8>l9
+nvestigate filters and e'plain that some colours are absorbed and some transmitted. ?emonstrate seeing coloured objects using a shiny white board and primary coloured felt pens. +n a well darkened room the shapes light up or disappear. (ou can try writing a message which has a different meaning depending on the colour of light falling on it.
?ifferent coloured filters% light ray bo'es.
5$min
8)c9
;1 1($5
Science Stage 8
1:
"r mework #ode$ 8>l9
%e rnin! Ob&ective )'plain colour addition and subtraction% and the absorption and reflection of coloured light.
Activitie$ & demonstration of adding colours @lights not dyesA uses three lights with red% green and blue filters in a circuit with a rheostat. .eing able to fade out D in the different colours enables cyan% magenta and yellow to be obtained @on a white boardA and even white when all three are mi'ed.
'e$ource$ Colour filters% light sources% rheostats.
#omment$
Time 7$min
;1 1($5
Science Stage 8
1$

Unit 2A: 8./ 'e$.ir tion nd #ircu* tion
+n this unit% pupils build on their previous knowledge of the characteristics of living things to develop their knowledge of Cow water and mineral salts are absorbed and transported in flowering plants. The basic components of the circulatory system and their functions. The basic components of the respiratory system and their functions. -aseous e'change. The effects of smoking. &erobic respiration. They also develop their knowledge of transporting chemicals in humans by finding out about

?iscussing the importance of developing empirical #uestions which can be investigated% collecting evidence% developing e'planations and using creative thinking. >lanning investigations to test ideas.

&erobic respiration breathing circulation
;1 1($5
Science Stage 8
11
%e rnin! Ob&ective ?escribe the b$or.tion and transport of water and mineral salts in flowering plants.
Activitie$ /bserve roots and root hairs of previously germinated seeds. )'amine slides of root hair cells and discuss how the structure of the root hair cell makes it suited to its function.
'e$ource$ Students can grow% for e'ample% an onion suspended over water in a transparent jar to see the branching formation and then pupils can e'amine a piece with a hand lens. Celery stems% food colouring% >repared slides of cross section through a stem% microscopes.
#omment$ 0unctions include the absorption of water and mineral salts from the soil by the root hairs.
Time 4$min
8.p1
?escribe the absorption and tr n$.ort of water and mineral salts in flowering plants.
+nvestigate the transport of solutions of dyes in water up a stem. >lace a light coloured stem such as celery in a solution of dye. Cut slices to e'amine after a period of time. )'amine slides of the cross section through a stem to show the phloem and 'ylem.
0unctions include support of the plant and the transporting of water up the stem in the 'ylem.
2$min
8.h7
3ecognise and model the basic components of the circulatory system and know their functions. 3ecognise the basic components of the respiratory system and know their functions. 3ecognise and model the basic components of the circulatory system and know their functions.
8.h8
8ame the major parts of the circulatory system. 8ame the major parts of the respiratory system. ?iscuss the link between the two systems.
Ceart% lung% artery% vein% capillary. Lungs% trachea% bronchiole% bronchus% alveolus.
Link to Stage 5 !nit 1&.
4$min
8.h7
)'plain the working of the heart. &n appropriate video is a good introduction for studying the heart. Listen to a heart,beat through a stethoscope% a home,made one will work. ?emonstration of a dissection of an animal heart
;ideo Stethoscopes &nimal heart% dissection instruments.
+f dissecting heart% be aware of hygiene regulations.
2$min
;1 1($5
Science Stage 8
11
%e rnin! Ob&ective 3ecognise and model the basic components of the circulatory system and know their functions. ?iscuss the importance of developing empirical #uestions which can be investigated% collecting evidence% developing e'planations and using creative thinking.
Activitie$ !se a diagram to e'plain the double circulation system. Link with the reasons for the structures of artery% capillary and vein. See veins in your wrist or crook of your elbow. 6ake a simple model of the circulatory system +nvestigate how scientists developed their knowledge of the circulatory system from ancient times to the present day.
'e$ource$ Secondary sources.
#omment$
Time 2$min
8)p1
8.h7
3ecognise and model the basic components of the circulatory system and know their functions. >lan investigations to test ideas.
6easuring the pulse rate. Link artery and pulse. +nvestigate pulse rate @wrist andDor neckA before and after e'ercise and relate it to increased heartbeat. )'plain the functions of the blood. !se diagrams to show that blood transports substances around the body.
Stop watches.
2$min
8)p2
8.h7
3ecognise and model the basic components of the circulatory system and know their functions.
Collect digested food from the small intestine. Collect o'ygen from the lungs. Leave carbon dio'ide at the lungs. Carries urea from liver to kidneys. >repared slides 6icroscopes. Link to stage 5 !nit 1&E the relationship between the structure of a cell and its function.
1$min
8.h7
3ecognise and model the basic components of the circulatory system and know their functions.
3ecognise white and red blood cells. 3elate the structure of red blood cells and white blood cells to their functions
4$min
;1 1($5
Science Stage 8
14
%e rnin! Ob&ective 3ecognise and model the basic components of the circulatory system and know their functions. +nterpret data from secondary sources.
Activitie$ 3esearch disorders of the circulatory system using secondary sources such as locally available health education material. >roduce advice posters or powerpoint presentations on taking care of your heart by avoiding furring up" of arteries and heart attacks. & simple model of the lungs. !se a lung model with two balloons in a bell jar and a rubber diaphragm. Compare it with the movement of ribs etc felt when breathing deeply. ?emonstration of dissection of animal lungs to show the spongy te'ture and branched tubes. The volume of air which a pupil can e'hale can be measured. +nvestigate how breathing rate is affected by e'ercise.
'e$ource$
#omment$
Time 2$min
8)c7
8.h8
3ecognise the basic components of the respiratory system and know their functions. )'plain gaseous e'change.
Lung model with two balloons in a bell jar and a rubber diaphragm.
8.h1$
>upils should appreciate the movement of the ribs and the diaphragm when you inhale and e'hale.
4$min
8.h8
3ecognise the basic components of the respiratory system and know their functions. )'plain gaseous e'change. >lan investigations to test ideas. Take appropriately accurate measurements. ?escribe the effects of smoking
8.h1$ 8)p2 8)o1 8.h11
-as collecting apparatus can be made with a rubber tube% large measuring cylinder and water trough. Stop,watches.
2$min
!nderstand the importance of keeping the airways clean. 3elate the structure of the ciliated epithelial cells to their function. ?iscuss reasons why it is important that the airways are kept clean essential the way that cilia and mucus effectively clean the incoming air in nose and throat should be described.
1$min
;1 1($5
Science Stage 8
12
"r mework #ode$ 8.h11 8.h5
%e rnin! Ob&ective ?escribe the effects of smoking ?iscuss how growth% development% and health can be affected by drugs and disease.
Activitie$ ?escribe some problems which result from smoking. !se a smoking machine" which collects the products of a burning cigarette. They are drawn through cotton wool and !niversal +ndicator solution and their temperature is taken. Collect pros" and cons" of smoking and debate the topics% making use of any locally available health education material.
'e$ource$ Cotton wool% !+ soln% thermometer% !,tube apparatus% syringe @to draw smoke through apparatusA% rubber tubing.
#omment$ 8icotine is an addictive drug% tar can cause cancer% the cilia become paralysed and the airways cannot be cleaned effectively.
Time 2$min
8.h:
?efine and describe aerobic respiration and use the word e#uation
?iscuss the difference between respiration and breathing. &ppreciate that aerobic respiration re#uires o'ygen. ?iscuss how glucose and o'ygen reach every cell of the body and how the products leave. 3espiration is the process an organism uses to supply the energy every cell needs to survive. glucose J o'ygen K carbon dio'ide J water
2$min
;1 1($5
Science Stage 8
17

Unit 2(: 8.0 ,et *$+ 1on2met *$ nd #orro$ion
+n this unit% pupils build on their previous knowledge of the >eriodic Table and >roperties of materials and develop their ideas on The differences between metals and non,metals. Chemical reactions which are not useful. *ord e#uations.
+n this unit% the reactions of metals can be confined to sodium% magnesium% <inc% iron% copper% silver and gold.

The importance of developing empirical #uestions which can be investigated% collecting evidence% developing e'planations and using creative thinking 6aking and testing predictions using scientific knowledge and understanding >lanning investigations% identifying important variables !sing a range of e#uipment correctly Comparing results with predictions >resenting conclusions and discussing e'planations to others in appropriate ways

?ensity malleability ductility combustion word e#uation corrosion rusting o'idation.
%e rnin! Ob&ective ?escribe and e'plain the differences between metals and non,metals. ?escribe and e'plain the differences between metals and non,metals. Test predictions with reference to evidence gained. >lan investigations to test ideas. +dentify important variables% choose which variables to change control and measure. 6ake predictions using scientific knowledge and understanding. !se a range of e#uipment correctly. Compare results with predictions. >resent conclusions to others in appropriate ways. >resent results as appropriate in tables and graphs.
Activitie$ -ive the names and properties of some metals and non,metals. 3elate to their place in the >eriodic Table. Compare properties of metals and non,metals. & scale of hardness for metals and non,metals can be produced by a Gwhich scratches whichLH process. >ins% paperclips% graphite% etc can be used. & density scale can be made% by finding the masses of similar cubes. 0le'ibility can be investigated by trying to bend strips of metals and non,metals. 6elting points from a database can be treated graphically to compare metals and non,metals. Students could plan an investigation to compare the strength of metal wires.
'e$ource$ >eriodic Table of )lements.
#omment$ Link to Stage 8 !nit 1..
Time 1$min
8Cp1
Strips of different metals and non,metals. Secondary sources @melting point data,baseA.
7$min
8)p1 8)p2 8)p7
8)p9 8)o1 8)c4 8)c5 8)o2
%e rnin! Ob&ective ?escribe and e'plain the differences between metals and non,metals. +nterpret data from secondary sources.
Activitie$ 3esearch which metals do not share the general properties of metals. )'amples of e'ceptions are= Cardness and melting point F sodium. ?ensity F sodium% magnesium% aluminium. 6agnetic properties , iron% nickel% cobalt. Colour , gold% copper State at room temperature F mercury. Bnow that metals and non,metals are often made by breaking down compounds. Students can electrolyse copper sulfate solution to make copper. Students can electrolyse sodium chloride solution to obtain chlorine.
#omment$
Time 2$min
8)c7
8Cp1
?escribe and e'plain the differences between metals and non,metals. Test predictions with reference to evidence gained. +dentify important variables% choose which variables to change control and measure. 6ake predictions using scientific knowledge and understanding. !se a range of e#uipment correctly. Compare results with predictions. >resent conclusions to others in appropriate ways.
)lectrolysis apparatus% copper sulphate soln% sodium chloride soln.
Safety goggles must be worn. 8ote that no details of metal e'traction will be tested at this level.
2$min
8)p1 8)p7
8)p9 8)o1 8)c4 8)c5
%e rnin! Ob&ective ?escribe and e'plain the differences between metals and non,metals. !se a range of e#uipment correctly. Compare results with predictions. >resent conclusions to others in appropriate ways. ?escribe chemical reactions which are not useful. !se a range of e#uipment correctly.
Activitie$ The reaction of some metals with dilute acids can be investigated. The hydrogen gas given off should be tested. *ord e#uations should be used. & general e#uation can be given i.e. metal J acidKsalt J hydrogen
'e$ource$ 6etal samples ?ilute acid Laboratory glassware.
#omment$ Safety goggles must be worn.
Time 2$min
8)o1 8)c4 8)c5 8Cc1 8)o1
The conditions necessary for the formation of rust. & suitable introduction would be a survey of cars or bikes to find out where and at what age rusting mostly occurs. Set up tubes containing nails under different conditions. +nclude one in dry air @add anhydrous copper sulfate or anhydrous calcium chlorideA% one in boiled distilled water and one dipping in water and open to the air.
+ron nails% anhydrous copper sulphate @or anhydrous calcium chlorideA% water% lab glassware.
9$min
8Cc1 8Cc1
?escribe chemical reactions which are not useful. !se a word e#uation to describe a reaction. %e rnin! Ob&ective
Bnow that rusting is an o'idation process. The remaining gases in the air are not involved% apart from water vapour. +t can be shown that rust causes a gain in weight. Activitie$ 'e$ource$ #omment$
2$min
"r mework #ode$
Time
8Cc1 8)p1 8)p2 8)p7
?escribe chemical reactions which are not useful. Test predictions with reference to evidence gained. >lan investigations to test ideas. +dentify important variables% choose which variables to change control and measure. 6ake predictions using scientific knowledge and understanding. !se a range of e#uipment correctly. Compare results with predictions. >resent conclusions to others in appropriate ways. >resent results as appropriate in tables and graphs. ?escribe chemical reactions which are not useful.
?esign an investigation into factors which increase the rate of rusting such as temperature and presence of salt in the water.
?ependant on pupils plans.
8$min
8)p9 8)o1 8)c4 8)c5 8)o2 8Cc1
*ays of preventing rust from forming e.g. painting% greasing% galvanising% plastic coating and then suggest where they could be most appropriately used. Students can bring in or look at a bike and suggest how different parts are protected from corrosion.
2$min
"r mework #ode$ 8Cc1 8)c7
%e rnin! Ob&ective ?escribe chemical reactions which are not useful. +nterpret data from secondary sources.
Activitie$ 3esearch the corrosion of other metals such as magnesium% aluminium% <inc% tin and copper. -roups make presentations about their investigations and the conclusions they have made. )'amples of metals which corrode are copper% bron<e and silver. 3esearch the uses of iron and suggest why it is used even though it rusts.
#omment$
Time 8$min

Unit 2#: 8.3 Sound
+n this unit% pupils build on their previous knowledge of the types of energy to develop their knowledge of The properties of sound in terms of movement of air particles. The link between loudness and amplitude% pitch and fre#uency.

Controlling risks to themselves and others. Selecting ideas and turning them into a form that can be tested. >lanning investigations% choosing which variables to change and measure. >resentation of results and conclusions. +dentifying trends and patterns and anomalous results and suggest improvements to investigations.

;ibration amplitude pitch fre#uency longitudinal.
"r mework #ode$ 8>s1 8)p2 8)p7
%e rnin! Ob&ective The properties of sound in terms of movement of air particles. >lan investigations to test ideas. +dentify important variables% choose which variables to change and measure. >resent results as appropriate in tables and graphs. +dentify trends and patterns in results @correlationsA. >resent conclusions to others in appropriate ways. The properties of sound in terms of movement of air particles. ?iscuss and control risks to themselves and others.
Activitie$ +nvestigate how sounds are made. 6ake sounds with simple objects such as plucking stretched elastic bands on a bo'% twanging rulers% blowing across test tubes. >upils should suggest how their instrument" might be given a range of different notes and the ability to be loud or soft. ?esign an instrument @design onlyA.
'e$ource$ 3ulers% rubber bands% dried peas% containers eg yogurt cartons% test,tubes% cardboard tubes% metal rods etc.
#omment$ )mphasise the word vibration" of a source of sound. &n opportunity to develop ideas into a scientific investigation.
Time 8$min
8)o2 8)c1 8)c5 8>s1 8)o4
3elate sound to hearing. ?emonstrate ear structure using a model ear. ?iscuss ways of preventing ear damage. 3esearch the sound receptors of animals such as the bat and dolphin.
6odel ear% secondary sources.
9$min
8>s1
The properties of sound in terms of movement of air particles.
!se a signal generator and a loud speaker to investigate the class" range of hearing. The additional use of a C3/ enables pupils to see" that the sound is still being produced even when it is above the pitch they can hear.
Signal generator% loud speaker% cathode ray% oscilloscope.
9$min
"r mework #ode$ 8>s1
%e rnin! Ob&ective The properties of sound in terms of movement of air particles.
Activitie$ ?emonstrate that vibrations are moving large #uantities of air to and fro using a drum% or loudspeaker on very low pitch. ?emonstrate a slinky spring" pushed rhythmically along its length to show rarefactions and compressions. Students should discuss that sound also travels through water @swimming pools% whales% ultrasoundA and through solids @ticking watch through table% railway lines etcA.
'e$ource$ Slink spring% drum or loudspeaker% sand or small pebbles or dried peas.
#omment$ -ive the name longitudinal" to these waves.
Time 9$min
8>s1 8)p4 8)p2 8)p7
The properties of sound in terms of movement of air particles. Select ideas and turn them into a form that can be tested. >lan investigations to test ideas. +dentify important variables% choose which variables to change and measure. >resent results as appropriate in tables and graphs. +dentify trends and patterns in results @correlationsA. +dentify anomalous results and suggest improvements to investigations.
+nvestigate how fast sound travels. ?iscuss e'amples which show that sound is travelling more slowly than light @noise across a field% thunderstormsA. >lan and carry out an investigation to measure the speed of sound.
& sharp sound which can be heard at least 1$$ m away. Stop watches.
&lternatively the echo received from a distant wall can be used but remind pupils that the sound travels twice the distance. +t is good practice for the class to average their measurements% discarding any which seem to be very inaccurate.
9$min
8)o2 8)c1 8)c2
"r mework #ode$ 8)c5 8>s1
%e rnin! Ob&ective >resent conclusions to others in appropriate ways 3ecognise the link between loudness and amplitude% pitch and fre#uency% using an oscilloscope.
Activitie$
'e$ource$
#omment$
Time
+nterpret information provided by a cathode ray oscilloscope. The cathode ray oscilloscope will give traces of the sounds produced by a signal generator% synthesi<er or a microphone. )'plain by using a battery or power pack that the C3/ responds to an electrical pulse and that a microphone transfers sound energy to electrical energy. !se instruments will show that different ones have different patterns associated with their sound. Show the characteristics called wavelength% amplitude and fre#uency.
Cathode ray oscilloscope% microphone% signal generator% battery or power pack% musical instruments.
9$min
8>s1
3ecognise the link between loudness and amplitude% pitch and fre#uency% using an oscilloscope.
+nvestigate using a C3/ the relationship between loudness and the amplitude
&s above.
7$min

Unit 3A: 8.4 'e.roduction nd 5rowth
+n this unit% pupils build on their previous knowledge of the characteristics of living things to develop their knowledge of The human reproductive system% including the menstrual cycle% fertilisation and foetal development. The physical and emotional changes that take place during adolescence. Cow conception% growth% development% behaviour and health can be affected by diet% drugs and disease.

+nterpreting data from secondary sources. This unit re#uires teachers to be aware of the sensitive nature of some of the content% especially the work on diet% drugs and disease.

6enstrual fertili<ation foetus ovary oviduct uterus vagina penis testis sperm duct.
%e rnin! Ob&ective ?escribe the human reproductive system% including the menstrual cycle% fertilisation and foetal development.
Activitie$ 8ame% locate and describe the functions of the major parts of the human reproductive system. complete and label diagram of the organs of the male and female reproductive system. ?iscuss the function of each part and include this as annotations on the diagrams.
'e$ource$
#omment$ +nclude ovary% oviduct% uterus% vagina% penis% testis and sperm duct.
Time 7$min
8.h14
?escribe the human reproductive system% including the menstrual cycle% fertilisation and foetal development.
?escribe the changes that occur during the menstrual cycle. Construct a diagram of the days in the menstrual cycle% marking when menstruation and ovulation might occur and when the uterus lining is thickening. ?iscuss with students the variation in cycle length and practise calculating when a woman might ovulate and when her period is due. )'plain that the menstrual cycle also prepares the uterus for a fertilised egg and identify the time in the cycle when fertilisation is most likely.
7$min
8.h14
?escribe the human reproductive system% including the menstrual cycle% fertilisation and foetal development.
?escribe fertilisation. !se diagrams or photographs of a sperm cell and an egg cell and discuss how they are adapted for their functions. ?iscuss about the sperm being deposited in the vagina and having to move to where the egg is and the egg being moved down the oviduct.
7$min
%e rnin! Ob&ective ?escribe the human reproductive system% including the menstrual cycle% fertilisation and foetal development.
Activitie$ ?iscuss% using secondary sources% how the fertilised cell divides and increases in number. &sk pupils to draw% or label% and se#uence pictures or diagrams illustrating ovulation% fertilisation% cell division and implantation. ?iscuss the foetus" need for nutrients and e'plain the role of the placenta in materials e'change. Label a diagram and use arrows to show movement of o'ygen and nutrients from the mother to the foetus and the movement of carbon dio'ide and other waste products from the foetus to the mother.
'e$ource$
#omment$
Time 9$ min
8.h5
?iscuss how conception% growth% development% behaviour and health can be affected by diet% drugs and disease. +nterpret data from secondary sources.
)'plain that the foetus may be damaged by drugs. !sing secondary sources% discuss with students the passage of alcohol% substances from cigarette smoke and drugs across the placenta. Students to design a poster warning about the risks of alcohol% smoking or drugs on foetal development.
Secondary sources.
?eal with the subject sensitively.
2$min
8)c7
%e rnin! Ob&ective ?iscuss how conception% growth% development% behaviour and health can be affected by diet% drugs and disease. +nterpret data from secondary sources.
Activitie$ +nterpret information from a growth charts @graphsA ?iscuss at which periods in life there is rapid growth and how this growth can be measured. )'plain the use of growth charts but point out that these are for an average person. Students investigate how growth can be affected by diet% drugs and disease.
'e$ource$ -rowth charts.
#omment$
Time 7$min
8)c7
8.h11
?iscuss the physical and emotional changes that take place during adolescence
?iscuss how e'ternal adult features change during puberty. )'plain that these changes are due to chemicals called hormones. Students should discuss whether the emotional changes occur before or after the physical changes at adolescence
.reasts% wider hips% facial and body hair% voice changes% stronger body smell 8eed to be sensitive to the needs of individual students and reassure students about the range of different secondary se'ual characteristics. ?eal with the subject sensitively.
7$min
8.h5
?iscuss how conception% growth% development% behaviour and health can be affected by diet% drugs and disease.
3eview work on a balanced diet and the effects of nutritional deficiencies from stage 8 !nit 1& topic on food. Students discuss other ways in which a diet may be unhealthy.
1$min
%e rnin! Ob&ective ?iscuss how conception% growth% development% behaviour and health can be affected by diet% drugs and disease.
Activitie$ ?iscuss what pupils understand about drugs. ?escribe drugs as being illegal drugs% alcohol% or pharmaceuticalE drugs. !se secondary sources to discuss the effects of the different types of drugs on health. Students investigate the effect of caffeine on reaction times.
#omment$ ?eal with the subject sensitively.
Time 7$min
8.h5
?iscuss how conception% growth% development% behaviour and health can be affected by diet% drugs and disease.
+nvestigate a small number of diseases that are prevalent in your country.
Secondary sources
?eal with the subject sensitively.
9$min

Unit 3(: 8.8 #hemic * 'e ction$
+n this unit% pupils build on their previous knowledge of mi'tures% compounds% metals and corrosion to develop their knowledge of Some common compounds including o'ides% hydro'ides% chlorides% sulphates and carbonates. !sing word e#uations to describe a reaction.

!sing a range of e#uipment correctly. ?iscussing and controlling risks to themselves and others.

/'ides hydro'ides sulfates carbonates salts chlorides o'idation combustion.
"r mework #ode$ 8Cc1 8Cp7
%e rnin! Ob&ective !se a word e#uation to describe a reaction. 8ame some common compounds including o'ides% hydro'ides% ch*oride$% sulphates and carbonates. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others. !se a word e#uation to describe a reaction. 8ame some common compounds including o'ides% hydro'ides% chlorides+ $u*.h te$ and carbonates. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others.
Activitie$ >repare a chloride by the reaction between e'cess metal @magnesium% <inc% ironA and dilute hydrochloric acid.
'e$ource$ 6agnesium ribbon% <inc % iron filings% dil CCl.
#omment$ Safety goggles must be worn.
Time 5$min
8)o1 8)o4 8Cc1 8Cp7
*rite word e#uations given the starting materials and products for each reaction. )ach pupil should assess the risks involved in the preparation. >repare a sulfate salt such as <inc sulfate from <inc and sulfuric acid or copper sulfate from copper o'ide or copper carbonate and sulfuric acid. *rite word e#uations given the starting materials and products for each reaction. )ach pupil should assess the risks involved in the preparation. Minc% copper o'ide% copper carbonate% dil C1S/2. Safety goggles must be worn. 9$min
8)o1 8)o4
%e rnin! Ob&ective !se a word e#uation to describe a reaction. 8ame some common compounds including o-ide$% hydro'ides% chlorides+ sulphates and carbonates. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others.
Activitie$ >repare o'ides by combustion. The simplest reaction is the combustion of elements to form o'ides. )'plain that this is an e'ample of o'idation. Charcoal can be burned to form carbon dio'ide which can be collected and identified. 6agnesium can be burned in a crucible. +t can be weighed before and after to show addition of o'ygen. +ron wool and copper powder can be burned in o'ygen. *rite word e#uations given the starting materials and products for each reaction. )ach pupil should assess the risks involved in the preparation.
'e$ource$ Charcoal% magnesium ribbon% iron wool% copper powder% heating apparatus.
#omment$ Safety goggles must be worn. .urning magnesium in air should not be viewed directly due to its brightness. Link this to its use in flares and fireworks. 3esults are not reliable due to loss of magnesium o'ide.
Time 8$min
8)o1 8)o4
8Cc1 8Cp7
!se a word e#uation to describe a reaction. 8ame some common compounds including o'ides% h6dro-ide$% chlorides+ sulphates and carbonates. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others.
>repare hydro'ides from sodium hydro'ide solution. Some coloured hydro'ides can be observed by adding a little sodium hydro'ide to solutions containing ions of aluminium% <inc% calcium% copper% iron @++A or iron @+++A. *rite word e#uations given the starting materials and products for each reaction. )ach pupil should assess the risks involved in the preparation.
8a/C soln% solns containing ions ofE aluminium% <inc% calcium% copper% iron @++A or iron @+++A.
Common names of caustic soda% slaked lime% limewater should be given.
5$min
8)o1 8)o4
%e rnin! Ob&ective !se a word e#uation to describe a reaction. 8ame some common compounds including o'ides% hydro'ides% chlorides+ sulphates and c rbon te$. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others. Select ideas and turn them into a form that can be tested. >resent results as appropriate in tables. +dentify trends and patterns. )'plain the idea of compounds.
Activitie$ Carbonates react with acids to give carbon dio'ide. +nvestigate the reaction of various carbonates with acid. Test for carbon dio'ide. *rite word e#uations given the starting materials and products for each reaction. )ach pupil should assess the risks involved in the preparation.
'e$ource$ dil acids , C1S/2 and CCl Carbonate salts.
#omment$ Common names of sodium bicarbonate% limestone and chalk should be given.
Time 8$min
8)o1 8)o4 8)p4 8)o2 8)c1 8Cp2
+dentify the metal present in some compounds using a flame test. 0lame colours for the following metals can be observed F potassium% lithium% calcium% copper and sodium.
Compounds of , potassium% , lithium% , calcium% , copper , sodium. ?il CCl +noculating loop.
Safety goggles must be worn. !se dilute hydrochloric acid for cleaning and recommend using any sodium compounds last because of their strong colour.
7$min
%e rnin! Ob&ective ?escribe and e'plain the differences between metals and non,metals. !se a word e#uation to describe a reaction. 8ame some common compounds including o'ides% hydro'ides% chlorides% sulphates and carbonates.
Activitie$ The reaction of a range of metals and non,metals with water D steam can be investigated. )'amples include sodium% lithium% magnesium% iron% copper and carbon% sulphur. *rite word e#uations given the starting materials and products for each reaction. )ach pupil should assess the risks involved in the preparation.
'e$ource$ Sodium% lithium% magnesium% iron% copper and carbon% sulphur. Ceating apparatus.
#omment$ Safety goggles must be worn. Sodium and lithium must be demonstrated Screens must also be used for sodium and lithium
Time 5$min
8Cc1 8Cp7

Unit 3#: 8.7 "orce$ nd , !net$
+n this unit% pupils build on their previous knowledge of the effects of forces on movement to develop their knowledge of Speed including interpreting simple distanceDtime graphs. Cow magnetism can be used to move things.

>lanning investigations% choosing which variables to change% control and measure. 6aking predictions using scientific knowledge and understanding. !sing a range of e#uipment correctly and taking accurate measurements. ?iscussing and control risks to themselves and others. >resent results as appropriate in tables and graphs. 6aking simple calculations. +dentifying correlations and anomalous results and comparing results with predictions using scientific knowledge and understanding.

Speed gradient gravity magnet magnetic poles attraction repulsion magnetic field pattern compass electromagnet.
"r mework #ode$ 8>f1
%e rnin! Ob&ective Calculate average speeds% including through the use of timing gates. +dentify important variables% choose which variables to change% control and measure. 6ake predictions using scientific knowledge and understanding. Take appropriately accurate measurements. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others. >resent results as appropriate in tables and graphs. 6ake simple calculations.
Activitie$ >upils measure their walking% hopping% running pace etc. They can estimate the speed of various objects such as a snail% a plane% or research the speed of athletes% to practice the use of different units. ?ata logging can be used for very fast or very slow speeds.
'e$ource$ Stop watch% distance measurer. ?ata loggers if available.
#omment$ & suitable safe site must be chosen if students are permitted to run at speed.
Time 27min
8)p7
8)p9 8)o1 8)o1 )o4 8)o2 8)c1
"r mework #ode$ 8>f1
%e rnin! Ob&ective Calculate average speeds% including through the use of timing gates. +dentify important variables% choose which variables to change% control and measure. 6ake predictions using scientific knowledge and understanding. Take appropriately accurate measurements. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others. >resent results as appropriate in tables and graphs. 6ake simple calculations. +dentify trends and patterns in results @correlationsA. Compare results with predictions. +dentify anomalous results and suggest improvements to investigations.
Activitie$ Calculate average speed using timing gates. >upils investigate how the average speed of an object varies with the gradient of a slope. >lan and carry out the investigation.
'e$ource$ Timing gatesDdata loggers slopes% different objects eg toy car.
#omment$ The height of the slope can be used instead of the gradient.
Time 57min
8)p7
8)p9 8)o1 8)o1 8)o4 8)o2 8)c1 8)c1 8)c4 8)c2
"r mework #ode$ 8)c9
%e rnin! Ob&ective ?iscuss e'planations for results using scientific knowledge and understanding. Communicate these clearly to others. +nterpret simple distanceDtime graphs
Activitie$
'e$ource$
#omment$
Time
8>f1
>roduce distance,time graphs. & motion sensor is a very useful device for showing motion instantly on screen. The device emits ultrasound waves which reflect from an object ahead and return. The computer measures the time interval and plots the distance,time graph so that a student moving towards the computer can see the shape immediately. +nterpret gradients on distance,time graphs. -iven a graph e.g. of an animal tracking prey% students can e'plain how they know whether the animal is moving fast% slowly or still. They should be able to calculate the speed and can be shown that this is the same as the gradient of the line at that point. +nvestigate the properties of magnets. >upils should be given a pair of magnets% a simple compass% various metallic and non,metallic materials% a small dish of water and piece of lightweight object to float the magnet on. +f available some objects like door seals% magnetic catches% magnetic putty can be demonstrated as well.
6otion sensor device.
4$min
8>f1
+nterpret simple distanceDtime graphs.
?istance,time graphs.
There will be no need for students to calculate the gradient of a graph in checkpoint science.
9$min
8>m1 8)o2
?escribe the properties of magnets. >resent results as appropriate in tables and graphs
>airs of magnets% a simple compass% various metallic and non,metallic materials% a small dish of water and piece of lightweight object to float the magnet on. +f available% door seals% magnetic catches% magnetic putty.
6agnets= &lways come to rest pointing 8,S. &ttract iron and steel @and nickel and cobaltA. 3epel the same pole of another magnet &ttract D repel other magnets without.
9$min
"r mework #ode$ 8>m1 8)c9
%e rnin! Ob&ective ?escribe the properties of magnets. ?iscuss e'planations for results using scientific knowledge and understanding. Communicate these clearly to others.
Activitie$ 6agnetise strips of steel D screw driver blades by stroking with a magnet several times in one direction. To return to the start of the stroke the magnet should be taken to some distance from the iron. ?emagnetising can be achieved by heating. ?iscuss why the steel can become magnetised.
'e$ource$ Strips of steel D screw driver blades% magnets.
#omment$ Link to Stage 8 !nit 1.% elements.
Time 2$min
8>m1
?escribe the properties of magnets.
&ttraction and repulsion can be seen very easily if magnets are suspended. This is also an opportunity to check which pole points to the north of the earth. >lot magnetic fields. 0ield patterns for single magnets or for facing poles can be observed using iron filings on paper held over the magnet but these do not give very clear patterns. The method using plotting compasses avoids the problem of getting iron filings on magnets but does need e'plaining carefully. 6agnets% iron filings% plotting compasses.
>oles should be defined and the rule of attraction and repulsion emphasised.
1$min
8>m1
3ecognise and reproduce the magnetic field pattern of a bar magnet.
2$min
"r mework #ode$ 8>m4 8)o1 8)o4 8)o2 8)c1 8)c9
%e rnin! Ob&ective Construct and use an electromagnet. !se a range of e#uipment correctly. ?iscuss and control risks to themselves and others. >resent results as appropriate in tables and graphs. 6ake simple calculations. ?iscuss e'planations for results using scientific knowledge and understanding. Communicate these clearly to others. +nterpret data from secondary sources.
Activitie$ >upils make their own electromagnet using a low voltage power pack. >upils plan a way to test the strength of the electromagnet% and improve its strength.
'e$ource$ Low voltage power pack D battery +ron wire to coil +ron core @nailsA.
#omment$
Time 9$min
8)c7
3esearch the use of magnets and electromagnets. 3esearch uses and find some in medical conte'ts% route finding% security% sorting steel from other materials for recycling etc.
7$min

Scheme of Work Science Stage 8.v1

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Scheme of Work Science Stage 8.v1

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Scheme of Work Science stage 8