Year 10 Science Learning Cycle 3 Overview

Transcription

1 Year 10 Science Learning Cycle 3 Overview Learning Cycle Overview: Biology Hypothesis 1 Hypothesis 2 Hypothesis 3 Hypothesis 4 Hypothesis 5 Hypothesis 6 Hypothesis 7 Hypothesis 8 Hypothesis 9 How does DNA control our lives? Sexual and asexual reproduction Meiosis DNA and the genome Genetic inheritance Inherited disorders Sex determination Variation Evolution Selective breeding Week 1-2 Chemistry Hypothesis 10 Hypothesis 11 Hypothesis 12 Hypothesis 13 Hypothesis 14 Hypothesis 15 How can equilibrium occur? Catalysts Reversible reactions Energy changes and reversible reactions Equilibrium The effect of changing conditions on equilibrium The effect of changing concentration The effect of temperature on equilibrium Week 2-4

2 Physics How are forces and pressure related? Hypothesis Distance and displacement Hypothesis Speed 1 Hypothesis Speed 2 Hypothesis Velocity Hypothesis The distance-time relationship Week 4-5 *Lessons in grey are higher tier only N.B. For required practicals, see Science/Planning Resources/Required Practicals Combined Science for more details.

3 Intentions for learning from AQA GCSE Specification pages Biology: How does your body control itself? Lesson 1: Two parents are essential to create life Keywords: Meiosis, mitosis, gametes Mitosis is the creation of genetically identical cells and mitosis allows the creation of gametes. Recall the male and female gametes Describe the processes involved in sexual and asexual reproduction Explain mitosis and meiosis in terms of genetic information Lesson 2: Only Meiosis occurs in a developing embryo Keywords: Meiosis, mitosis Meiosis occurs to allow the formation of gametes, once the male and female gamete combine mitosis and cells differentiation occur. Recall the number of chromosomes in gametes Describe how cells divide to form gametes Explain how cells in an embryo divide Lesson 3: A double helix forms your DNA Keywords: Genome, chromosome, gene, DNA Students should develop an understanding of: the structure of DNA and be able to define genome. Recall where genetic information can be found in a cell Describe the structure of the genetic information Analyse the importance of understanding the human genome. Lesson 4: Eye colour is a phenotype Keywords: alleles, genotype, phenotype Alleles can code for an individual's phenotype and most characteristics are a result of multiple genes interacting, rather than a single gene.. Recall what an allele is Describe how different phenotypes can be expressed due to inheritance Analyse ratios of punnett square diagrams to calculate probability of gene expression Teacher marked Lesson 5: Genetic screening can lead to murder Keywords: polydactyly, cystic fibrosis Some disorders are inherited. These disorders are caused by the inheritance of certain alleles Recall what a dominant and recessive allele is Describe the symptoms of being polydactyly or having cystic fibrosis Evaluate the economic, social and ethical issues concerning embryonic screening. TEACHER MARKED Lesson 6: Sex inheritance can be determined using genetic crosses Keywords: genetic crosses, chromosomes 22 pairs control characteristics only, but one of the pairs carries the genes that determine sex. Recall the number of chromosomes present in a human body cell Describe the purpose of the 23rd pair of chromosomes Analyse results of genetic crosses Lesson 7: We could mutate into X-men Keywords: genome, environment, phenotype the genome and its interaction with the environment influence the development of the phenotype of an organism. Define inheritance Describe why there is variety within a population Explain how variation can be influenced by genetics and the environment. Lesson 8: We evolved from bacteria Keywords: evolution, natural selection evolution is a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new species. Recall the meaning of evolution Describe evolution can occur due to natural selection Explain how two new species are formed

4 Lesson 9: We can solve world hunger with selective breeding Keywords: selective breeding, characteristics Selective breeding (artificial selection) is the process by which humans breed plants and animals for particular genetic characteristics Recall the meaning of selective breeding Describe the economic benefits of selective breeding Explain what valuable characteristic may lead to selective breeding

5 Intentions for learning from AQA GCSE Specification : Pages 84, Chemistry: How can we compare chemical reactions? Lesson 1: Catalysts speed up reactions Keywords: enzyme, catalyst, activation energy Catalysts provide an alternative route to the reaction which has a lower activation energy Recall the meaning of a catalyst Describe how catalysts speed up a reaction Create a graphical diagram to show this Lesson 2: All reactions are one way Keywords: reversible, conditions Some reactions are reversible Recall what is meant by products and reactants Describe what is meant by a reversible reaction Create equations to show reversible reaction Describe how changes to conditions can affect a reversible reaction Explain why energy changes in reversible reactions are opposites Lesson 3: Equilibrium is a fixed state Keywords: equilibrium Equilibrium occurs when the same amount of products and reactants are being produced in a reaction Recall what is meant by equilibrium Describe equilibrium in terms of reaction rates Demonstrate an understanding equilibrium Lesson 4: Equilibrium works on negative feedback Keywords: pressure, conditions, Le Chatelier Le Chatelier s principle means that rates of reaction change to keep conditions the same Recall what is meant by Le Chatelier s Principle Describe how this would affect a range of reactions Predict changes to rates of reaction based on changes to pressure Compare this to negative feedback in homeostasis Lesson 5: Concentration impacts equilibrium Keywords: concentration, equilibrium Lesson 6: Temperature affects equilibrium Keywords: endothermic, exothermic Concentration of products and reactants change to maintain equilibrium Temperature changes impact equilibrium differently for endo and exothermic reactions Recall what is meant by concentration Describe how changes in concentration affect equilibrium Explain how the relates to Le Chatelier s principle Predict how a change in concentration will affect a reaction Recall the difference between endothermic and exothermic reaction Predict using Le Chatelier's principle how each reaction would behave based on different temperature changes

6 Intentions for learning from AQA GCSE Specification : Pages Physics: How can something be moving but have no velocity? Lesson 1: A 400m runner has a higher displacement than a 100m runner at the end of a race Keywords: distance, displacement, scalar, vector Lesson 2: It is easy to decide on which units of speed to use Keywords: speed, metres per second Lesson 3: I need to use a triangle when rearranging formula Keywords: calculate, rearranging Lesson 4: When you are on a ferris wheel that is moving your average velocity is zero Keywords: velocity, average Measurements taken in science can be scalar or vector. Distance and displacement are examples of each of these Recall the definition for distance and displacement Explain the difference between distance and displacement Explain the difference between scalars and vectors Analyse the distance and displacement that occurs during a 100m and a 400m race. TEACHER MARKED DISTANCE/DISPLACEMENT QUESTION Speed can be calculated from a given formula The majority of speeds for everyday activities can be given in metres per second Recall typical walking, running and cycling speeds in m/s. Define speed and calculate it by using speed = distance/time Describe the difference between average speed and instantaneous speed. Describe and explain the factors that affect how quickly a person can walk or run. PEER MARKED DISTANCE/DISPLACEMENT QUESTION The speed equation can be rearranged to allow them to calculate other unknowns regarding moving objects Calculate the speed of an object given the distance travelled and the time taken. Rearrange the equation to find either unknown quantity. Analyse data about objects travelling with different speeds, distances and times to find which object is travelling the fastest or will travel the greatest distance in a given time. Explain how the speed of a vehicle can be found experimentally. SELF MARKED WRITE UP OF HOW TO MEASURE SPEED PRACTICAL It is possible to have a moving object with an average velocity of zero Define velocity.explain why velocity is a vector quantity rather than a scalar quantity. Explain why an object travelling around a circular track may have a constant speed but a constantly varying velocity. Show that the average velocity of an object around a circular track is 0 m/s. TEACHER MARKED D/T GRAPH DO NOW QUESTION Lesson 5: Distance and time are the only pieces of information you can get from a distance-time graph Keywords: tangent, accelerating, steepness Distance-time graphs can be interpreted to tell you a large amount of information about different moving objects Draw and interpret distance time graphs. Calculate the speed of an object from a distance time graph. Compare the speeds of two or more objects, or from one object at different points, on a distance time graph from the gradients of the lines. State that the steeper the line on a distance time graph, the faster the object is travelling.

7 Calculate the speed of an object that is accelerating from a distance time graph by finding the tangent to the curve at a given point then finding the gradient of the tangent.