Year 09 Science Learning Cycle 3 Overview

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Beverley Little
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Year 09 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

1 Year 09 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 Hypothesis 10 What are the basic processes that power living things? Diffusion Osmosis REQUIRED PRACTICAL Osmosis Active transport Plant tissues Plant organ system Photosynthetic reaction Rate of Photosynthesis Uses of glucose from photosynthesis REQUIRED PRACTICAL Photosynthesis Week 1-2 Chemistry Hypothesis 11 Hypothesis 12 Hypothesis 13 Hypothesis 14 Hypothesis 15 Hypothesis 16 Hypothesis 17 Hypothesis 18 How do different chemical bonds affect a substance? Properties of ionic compounds Properties of small molecules Polymers Giant covalent structures Properties of metals and alloys Metals as conductors Diamond Graphite Graphene and fullerenes Week 3-4

2 Physics How is electrical energy transferred? Hypothesis Standard circuit diagram symbols Hypothesis Electrical charge and current Direct and alternating potential difference Hypothesis Current, resistance and potential difference Week 4-5 Hypothesis Resistors Hypothesis Series and parallel circuits Hypothesis 24 REQUIRED PRACTICAL I-V Characteristics Hypothesis 25 REQUIRED PRACTICAL Resistance *Lessons in grey are higher tier only **Lessons notated RP contain a required practical N.B. For required practicals, see Science/Planning Resources/Required Practicals Combined Science for more details.

3 Biology: What are the basic processes that power living things? Intentions for learning from AQA GCSE Specification pages Lesson 1: Diffusion goes against the concentration gradient Keywords: Diffusion, concentration, membrane Students should develop an understanding that: Diffusion is the movement of particles Recall that substances move in and out of cells Describe how substances diffuse in and out of cells Explain what factors impact the rate of diffusion Teacher marked Lesson 2: Osmosis keeps plants alive Keywords: Osmosis, partially permeable membrane, concentration Osmosis is the movement of water from a high to low concentration across a partially permeable membrane Recall the definition of osmosis Describe the impact osmosis has on cell shape Explain the impact a solvent has on osmosis - Lesson 3: (RP) Osmosis can create giant potatoes Keywords: Osmosis, concentration, molar Solutions of different concentrations will cause potatoes to change in shape Recall the independent and dependent variables HIIII Predict the outcomes of the experiment Present and analyse results using graphs Lesson 4: Cells need mitochondria for active transport to take place Keywords: Active transport, energy, mitochondria Active transport is the movement of substances from a low to high concentration, this requires energy. Recall the definition of active transport Describe where active transport takes place Evaluate the difference between diffusion, osmosis and active transport Lesson 5: Plants have as many organs have humans Keywords: epidermis, mesophyll, palisade, stomata, xylem, phloem The different structures of the leaf allow the leaf to carry out its function Recall the parts of the leaf Describe the functions of the leaf Explain how the structures of the leaf allow the leaf to carry out its function TEACHER MARKED Lesson 6: Plant organs make organ systems Keywords: transpiration, translocation How the structures of the root hair cells, xylem and phloem are adapted to their functions Recall the organs of a plant Describe translocation and transpiration Explain how temperature, humidity, air movement and Lesson 7: Photosynthesis is how humans create their energy Keywords: Photosynthesis, chloroplast, endothermic Students should develop an understanding that: Plants use light to create glucose via photosynthesis Recall the photosynthesis equation Describe where each aspect of the photosynthesis equation comes from Explain why photosynthesis is an endothermic reaction - Lesson 8: Photosynthesis always takes place at the same rate Keywords: Photosynthesis, rate, factor The rate of photosynthesis changes depending on temperature, light intensity, carbon dioxide concentration, and the amount of chlorophyll. Recall what a limiting factor is Describe the factors which can limit the rate of photosynthesis Lesson 9: Glucose helps keep cell walls strong Keywords: Glucose, cellulose, starch, amino acids Glucose produced from photosynthesis can be stored as starch, oil, cellulose and for amino acids Recall the products of photosynthesis Describe how glucose is used in plants Explain what else is needed by the plant Lesson 10: (RP) Light can speed up photosynthesis Keywords: Light intensity, photosynthesis, rate By increasing the light intensity the rate of photosynthesis will increase. Recall what factors can impact the rate of photosynthesis Predict what happens to the rate of photosynthesis as the light intensity changes

4 light intensity impact the rate of transpiration Explain how the limiting factors impact the rate of photosynthesis Accurately carry out the practical and record results Chemistry: How do different chemical bonds affect a substance? Intentions for learning from AQA GCSE Specification : Pages Lesson 1: Ionic compounds can conduct electricity Keywords: solid, lattice, giant, boiling point, conduct Ionic compounds form giant ionic lattice structures and hence have specific physical properties Recall how an ionic bond forms Describe the structure of ionic bonds using scientific vocabulary Explain how this structure impacts the physical properties of covalent compound Lesson 2: Small covalent molecules have strong forces Keywords: intermolecular forces Simple molecules have weak intermolecular forces between the molecules that give them specific properties Recall how a covalent bonds forms Describe the structure of small covalent molecules Explain why small covalent molecules are gases Evaluate if covalent substances have strong or weak forces Lesson 3: All covalent compounds are gases Keywords: polymer, monomer Polymers are chains of covalent compounds Recall what a polymer is made from Recognise polymers from diagrams Describe the structure of a polymer Predict the properties of polymers based on their structure Lesson 4: Giant covalent compounds have more forces Keywords: giant, boiling point, silica Covalent compounds can form giant structures Recall what is meant by a giant covalent structure Describe a giant covalent structure Predict the properties of giant covalent structures based Lesson 5: Diamonds are fragile Keywords: strong, covalent, carbon, Lesson 6: Graphite is similar to diamond Keywords: fullerenes, graphite, slide, graphene Lesson 7: All metals are hard Keywords: delocalised, ions, slide, alloy Lesson 8: Metals conduct because of their ions Keywords: delocalised, electrons, current Diamond is made of carbon bonded to four other carbons Recall what diamond is made of Describe how diamond is structured in terms of bonding Predict the properties of diamond based on their structure Graphite, graphene and fullerenes can be used as lubricants and conductors due to their structures Recall the structure of graphite Describe the properties of graphite Explain the properties of graphite Explain the uses of graphene Evaluate the uses of fullerenes Alloys are metals with different sized ions dispersed within the layers of ions so they can t slide over each other Describe the properties of metals Explain the properties of metals in terms of ions and electrons Explain why alloys have different properties compared to pure metals Metals conduct electricity due to their electrons being able to move Recall what an electric current Describe how metals can conduct electricity Explain why covalent and ionic compounds can not conduct electricity

5 Physics: How can we measure something we can t see? Intentions for learning from AQA GCSE Specification : Pages Lesson 1: Photos of circuits are better than hand drawn diagrams Keywords: components, diagram, symbols Circuits can be drawn using scientific standard diagrams These diagrams ensure a continuity between professionals involved with electronics Recall circuit symbols. Construct circuit diagrams using standard symbols. Ask questions such as: Why are circuit symbols used? TEACHER MARKED DISTANCE/DISPLACEMENT QUESTION Lesson 2: There is one model for electricity that is better than the rest Keywords: potential difference, current, models Electric charge is carried around the circuit and we can measure this flow practically Define potential difference. State the name of the particle that carries the electrical charge round a circuit. Define an electric current. Describe and explain why an electric current will flow in a circuit. Describe different models of electricity Evaluate the benefits and drawbacks of each model. Calculate the charge flow, current or time when given the other two values. State the units used for each quantity. PEER MARKED Q=Ixt QUESTIONS Lesson 3: Current and voltage are directly proportional Keywords: current, resistance, potential difference Current, potential difference and voltage can be linked with an equation. Resistance is something we try to limit in many of our electrical devices Draw a circuit that can be used to measure the current in a component. Describe how the current varies in a series circuit. Explain why the current at each point in a series circuit must be the same in terms of electrons not being lost from the wire. Define resistance. Describe and explain how increasing the resistance in a circuit will affect the current through the circuit. Use the equation to calculate the potential difference (voltage), current or resistance when given the other two values. How does the type of metal used for a wire affect its resistance? Why do expensive scart leads have gold plating on them? What factors affect the resistance of a given length of wire? Draw a circuit that can be used to find the resistance of an electrical component using a voltmeter and an ammeter. SELF MARKED V=IR QUESTIONS Lesson 4: Ohm s law only applies to some materials Keywords: Ohm s law, temperature, conductor Resistors obey Ohm s law and can be predictable up to a point Define what is meant by an ohmic conductor. What components are ohmic conductors? Describe the conditions for which Ohm s law is valid. Explain why Ohm s law is not valid when the temperature of the conductor increases in terms of collisions.

6 Lesson 5: Christmas lights are connected in parallel to one another Keywords: series, parallel Series and parallel circuits have different properties. Components also behave differently in the two types of circuits Describe the differences between series and parallel circuits. Draw circuit diagrams for components connected in series and in parallel. Describe how ammeters and voltmeters are connected into a circuit Why does adding additional lamps in series, make them all dimmer? Explain why the current through each component in a series circuit is the same. Why does adding more lamps in series cause the current to decrease? Describe how the potential difference of the power supply is shared between the components and that the share of the potential difference a component receives depends on the resistance of that component. TEACHER MARKED SERIES/PARALLEL QUESTION Lesson 6: REQUIRED PRACTICAL I-V Characteristics Keywords: graph, filament, diode, thermistor Draw the I-V graph for an ohmic conductor, filament lamp, diode, LDR, thermistor Why do the current-potential difference graphs for diodes and filament lamps look different to that of an ohmic conductor? Calculate the resistance of an LDR or a thermistor given the range of resistances for that component and the conditions that it is placed in. Describe and explain real world applications of thermistors and LDRs including thermostats and switching on lights. Lesson 7: REQUIRED PRACTICAL Resistance Keywords: parallel, series Calculate the resistance or two components in a circuit using Use the concept of equivalent resistance. Apply knowledge of series circuits to real world applications. Students should be able to explain the design and use of d.c. series circuits for measurement and testing purposes. State that the potential difference across each component in a parallel circuit is the same. Describe how the currents in different parts of a parallel circuit change and give the reasons for this change. Describe the effect on the resistance of adding resistors in parallel. State that adding resistors in parallel will make the total resistance less than the lowest value resistor. Describe the differences between series and parallel circuits in terms of current and potential difference. Students are not required to calculate the total resistance of resistors placed in parallel. What causes resistance? Research what resistance is and why some materials have no resistance (superconductors). Explain why adding resistors in series to a circuit, increases the resistance of that circuit in terms of number of collisions. Explain why adding resistors in parallel decreases the resistance of a circuit in terms of increased number of pathways.

Year 11 Science Learning Cycle 3 Overview

Year 11 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