Year 11 Science Learning Cycle 3 Overview

Transcription

1 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 DNA control our lives? Proteins, their functions and uses Proteins, their functions and uses Enzymes Enzymes Enzymes Aerobic Respiration Aerobic Respiration Anaerobic Respiration Anaerobic Respiration Week 1-2 Chemistry Hypothesis 10 Hypothesis 11 Hypothesis 12 Hypothesis 13 Hypothesis 14 Hypothesis 15 Hypothesis 16 Hypothesis 17 How can we describe chemical reactions? Analysing Substances Analysing Substances Analysing Substances Quantitative Chemistry Quantitative Chemistry Quantitative Chemistry Rates of Reaction Rates of Reaction Week 2-4

2 Physics Hypothesis 18 Hypothesis 19 Hypothesis 20 Hypothesis 21 Hypothesis 22 Hypothesis 23 Hypothesis 24 Hypothesis 25 How is energy transferred? Electrical Circuits Electrical Circuits Electrical Circuits Household Electricity Household Electricity Current, Charge & Power Current, Charge & Power Atomic Structure Week 4-6 *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: Proteins and respiration Lesson 1: You can live without protein Keywords: protein, molecule, catalyst, enzymes Protein molecules are incredibly important for the normal functioning of life on Earth Describe the structure of protein molecules. Explain the function of some protein molecules are found inside living organisms. Define the terms catalyst and enzyme. Lesson 2: Enzymes only work at body temperature Keywords: denature, activity Enzymes are fragile and only work best within a narrow range of external conditions Explain why enzymes are specific in their action. Explain why enzymes are denatured by high temperatures. Describe and explain the effect of different ph values on the activity of different enzymes. Explain why food molecules need to be digested. Lesson 3: Your stomach makes a majority of your enzymes Keywords: digestive, organs, glands Enzymes are specific to what they break down and they are made at specific sites in the body Recognise the names of digestive enzymes, and identify the organs which produce them, substrates they act on and products of digestion. Plot a line graph and interpret results of effect of temperature on amylase activity. Lesson 4: Only animals have enzymes Keywords: syrup, fructose, detergents Enzymes from other organisms can be of use in industry in making various products Explain that microorganisms produce enzymes that we use in the home and in industry. For example, biological detergents, baby foods, sugar syrup and fructose syrup. Describe examples of enzymes used in industry proteases, carbohydrases and isomerase. Explain why biological detergents work better than non-biological detergents at removing protein and fat stains. Lesson 5: Enzymes help save us money Keywords: biological, non-biological Using enzymes from microorganisms has significant benefits to making some products Explain the advantages and disadvantages of biological and non-biological detergents. Explain the advantages and disadvantages of enzymes in industry. Use a line graph to describe the effect of increasing temperature on the time taken by a detergent to remove a stain. Lesson 6: All living things need to respire Keywords: respiration, aerobic, energy Aerobic respiration is needed by all life on earth to release energy for living processes Define the term aerobic. Describe some uses of energy in animals and in plants. Explain why respiration has to occur continually in plant and animal cells. Lesson 7: Your mum gave you your most important organelle Keywords: mitochondria, carbon dioxide Specific organelles are responsible for aerobic respiration State the site of aerobic respiration and be able to give examples of cells that contain a lot of mitochondria. Describe the test for carbon dioxide. State that all animals and plants produce carbon dioxide all the time as a byproduct of aerobic respiration. Describe the test for carbon dioxide. Lesson 8: Your rate of respiration changes throughout the day Keywords: equation, investigation, spirometer Your body s systems adjust to high exertion to help support an increased rate of respiration Describe the word equation for aerobic respiration. Design an investigation to find out the effect of exercise on heart and breathing rates. Plot the results in a graph. Explain why heart rate and breathing rate increase during exercise. Interpret data relating to the effects of exercise on the body, eg spirometer tracings. Write equations and explain the conversion between glucose and glycogen in liver and muscle cells.

4 Lesson 9: You can still respire underwater Keywords: oxygen debt, anaerobic, respiration When oxygen is limiting there is an alternate, if less efficient, method of gaining energy through respiration Write the equation for anaerobic respiration in animal cells. Explain the effect of lactic acid build up on muscle activity. Explain why anaerobic respiration is less efficient than aerobic respiration. Define the term oxygen debt. Write the equation for the Breakdown of lactic acid into carbon dioxide and water.

5 Chemistry: x Intentions for learning from AQA GCSE Specification : Lesson 1: Compounds can be analysed using machines Keywords: chromatography, GC-MS Instrumental methods can be used to identify chemicals they are more sensitive and more accurate (GC-MS) Lesson 1: Compounds can be analysed using machines Keywords: chromatography, GC-MS Instrumental methods can be used to identify chemicals they are more sensitive and more accurate (GC-MS) ü Describe how artificial colours are identified. Explain how GC-MS works. Create instructions for GC-MS operation. Evaluate the hypothesis Describe how artificial colours are identified. Explain how GC-MS works. Create instructions for GC-MS operation. Evaluate the hypothesis

6 Intentions for learning from AQA GCSE Specification : pages Physics: The microscopic world of atoms and current Lesson 1: Circuit photos are better than diagrams Keywords: current, charge, time Circuits can be drawn using standard diagrams Describe that a flow of electrical charge constitutes a current. Use the equation relating current, charge and time. Recall and use the standard circuit symbols as shown in the specification. Draw and interpret circuit diagrams. Lesson 2: There is a link between voltage and current Keywords: potential difference, equation, diode, filament Current, voltage and resistance are linked within a circuit and across components Explain the concept of potential difference. Use the equation relating potential difference with energy transferred and charge. Explain the concept of resistance and how resistance can be measured. Explain resistance in terms of ions and electrons. Use the equation relating current, potential difference and resistance. Describe and explain the features of currentpotential difference graphs for a resistor, a filament bulb and a diode. Lesson 3: Series circuits are more useful than parallel Keywords: cells, series, parallel Certain components behave in predictable ways in both series and parallel circuits Explain these features in terms of ions and electrons. Explain why there is an increasing use of Light Emitting Diodes (LEDs) for lighting, as they use a much smaller current than other forms of lighting. Work out the potential difference provided by a number of cells in series. Explain how the resistance of a LDR varies with light intensity. Explain how the resistance of a thermistor (negative temperature coefficient) varies with temperature. Lesson 4: Alternating current is used in science labs Keywords: alternating, direct, current Oscilloscope traces can be used to form conclusions about electric circuits, both ac and dc Describe the difference between direct current and alternating current. Compare and calculate potential differences of d.c. supplies and the peak potential differences of a.c. supplies from diagrams of oscilloscope traces. Lesson 5: We can visualise electricity Keywords: oscilloscope, core, cable The UK plug is constructed in a way to ensure the user comes to minimal electrical harm Determine the period and hence the frequency of a supply from diagrams of oscilloscope traces. Describe the structure of both two-core and three-core cable. Describe the materials used in three-pin plugs and explain why they are used. Lesson 6: The UK plug is the safest in the world Keywords: fuse, colour, value Each pin in the UK plug has a specific function and these are linked to their colour coding State the colour coding of the covering of the three wires used in three-pin plugs. Explain the purpose and action of the fuse and the earth wire. Explain the link between cable thickness and fuse value. Lesson 7: Energy and power are the same measurement Keywords: fluorescent, transferred Power, energy, voltage and current can be linked through various equations. Explain that a lot of energy is wasted in filament bulbs by heating. Less energy is wasted in power saving lamps such as Compact Fluorescent Lamps (CFLs). Lesson 8: The model of the atom will always change Keywords: nuclear, plum-pudding, model The atomic model has changed over time as a result of data from experimentations done over time. Describe the structure of an atom. Explain that, according to the nuclear model, most of the atom is empty space. State that an atom has no overall charge.

7 Explain why some appliances are double insulated, and therefore have no earth wire connection. Describe how RCCBs operate by detecting a difference in the current between the live and neutral wires. State that an RCCB operates much faster than a fuse. Use the equations connecting power with energy transferred and with current and potential difference. Use the equation connecting energy with potential difference and charge. Explain how results from the Rutherford and Marsden scattering experiments led to the plum pudding model being replaced by the nuclear model. Explain how new evidence can cause a theory to be re-evaluated. Explain the terms atomic number and mass number. Describe how an ion is formed.