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? Distribution of organisms Proteins their functions Enzymes Aerobic Respiration Anaerobic respiration Cell division Genetic variation Genetic disorders Old and new speciation 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 Quantitative chemistry Rates of reaction Rates of reaction Energy transfer in chemical reactions Making salts Acids and bases Electrolysis Week 2-4

2 Physics Hypothesis 18 Hypothesis 19 Hypothesis 20 Hypothesis 21 Hypothesis 22 Hypothesis 23 Hypothesis 24 Hypothesis 25 Hypothesis 26 How is energy transferred? Generating electrical energy The national grid Resultant forces Forces & motion Forces & braking Forces & terminal velocity Forces & elasticity Forces & energy Momentum 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, enzymes and the creation of new species Lesson 1: There are lots of ways to measure distribution of organisms wrong Keywords: data, habitat, reliability It is important to be random and fair when sampling a habitat to find the distribution of an organism(s). Evaluate methods used to collect environmental data and consider the validity and reliability as evidence of environmental change. Name and explain how different factors can affect the distribution of organisms in a habitat. Investigate methods of measuring abiotic factors. Describe how to carry out random sampling of organisms using a quadrat. Calculate mean, median, mode and range. Lesson 2: Enzymes are the reason life exists on Earth. Keywords: enzyme, catalysis, protein Proteins are a key component of life on Earth, particularly considering catalysts and enzymes 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 3: Enzymes are able to work in lots of varying conditions Keywords: specific, denatured, industrial Enzymes play an important role in food digestion as well as industrial processes Enzymes have a specific range within which they can work well 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. 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 4: Aerobic respiration is needed in animals to help them survive Keywords: aerobic, respiration Respiration is vital for all life forms on Earth to survive Describe the word equation for aerobic respiration. 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. 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 5: You can respire underwater Keywords: anaerobic, respiration Xeven without oxygen the human body is still able to liberate energy, albeit less efficiently Write the equation for anaerobic respiration in animal cells. Explain the effect of lactic acid build up on muscle activity. Lesson 6: Meiosis occurs in all organisms Keywords: offspring, gametes, sex organs Sexual reproduction is able to produce variety with each generation Explain that offspring produced by asexual reproduction are produced by mitosis so contain all the same alleles as the parent cell. Explain that sex cells are called gametes and are produced when cells in the sex organs divide by Lesson 7: Mendel was a successful scientist of his time Keywords: chromosome, DNA, Mendel Mendel s ideas were ahead of his time and made it possible for us to predict inheritable traits in organisms Describe the structure of chromosomes and DNA. State that each gene codes for a particular sequence of amino acids to make a specific protein. Lesson 8: There is exactly 50% chance parents will have boys Keywords: Punnett, cystic fibrosis, polydactyly You are able to predict the transmission of a heritable disease using Punnett squares. Explain what polydactyly is (extra fingers or toes). Draw/interpret genetic diagrams to show how polydactyly is inherited.

4 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. meiosis; sex cells have only one set of chromosomes. Explain why sexual reproduction results in variety. Compare mitosis and meiosis. Identify the sources of stem cells in humans. Explain the function of stem cells. Explain why Mendel proposed the idea of separately inherited factors and why the importance of this discovery was not recognised until after his death. Predict and explain the outcome of crosses using genetic diagrams based on Mendel s experiments and using unfamiliar information. Define the terms homozygous, heterozygous, phenotype and genotype. Explain what cystic fibrosis is and why it can be inherited from two healthy parents. Draw/interpret genetic diagrams to show how cystic fibrosis is inherited. Make informed judgements about the economic, social and ethical issues concerning embryo screening. Lesson 9: New species can establish all over the world Keywords: speciation, fossil, fossilisation New species are being established all the time given the right conditions Explain what a fossil is. Describe ways in which fossils are formed from hard parts that do not decay easily; when conditions for decay are absent; when parts are replaced by other materials as they decay; as preserved imprints. Explain why fossils are useful to us today to provide evidence of how life has developed; to help us understand evolutionary relationships. Suggest reasons why scientists cannot be certain how life began on Earth. Define the term extinction. Explain how extinction may be caused. Explain that organisms become extinct because something changes and the species cannot adapt quickly enough to the new circumstances. Define the term species. Explain how new species arise

5 Chemistry: How can we compare chemical reactions? Intentions for learning from AQA GCSE SPEC 4402 Lesson 1: Compounds can be analysed using machines Keywords: chromatography, GC-MS Lesson 2: Numbers are important in chemistry Keywords: relative mass, empirical formula, percentage mass Lesson 3: Rates of reaction are fixed Keywords: rate, surface area, volume, ratio, concentration Lesson 4: Energy is transferred in chemical reactions Keywords: endothermic Instrumental methods can be used to identify chemicals they are more sensitive and more accurate (GC-MS) Describe how artificial colours are identified. Explain how GC-MS works. Create instructions for GC-MS operation. Evaluate the hypothesis The percentage of an element in a compound can be calculated. The empirical formula of a compound can be calculated. Recall the terms relative atomic mass and relative formula mass. Calculate relative formula masses. Calculate empirical formulas of various compounds. Calculate % yields Rates of reaction are dependent on a range of variables Recall what is meant by rate of reaction Calculate rate of reaction Explain how to increase or decrease rate of reaction Explain rates of reaction in terms of collisions Energy changes in reactions Recall what is meant by endothermic and exothermic Describe the reaction profiles for each type of reaction Classify reaction as endothermic or exothermic, including reversible reaction Predict uses of endothermic and exothermic reactions Lesson 5: Salts are made in neutralisations Keywords: pure, salt, neutralisation, crystallisation Depending on the reagents different methods are required to get pure salts Recall what is meant by a salt Describe three chemical reactions that produce salts Explain why it s important to get a reaction to go to completion Create ways to detect completion for each reagent Lesson 6: Alkali and bases are opposites Keywords: alkali, acid, base, ions Acids and alkalis can neutralise each other Recall what ions case acidity / bases Describe the difference between a base and an alkali Explain why they neutralise each other Represent this with an ionic equation Lesson 6: Electrolysis only splits metal ores Keywords: electrode, electrolyte, Molten ionic compounds can be split using electrolysis Recall what electrolysis does Describe the process of electrolysis Explain why the substance needs to be melted Explain the movements of the ions during electrolysis Create half equations for the oxidation and reduction at the electrodes

6 Physics: How are forces and pressure related? Intentions for learning from AQA GCSE Spec 4403 Lesson 1: All metals are equally dense RP Keywords: density, displacement Density is the measurement of how much mass is in a fixed volume and how to measure this. Recall what is meant by density Use the density equation to measure the density of a range of objects Use the displacement method to measure the density of irregular objects. Required Practical - Density (Combined Science page 117+) Feedback type Peer assessed calculations Lesson 2: All measurements can be classified as scalar Keywords: scalar, vector, magnitude Scalar quantities only have size and no direction Recall the difference between scalar and vector measurements Classify a range of measurements as scalar or vectors Explain how vector measurements can be shown visually Feedback type Peer assessed classification task Lesson 3: Forces move objects through contact Keywords: force, contact, non-contact Forces cause objects to accelerate or change shape and can Recall the names of common forces Classify forces as contact or non-contact Draw forces as vector arrows on diagrams Feedback type Self marked force diagrams Lesson 4: Weight changes depending of gravity Keywords: gravity, weight, force, directly proportional, centre of mass Mass and weight are directly proportional variables that can be calculate using a simple equation Recall the units of weight and mass Describe the difference between weight and mass Evaluate the type of relationship between mass and weight Calculate mass for a range of objects Feedback type Tutor assessed exam questions (synoptic of lessons 1-4) Lesson 5: All forces can be resolved Keywords: resultant force, perpendicular, resolve Forces can be added and subtracted when parallel Forces can be resolved into components Describe how to calculate the resultant force from a diagram Explain how to resolve forces into their perpendicular components Predict the impact of the resultant forces on objects Lesson 6: Work done is the same as energy Keywords: work done, energy Work done is the energy transferred caused by moving objects Recall how to calculate work done Describe why there are multiple units for work done Use the work done equation Describe the effect of friction on work done Lesson 7: Stretching objects can break their elasticity Keywords: linear, non-linear, spring constant, elastic There are a range of different relationships between elasticity and extension Describe what is meant by elasticity Explain what is meant by the spring constant Calculate the energy stored in compressed springs Lesson 8: Springs stretch in an exponential manner RP Keywords: linear, non-linear, force, extension Hooke s law states that springs extend in a linear way until they reach their limit of proportionality Recall the equation for spring extension Design an investigation to test Hooke s law Evaluate the experiment and discuss common mistakes

7 Feedback type Peer assessed questions Feedback type Self assessed calculations Feedback type Peer assessed calculations Required Practical - Force and Extension (Combined Science page 125+) Feedback type Tutor assessed exam questions (synoptic of lessons 5-8)