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GCSE (9-1) One year scheme of work Version 1 Qualifica tion Accredite d Scheme of Work TWENTY FIRST CENTURY SCIENCE COMBINED SCIENCE B J260 For first teaching in 2016
GCSE (9-1)
One year scheme of workVersion 1
www.ocr.org.uk/scienceb
Qualification Accredited
GCSE Combined Science B J260 Scheme of Work
Scheme of Work
Version 1 1 © OCR 2019
IntroductionThis scheme of work is aimed at students that require a pass (Grade 4-4 to 5-5) in GCSE (9-1) Combined Science in order to progress to higher or further education. To that end, this scheme of work is designed for particular students taking a resit in one year or a one year intervention course in Year 11. This scheme of work covers the complete foundation tier content.
This material is intended as a resource that you may find useful as a starting point or as a ‘double-check’ against what you already have. It aims to support your own judgement and experience.
There are so many different ways in which GCSE Combined Science B timetabling and teaching is structured in different schools and colleges that it is impossible to produce even a suggestion for a Scheme of Work for all circumstances.
On the following pages a number of alternative approaches to teaching the GCSE Combined Science B course are summarised. The guidance follows the order of the specification. It is not necessarily implied or recommended that centres teach the specification in the order or approach shown here. The approach provided in this document is a suggested method only, teachers are best placed to make decisions for their students.
Delivery guidesIn the Subtopic column ‘Delivery guides’ refers to individual teacher guides available from the OCR online Delivery Guide, accessed from the subject page. These Delivery guides provide a significant source of guidance and suggestions for teaching of individual topics, including links to a range of activities that may be used and guidance on resolving common misconceptions.
Practical WorkSequence for PAG activities are included in the overview of hours table overleaf.
If you have any comments or questions, please contact the Subject Team at [email protected]
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GCSE Combined Science B J260 Scheme of Work
Scheme of Work
ContentsOverview table of hours 3
One year programme of study 8
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GCSE Combined Science B J260 Scheme of Work
Scheme of Work
Overview table of hours
Week Science Module
1 Biology
Chemistry
Physics
B1.1 What is the genome and what does it do?
C1.1 How has the Earth’s atmosphere changed over time, and why?
P1.1 What are the risks and benefits of using radiations?
2 Biology
Chemistry
Physics
PAG Microscopy.
C1.2 Why are there temperature changes in chemical reactions?
P1.2 What is climate change and what is the evidence for it?
3 Biology
Chemistry
Physics
B1.2 How is genetic information inherited?
PAG Exothermic and Endothermic reactions.
P1.3 How do waves behave?
4 Biology
Chemistry
Physics
B1.3 How can and should gene technology be used?
C1.3 What is the evidence for climate change, why is it occurring?
PAG The effect of depth on the speed of water waves.
5 Biology
Chemistry
Physics
B2.1 What are the causes of disease?
C1.4 How can scientists help improve the supply of potable water?
PAG Waves-reflection and refraction.
6 Biology
Chemistry
Physics
B2.2 How do organisms protect themselves against pathogens?
C2.1 How have our ideas about atoms developed over time?
P2.1 How much energy do we use?
7 Biology
Chemistry
Physics
B2.3 How can we prevent the spread of infection?
C2.2 What does the Periodic Table tell us about elements?
P2.2 How can electricity be generated?
8 Biology
Chemistry
Physics
PAG Microbiological techniques.
C2.3 How do metals and non-metals combine to form compounds?
P3.1 What determines the current in an electric circuit?
9 Biology
Chemistry
Physics
B2.4 How can lifestyle, genes and the environment affect my health?
C2.4 How are equations used to represent chemical reactions?
PAG Circuits.
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Scheme of Work
Week Science Module
10 Biology
Chemistry
Physics
B2.5 How can we treat disease?
C3.1 How are the atoms held together in a metal?
P3.2 How do series and parallel circuits work?
11 Biology
Chemistry
Physics
B3.1 What happens during photosynthesis?
C3.2 How are metals with different reactivities extracted?
P3.3 What determines the rate of energy transfer in a circuit?
12 Biology
Chemistry
Physics
PAG Photosynthesis.
C3.3 What are electrolytes and what happens during electrolysis?
P3.4 What are magnetic fields?
13 Biology
Chemistry
Physics
B3.2 How do producers get the substances they need?
PAG Electrolysis.
P4.1 What are forces?
14 Biology
Chemistry
Physics
PAG Transport in/out of cells.
C3.4 Why is crude oil important as a source of new materials?
P4.2 How can we describe motion?
15 Biology
Chemistry
Physics
B3.3 How are organisms in an ecosystem interdependent?
C3.4 Why is crude oil important as a source of new materials?
PAG Motion.
16 Biology
Chemistry
Physics
B3.4 How are populations affected by conditions in an ecosystem?
PAG Distillation.
P4.3 What is the connection between forces and motion?
17 Biology
Chemistry
Physics
PAG Sampling techniques.
C4.1 How is data used to choose a material for a particular use?
P4.3 What is the connection between forces and motion?
18 Biology
Chemistry
Physics
B4.1 What happens during cellular respiration?
C4.2 How do bonding and structure affect properties of materials?
PAG Forces.
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Scheme of Work
Week Science Module
19 Biology
Chemistry
Physics
B4.2 How do we know about mitochondria and other cell structures?
C4.3 Why are nanoparticles so useful?
P4.4 How can we describe motion in terms of energy transfers?
20 Biology
Chemistry
Physics
B4.3 How do organisms grow and develop?
C4.4 What happens to products at the end of their useful life?
P5.1 What is radioactivity?
21 Biology
Chemistry
Physics
B4.4 Should we use stem cells to treat damage and disease?
C5.1 How are chemicals separated and tested for purity?
P5.2: How can radioactive materials be used safely?
22 Biology
Chemistry
Physics
B5.1 How do substances get into, out of and around our bodies?
PAG Separation techniques.
P6.1 How does energy transform matter?
23 Biology
Chemistry
Physics
B5.2 How does the nervous system help us respond to changes?
C5.2 How are the amounts of substances in reactions calculated?
PAG Materials.
24 Biology
Chemistry
Physics
B5.3 How do hormones control responses in the human body?
C5.3 How are the amounts of chemicals in solution measured?
PAG Energy.
25 Biology
Chemistry
Physics
B5.4 Why do we need to maintain a constant internal environment?
C6.1 What useful products can be made from acids?
P6.2 How does the particle model explain the effects of heating?
26 Biology
Chemistry
Physics
PAG Rates of enzyme-controlled reactions – concentration.
PAG Production of salts.
P6.3 How does the particle model relate to materials under stress?
27 Biology
Chemistry
Biology
PAG Rates of enzyme-controlled reactions – temperature.
C6.2 How do chemists control the rate of reactions?
B5.5 What role do hormones play in human reproduction?
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Scheme of Work
Week Science Module
28 Biology
Chemistry
Biology
B5.6 What can happen when organs and control systems stop working?
PAG The effect of temperature on rate of reaction.
B6.1 How was the theory of evolution developed?
29 Biology
Chemistry
Biology
B6.2 How does our understanding of biology help us classify the diversity of organisms on Earth?
PAG The effect of concentration on rate of reaction.
B6.3 How is biodiversity threatened and how can we protect it?
30 Biology
Chemistry
Physics
Revision.
C6.3 What factors affect the yield of chemical reactions?
Revision.
GCSE Combined Science B J260 Scheme of Work
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One Year Programme of StudyWeek Science Module Teaching activities Outline notes for non-specialist teachers1 Biology B1.1 What is the
genome and what does it do?
Look at pre-prepared slides of animal and plant cells down a light microscope.
Use Activity 3 from the You and Your Genes Delivery Guide here to continue with the development of the understanding of the structure of DNA.
There are many simple animations that illustrate how DNA codes for proteins that can be shown such as the examples here and here .
Idea that genetic material found in nucleus or in cytoplasm for cells without a nucleus. All the genetic material in the cell makes up the genome, this is stored as chromosomes. Humans contain all 46 chromosomes in each cell (23 in egg/sperm). Chromosomes are a string of genes (instructions). Genes are lengths of DNA. The DNA provides a code for how protein chains should be assembled. Chromosomes occur in pairs with each pair carrying information for the same gene. Pair of same gene is called allele; genotype is the combination of alleles it has for a gene. Phenotype is the characteristic it codes for.
Use models available to show structure of DNA, students can use chains of beads or pipe cleaners to model, model chromosomes making a copy of themselves be coiling up rubber tubing or rope and twisting.
Chemistry C1.1 How has the Earth’s atmosphere changed over time, and why?
Afl activity on what happens when substances change state here .
Short video on atmospheric evolution here.
Learners could draw a diagram to represent early and recent atmosphere with added annotations to record processes occurring.
Write word and symbol equations for formation of pollutants from emissions and for complete and incomplete combustion.
Introduce the particle model by linking to the elements and compounds of the Earth, oceans and atmosphere and the different states they exist in.Consider the sequence of atmospheric evolution: high levels of volcanism releasing CO2 into the atmosphere, periods of cooling causing the oceans to condense, plants evolve, and photosynthesis has an impact on the atmosphere by increasing O2 content. Plant and animal evolution allow the formation of fossil fuels and sedimentary rocks such as lime stones. More recently humans have been part of the evolution of the atmosphere: the combustion of fossil fuels causes an increase of CO2 in the atmosphere.Other pollutants include CO, SO2, NOx and particulates, these have consequences for the environment and health. Combustion reactions areexamples of oxidation and can be complete or incomplete.
Physics P1.1 What are the risks and benefits of using radiations?
EM Wave – EM Circus Activities here – see topic exploration pack.
EM waves information sheet also from topic exploration pack, students can complete to fill in all the characteristics of each type of radiation.
All waves in the electromagnetic spectrum travel at the same speed in space. They range from long to short wavelengths and low to high frequencies. Each type of radiation has different uses and risks. When radiation hits a surface it may be reflected, transmitted or absorbed.When living cells are exposed to large amounts of ionising radiation, they may be damaged. If living cells are exposed to small amounts of radiation the cells may change and cause them to grow in an uncontrollable way causingcancer.
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Week Science Module Teaching activities Outline notes for non-specialist teachers2 Biology PAG
MicroscopyMicroscopy practical where learners prepare a slide of their own cheek cells and observe them using a light microscope. (Page 4) – here
Chemistry C1.2 Why are there temperature changes in chemical reactions?
The Whoosh bottle demonstration is a nice introduction to exothermic reactions. The ammonium chloride/barium hydroxide demonstration is a nice introduction to endothermic reactions.
Reaction profile resource here ; learners could be provided with a range of profiles and asked to describe what they show.
Reactions involve bonds being broken and made, energy must be put in to break bonds and energy is released when bonds are made. Activation energy is the amount of energy needed to begin the reaction. In reactions where overall more energy is released than taken in the temperature of the surroundings will increase, this is known as an exothermic reaction.Combustion of fuels is an example of this. In reactions where overall less energy is released than taken in the temperature of the surroundings will decrease; this is known as an endothermic reaction.
Physics P1.2 What is climate change and what is the evidence for it?
Consider heat radiation with a beaker of water placed at different distances from a heat lamp. How does the distance affect the heating effect on the water?
Watch a video clip on the History of atmospheric CO2 levels here.
The Earth’s atmosphere allows some of the sun’s radiation to pass through, this heats the surface of the Earth which then emits radiation of a lower frequency. This is absorbed by greenhouse gases in the atmosphere that re- emit it in all directions. This process keeps the earth warmer and is called the greenhouse effect. Carbon dioxide is the main greenhouse gas along with methane and water vapour. Carbon dioxide has increased in recent years due to mainly the combustion of fossil fuels and deforestation.
3 Biology B1.2 How is genetic information inherited?
Punnet squares and family trees.
Work through an example genetic cross (Punnett square) diagram. Use an example like wet or dry ear wax (the dominant variant causes wet ear wax and the recessive variant causes dry ear wax) to show how parents can pass on recessive characteristics.
There are many examples of supporting activities for this part of specification content including these simple Genetic Practice Problems here.
One chromosome from each pair of chromosomes comes from the egg and one from the sperm when the egg and sperm meet in fertilisation. Therefore, one allele for each characteristic from each parent. They may have two copies of the same allele or they may have two different allele. This combination determines the characteristics of the offspring. The chance of characteristics can be modelled using punnet squares.
Chemistry PAGExothermic and Endothermic reactions. C4
Carry out a range of chemical reactions, measure temperature change and construct word and symbol equations. Practical Skills Booklet (page 36) – here .
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Week Science Module Teaching activities Outline notes for non-specialist teachers3 Physics P1.3 How do
waves behave?Demonstration of properties of waves using a ripple tank here .
A video of a range of experiments on reflection, refraction and total internal reflection can be seen here .
Calculation practice: Give pupils plenty of practice in calculations, rearranging of equation, and converting between Hz and kHz, m and cm.
Waves transfer energy without transferring matter from a source to a receiver. The medium in which the wave travels moves, but it does not have resultant movement in the direction of the wave. When the medium is disturbed at right angles to the direction of travel it is a transverse wave. If the medium is disturbed parallel to the direction of travel it is a longitudinal wave. The speed depends on what the wave is travelling through. The frequency is the number of waves made each second. The wavelength is the distance between the same points on two adjacent waves. When waves meet an interface, they may reflect or refract.Wave speed(m/s) = frequency(Hz) x wavelength(m).
4 Biology B1.3 How can and should gene technology be used?
A video such as the one here could be watched as a stimulus to a discussion about genetic testing and what genetic testing / screening could be used for.
Learners could consider a range of people who may be offered genetic testing and describe the advantages and disadvantages of being tested.
Learners can research newspaper reports on opinions of using gene technology in agriculture.
Genetic information can be studied to identify which allele is responsible for a disease to help treat it. Adults can be provided with advice if they are carriers of a disease to identify level of risk for their offspring. Consider the balance between the benefits and drawbacks of gene technology.
Chemistry C1.3 What is the evidence for climate change, why is it occurring?
A range of different activities and models are available here , the most appropriate for learners could be selected.
Learners could research and present the most up to date strategies addressing climate change.
The greenhouse effect has been enhanced by an increase in carbon dioxide in the atmosphere caused by human activity. There are links between CO2
levels, global temperatures and fossil fuel use. Although there are uncertainties, as more data becomes available scientists become more confident that there is a link. Consider the range of impacts for the environment and for humans caused by an enhanced greenhouse effect.Various strategies are aiming to reduce the CO2 levels reducing reliance on fossil fuels by use of alternatives, improved efficiency, increasing CO2 sinks by afforestation, carbon capture. There are many factors to consider, implementing strategies on a global scale and any consequences caused by strategies.
Physics PAG The effect of depth on the speed of water waves – speed of waves.
Learners will investigate how depth of water affects the speed of a wave in a ripple tank. Practical Skills Booklet (page 44) – here.
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Week Science Module Teaching activities Outline notes for non-specialist teachers5 Biology B2.1 What are
the causes of disease?
Learners can build up names of many diseases and classify these by cause, for those caused by pathogens research the pathogen type responsible for the disease and how the disease is often spread.
An organism’s health can be compromised by disease caused by a pathogen, the organisms’ alleles, lifestyle or trauma. Some diseases can be spread by pathogenic bacteria, viruses, protists and fungi. Other diseases cannot be spread if caused by genetics, lifestyle or trauma. Animals and plants can be affected by a range of different diseases.
Chemistry C1.4 How can scientists help improve the supply of potable water?
A technical video by Severn Trent water to illustrate water treatment process here.
Divide learners into teams to research each method and present findings to class - filtration and membrane filtration; aeration, use of bacteria; chlorination and distillation (for salt water).
Water security for the world’s population is threatened by increasing population and poor water management. Obtaining potable water depends on availability of waste water, salt water, ground water and treatment plants.Chlorine is added to water to kill micro-organism which prevents some water- borne diseases, chlorine is toxic and therefore its use must be regulated.
Learners could plan and carry out a practical to model the treatment of water.
Physics PAG Waves-reflection and refraction
Learners will investigate the reflection of light off a plan mirror and the refraction of light through a rectangular prism.
Practical Skills Booklet (page 46) – here.
6 Biology B2.2 How do organisms protect themselves against pathogens?
Look at microscope slides of ciliated epithelial cells.
The role of white blood cells BBC clip here.
Draw a cartoon to show how white blood cells defend the body.
Consider the non-specific defence the body uses against microbes, including skin, mucus, tears, stomach acid, saliva and bacteria in gut. These are all designed to prevent microbes entering the body. If pathogens do enter the body white blood cells respond. Some types of white blood cells may engulf pathogens. Other white blood cells produce antibodies which are specific for a particular antigen. These are designed to disable a pathogen or tag it to be engulfed by another white blood cell. Once the body has made an antigen once, it can remember how to make it in the future.
Chemistry C2.1 How have our ideas about atoms developed over time?
Learners could carry out the OCR Superhero’s activity here to gain an understanding of the different models.
Learners should be given lots of opportunity to practice calculating numbers of protons, neutrons and electrons using the information on the periodic table.
The model for the atom has evolved over time as ideas develop and evidence is collected. Dalton proposed the first particle model, Thomson the plum pudding model, Rutherford proposed the idea of an atomic nucleus and Bohr suggested the idea of shells of electrons. The periodic table provides data on each known element, the relative atomic mass number and the atomic number; together these can be used to calculate the number of protons, electrons and neutrons an element has. Electrons are arranged in shells in the formation 2,8,8,2…….
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Week Science Module Teaching activities Outline notes for non-specialist teachers6 Physics P2.1 How much
energy do we use?
Conduction, convection, evaporation experiments or demonstrations, investigation into insulation.
A basic introduction to energy transfer is provided here in a video clip.
Learners can complete a quiz on Sankey diagrams here.
Energy can be stored as chemical, nuclear, kinetic, gravitational, elastic, thermal, electrostatic and electromagnetic and can be transferred from one to another by working or heating. Electricity can be used to do work in many ways. When energy is used to do work often some energy is wasted as heat dissipated to the surroundings. Sankey diagrams help show energy transfers quantitatively.energy transferred (J, kWh) = power (W, kW) × time (s, h)efficiency = useful energy transferred ÷ total energy transferred.
7 Biology B2.3 How can we prevent the spread of infection?
Learners may have had a vaccination but may not understand what they have had and why it works.
The lesson here is an interesting and engaging way of using the recent Ebola outbreak to connect to various ideas linked to disease and vaccines. There is a literacy activity that encourages students to read and summarise the main points from an article.
Students need to consider the benefits and risks of vaccination and within this, the idea of herd immunity and side effects.
Discuss strategies which can be used to prevent the spread of disease in plants, for example biological control, chemicals and crop rotation. Strategies to prevent spread of disease in humans include vaccination programs, contraception, hygiene, sanitation, sterilising wounds, restricting travel.
Chemistry C2.2 What does the Periodic Table tell us about elements?
Information can be found here on the development of the periodic table; learners can focus on the work of Mendeleev.
Learners can observe demonstrations of the group 1 metals with water to demonstrate the increase in reactivity and/or the group 7 displacement reactions. Learners should record word/symbol equations for the reactions.
Elements are arranged in increasing atomic number in the periodic table. Elements in the same vertical group contain the same number of electrons in their outer shell. Elements in the same period contain the same number of shells. Patterns in element properties exist in the periodic table. In group 1 elements become increasingly reactive when moving down the group. In group 7 elements become increasingly more reactive moving up the group.
Physics P2.2 How can electricity be generated?
Compare and contrast the various energy resources available, investigate energy output, ease of use, toxicity, carbon footprint, sustainability.
Investigate factors which effect the output of solar panels and wind turbines.
A practical or demonstration to look into the transmission of electricity by power lines. Guidelines here.
The main energy resources available are fossil fuels, nuclear, biofuels, wind, water and radiation from the sun. In power stations generally steam is generated which turns a turbine, causing a magnet to spin in a coil of wire this produces a voltage in the wire. Electricity is transmitted at high voltages in the national grid to improve efficiency, transformers are used to step down the voltage for a safe domestic supply. The demand for electricity continues to increase, meeting this demand requires finding a balance between many factors and concerns. Domestic supply in the UK is AC, at 50Hz and about 230 volts. Most mains appliances are connected to a 3-core cable; live, neutral and earth.
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Week Science Module Teaching activities Outline notes for non-specialist teachers8 Biology PAG
Microbiological techniques – Investigating antimicrobials
Investigating how effective different household antimicrobial products are at preventing growth of bacteria.
Practical Skills Booklet – (page 14) – here.
Chemistry C2.3 How do metals and non- metals combine to form compounds?
Learners can use this resource here to help them to draw dot cross diagrams of ionic compounds.
Learners can follow these instructions here to carry out an investigation into the properties of ionic compounds and to explain their observations using ideas about ionic bonding.
Group 0 elements have a full outer shell of electrons to exist as single, unreactive atoms. Group 1 elements have one electron in their outer shell, this can be lost to achieve a full outer shell, losing an electron makes the element into a positive ion with a +1 charge. Group 7 elements have 7 electrons in their outer shell, they can gain one more electron to achieve a full outer shell, gaining an electron makes the element into a negative ion with a - 1 charge. Group 1 and group 7 elements can react as electrons are lost from the metal and gained by the non-metal, the ions that result hold together in a giant lattice arrangement due to the interactions between the positive andnegative ions.
Physics P3.1 What determines the current in an electric circuit?
Design and construct electric circuits to investigate the electrical properties of range of circuit components.
A simple online activity investigating ohms law here.
Current is moving electrical charge, the more charge that flows in a given time the greater the current. The charge which move in a solid conductor are called electrons. Current flows because of a difference in potential energy existing at two points in a conductor. Voltage is the energy which an electrical source can give to the moving charge. Components resist the flow of charge, the greater the resistance the lower the current.charge (C) = current (A) × time (s)potential difference (V) = current (A) × resistance (Ω)
9 Biology B2.4 How can lifestyle, genes and the environment affect my health?
Students could examine some “case studies” of individuals and examine the risk factors present in each case and the diseases that they are at risk from. Risks could include smoking, obesity, lack of exercise, high cholesterol intake, alcohol consumption, genetic factors and diseases could include various cardiovascular diseases, lung cancer and type 2 diabetes.
The combination of genetic and lifestyle factors influences a person’s chance of having a non-communicable disease. The occurrence of one disease may increase the risk of a person developing another.
Provide students with recent data on the population to investigate the links between risk factors.
Chemistry C2.4 How are equations used to represent chemicalreactions?
Learners can practice naming ions and building the formula for ionic compounds using an activity found here.
Word and symbol equations are used to show reactions. The charge on an ion can be used to work out the formula of an ionic compound.
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Week Science Module Teaching activities Outline notes for non-specialist teachers9 Lots of opportunity for learners to practice balancing equations
here ; these equations could also be written in word form as an extension exercise.
Physics PAG Circuits – Current and voltage
Learners investigate the current and potential difference (I-V) characteristics of three electrical components, a resistor, a filament bulb and a diode.
Practical Skills Booklet – (page 50) – here.
10 Biology B2.5 How can we treat disease?
Possible practical work includes using pre-seeded agar plates (E.coli or S.albus). Students can place antibiotic discs (penicillin and streptomycin) using aseptic techniques on to the agar. Discuss with students the way in which the effectiveness of the antibiotic will be determined. What effect is the antibiotic having on the bacteria (either killing or stopping growth)? They can then use any results to consider the mathematical learning outcome in this section.
Evaluate a range of different treatments for cardiovascular disease.
Research the steps involved in a clinical trial of a new medicine.
Medicines including antibiotics have been developed to treat a range of diseases. Strategies which lower the risk of some non-communicable disease reduce the need to treat later on. Genetic testing may help target specific proteins with medicines. Any treatment must consider the balance between benefits and drawbacks. New treatments are tested in a lengthy and thorough scientific method.
Chemistry C3.1 How are the atoms held together in a metal?
Learners can find out about metallic bonding using this short video here .
Learners can research the properties of metals and try to explain these using the metallic bonding model.
Metallic bonding occurs in metals and alloys. The outermost electron of each atom can spread out or ‘delocalise’ across all other atoms in the structure; they become attracted to the positively charged nuclei and therefore hold the structure together. The delocalised sea of electrons explains the electrical and thermal conductivity of metals.
Physics P3.2 How do series and parallel circuits work?
Learners can use this interactive circuit builder here to model behaviour in circuits.
Revision information explaining what AC and DC means here .
When electric charge flows through a component (or device), work is done by the power supply and energy is transferred from it to the component and/or its surroundings. In a series circuit the charge passes through all the components and therefore the charge at all points of the circuit is the same. A change in the resistance of one component effects the potential difference of all the components. For a parallel circuit the current from the electrical supply is greater than the current in each branch. The sum of all the current in every branch is equal to the current from the electrical supply.
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Week Science Module Teaching activities Outline notes for non-specialist teachers11 Biology B3.1 What
happens during photosynthesis?
Detailed animations where learners can investigate the activity of leaves here .
A short introduction to action of enzymes such as the one here could be shown, followed by a discussion linking the information to the process of photosynthesis.
Producers photosynthesise to make glucose which is used for respiration or stored as starch or combined with other elements to make carbohydrates, proteins and lipids for growth. The photosynthesis reaction occurs in 2 stages: first stage involves water breaking down into hydrogen and oxygen; this requires light and chlorophyll; the oxygen is released leaving the hydrogen to react with the carbon dioxide to form glucose in the second stage. Learners consider the factors which affect the rate of this reaction and the role ofcatalysts in this reaction.
Chemistry C3.2 How are metals with different reactivities extracted?
Learners can develop word and symbol equations and make predictions about which reactions will occur, supported by this the Chemical Misconceptions ‘Word equations’ resource found here .
Learners can extract copper from copper ore using carbon in the following practical found here .
Metals vary in their reactivity, this can be investigated looking at their reaction with water, acid and other metal compounds. More reactive metals are those which lose their outermost electrons most readily to form positive ions. Metals which are less reactive than carbon are extracted by reacting with carbon. In this process the metal in the ore is reduced to form the metal, the carbon is oxidised in the process. Metals above carbon in the reactivity series areextracted from their ore by electrolysis.
Physics P3.3 What determines the rate of energy transfer in a circuit?
Compare the power consumption of a variety of devices and relate it to the current passing through the device. Apply the mathematical equations to the data collected.
Use this interactive resource found here to investigate how transformers work.
Energy transferred depends on the amount of charge and potential difference. The power rating of a device measures the rate at which an electrical power supply transfers energy to the device. This depends on current and potential difference, if these are higher there is greater transfer of energy. When transformers step up voltage the current must step down so the power remains the same.power (W) = energy (J) ÷ time (s)energy transferred (work done) (J) = charge (C) × potential difference (V) power (W) = potential difference (V) × current (A)power (W) = (current (A))2 × resistance (Ω)potential difference across primary coil × current in primary coil = potential difference across secondary coil × current in secondary coil.
12 Biology PAGPhotosynthesis– Investigating the effect of light intensity on the rate ofphotosynthesis
Use the photosynthesis of pondweed to investigate how light intensity effects the rate of photosynthesis.
Practical Skills Booklet – (page 12) – here .
Chemistry C3.3 What are electrolytes and what happens
Learners can watch this video here on the extraction of aluminium by electrolysis.
Electrolysis is the breakdown of an electrolyte by an electric current. It is used to extract reactive metals from ores. The electrolyte must be a dissolved or molten ionic compound as ions must be able to move. When the current isswitched on the negative ions move to the anode where they lose electrons to
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Week Science Module Teaching activities Outline notes for non-specialist teachers12 during
electrolysis?Learners can carry out the electrolysis of copper sulfate, learners can write equations for the reactions occurring at the anode and the cathode. Guidance found here .
become neutral atoms; the positive ions (metals or hydrogen) move to the cathode where they gain electrons to become neutral atoms. Aluminium is extracted from aluminium oxide by heating to very high temperatures, aluminium forms at the cathode and oxygen forms at the anode where it reacts with the carbon electrode to form CO2.
If the electrolyte is a dissolved ionic compound, hydrogen will form at thecathode as if the metal ions are more reactive, they will remain in solution.
Physics P3.4 What are magnetic fields?
An introductory video on how magnetism works here .
Use plotting compasses to map the magnetic field near a permanent bar magnet, between facing like/opposite poles of two magnets, a single wire, a flat coil of wire and a solenoid.Investigate the relationship between the number of turns on a solenoid and the strength of the magnetic field.
The region around a magnet is called a magnetic field, in this region a magnet will experience a force. The force is strongest at the poles and become weaker further away. Magnetic field lines around the Earth provide evidence that the core is magnetic. Iron and nickel can be placed in a magnetic field and have magnetism induced; if they are permanent magnets the magnetism remains after being removed from the field. A magnetic field exists around a wire carrying electric current. The magnetic field is stronger if the wire is coiled; if an iron core is put in the centre of the coil this forms anelectromagnet which can be switched on and off.
13 Biology B3.2 How do producers get the substances they need?
Two video clips here explaining membrane transport and a web resource with information on the topic.
This video here gives a clear explanation on how transport occurs in plants.
Diffusion allows substances to be transported around organisms. Substances move into and out of cells through a semi permeable membrane, for example carbon dioxide and oxygen moving through stomata and cell membranes into plants. Diffusion of water across a semi permeable membrane from a region of high concentration to a region of low concentration is called osmosis, for example water moving into plants via root hair cells with high surface area.Active transport involves moving molecules which cannot diffuse acrossmembranes without help, this needs energy ATP, for example nitrate ions. Transport in plants carried out by vessels.
Chemistry PAGElectrolysis of brine C1
The electrolysis of brine to produce chlorine, hydrogen and sodium hydroxide.
Practical Skills Booklet – (page 18) – here .
Physics P4.1 What are forces?
A simple simulation introducing balanced and unbalanced forces here.
Investigate the effect of different combinations of surfaces on the frictional forces.
A video review of newton’s laws of motion and the result of the application of force here .
When 2 objects interact, both experience a force which is an interaction pair; the two forces are equal in size and opposite in direction. Friction is a force between two surfaces which seems to prevent relative movement between the surfaces. Normal contact force, an object on a surface pushes down into the surface and the surface pushes up. The gravitational attraction of the Earth causes a downward force on every object, this is known as weight and is proportional to mass.weight (N) = mass (kg) × gravitational field strength (N/kg)
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Week Science Module Teaching activities Outline notes for non-specialist teachers14 Biology PAG Transport
in/out of cellsInvestigating the movement in and out of cells by osmosis.
Practical Skills Booklet – (page 10) – here.
Chemistry C3.4 Why is crude oil important as a source of new materials?
Short video to introduce the uses of crude oil fractions here .
A teacher demonstration or class practical carrying out the distillation of crude oil and observing the characteristics of the fractions here .
Crude oil is a mixture of hydrocarbons, crude oil is the raw material for many manufactured products and fuels, it is a finite resource and its use must be monitored carefully. The crude oil mixture is made up of hydrocarbon molecules of different length chains. Groups of molecules of similar length are called fractions and are separated by fractional distillation. Groups of shorter length chains have lower boiling points as intermolecular forces are weaker, longer chains have higher boiling points due to stronger intermolecular forces. Alkanes are the main type of molecule in crude oil, these molecules form a homologous series with a general formula of CnH2n+2. The empirical formula isthe simplest ratio of carbon to hydrogen atoms.
Physics P4.2 How can we describe motion?
Use a variety of methods to measure distances, speeds and times and to calculate acceleration.
Questions on distance time graphs are provided here .
Questions on speed time graphs are provided here .
An objects motion is described by its speed, direction and if speed is changing. Displacement considers distance moved and direction whereas velocity depends on speed at that moment and direction. Distance/time graphs and speed time graphs can be used to describe motion. Speed time graphs can be used to calculate acceleration and the area under the graph shows the distance travelled.average speed (m/s) = distance (m) ÷ time (s)acceleration (m/s2) = change in speed (m/s) ÷ time taken (s)
(final speed (m/s))2 – (initial speed(m/s))2 = 2 × acceleration (m/s2) × distance (m).
15 Biology B3.3 How are organisms in an ecosystem interdependent?
The activity found here allows learners to produce an ecosystem and apply the relevant vocabulary to describe the setting and consider the interdependence.
Build up a diagram of the carbon cycle and water cycle to bring together the learners’ ideas of the topic.
Carbon cycle resource, a range of activities to build understanding on carbon cycle here .
The producer’s role in the ecosystem is to take carbon and nitrogen containing compounds and convert them into a range of large organic molecules. Consumers then gain organic molecules by eating consumers and digesting their biomass; this allows them to gain the smaller organic molecules which can then be built into the consumers biomass. This is one way that populations in a community are interdependent, modelled by food webs. Limiting factors control population size. The water cycle and carbon cycle allow essential components to be reused by organisms.
Chemistry C3.4 Why is crude oil important as a source of new materials?
Worksheet on properties of alkanes and alkenes here . Crude oil contains molecules made of non-metals. Non-metals bond to other non-metals by forming shared pairs of electrons called covalent bonds.Covalent bonds can be shown as dot cross diagrams; molecule arrangement can be shown by ball and stick diagrams or 3D representations. Simple covalent molecules such as alkanes have strong bonds within the moleculebut weak intermolecular forces between molecules. This means the boiling
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Week Science Module Teaching activities Outline notes for non-specialist teachers15 Learners draw dot cross diagrams for the following molecules H2,
F2, HF, H2O, NH3, CH4, C2H6, CO2, C2H4, O2, N2, HCOOH.
Teacher demonstration of the cracking of paraffin here .
points are relatively low as when the molecule changes from a liquid to a gas only the intermolecular bonds are broken. Cracking is a process where long alkane molecules are heated and broken down into a mixture of shorter alkanes and alkenes. Alkenes contain a carbon carbon double bond and areused in the manufacture of polymers.
Physics PAG Motion – Acceleration of a trolley down aramp
Learners investigate the acceleration of a trolley down a ramp.
Practical Skills Booklet – (page 42) – here.
16 Biology B3.4 How are populations affected by conditions in an ecosystem?
A video to introduce the difference between biotic and abiotic factors here .
Information on how sampling techniques can be used here .
Learners can consider the methods used to investigate biodiversity. Guidance found here .
Biotic and abiotic factors determine the distribution and abundance of organisms in an ecosystem. This can be investigated using a range of techniques, including keys, transects, quadrats, mark release recapture, sampling, measuring temperature, moisture, light, pH.
Chemistry PAG Distillation– Fractional distillation of a crude oilsubstitute
In this practical activity the students will separate a crude oil substitute and investigate the properties of the fractions.
Practical Skills Booklet – (page 22) – here.
Physics P4.3 What is the connection between forces and motion?
A simulation allowing learners to describe the forces involved in a range of situations found here .
Resultant force is the sum of all forces acting on an object. An object is moving in a straight line; if the resultant force is zero the object continues to move at the same speed; if the resultant force is in the same direction as the object is moving the object speeds up; if the resultant force is in the opposite direction the object will slow down; if resultant force is not in line then object will change direction.Mass is the amount of matter in an object.
17 Biology PAG Sampling techniques
Learners carry out an investigation to sample the amount of a particular plant species in a given area.
Practical Skills Booklet – (page 5) – here.
Chemistry C4.1 How is data used to choose a material for aparticular use?
A comparison of properties of plastics exercise found here .
Learners can carry out a wide range of practicals to study material properties. Guidance found here .
Chemists develop many synthetic materials designed to have specific properties suited to their use. Physical properties which can be compared include melting point, softening temperature, electrical conductivity, strength, stiffness, flexibility, brittleness, hardness, density, ease of reshaping.
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Week Science Module Teaching activities Outline notes for non-specialist teachers17 Composites contain a combination of materials whether on the bulk scale or
the Nano-scale.
Physics P4.3 What is the connection between forces and motion?
Investigate factors that might affect human reaction times. Investigate the use of crumple zones to reduce the stopping forces.
A video clip on braking distance here .
Momentum depends on the mass and the velocity of an object, the greater the mass or the velocity the more momentum an object will have. Newton’s Second Law, relates force, mass and acceleration:force (N) = mass (kg) × acceleration (m/s2)Ideas about force and momentum have allowed safety measures in transport to be improved including crumple zones, seat belts, air bags.
18 Biology B4.1 What happens during cellular respiration?
Learners could carry out practical work investigating the amount of energy released by different food or could carry out an exercise experiment to measure recovery rate, the time taken to break down the lactic acid.
A clear overview of aerobic and anaerobic respiration is provided in this resource here .
Consumers break down some of the biomass they consume into glucose to use for cellular respiration. The chemical energy in food is converted into a usable form of energy in the cell called ATP. If oxygen is present aerobic respiration takes place, cells produce ATP by oxidising glucose to form carbon dioxide and water. One step of this reaction occurs in the cytoplasm and two in the mitochondria. If no oxygen is present anaerobic respiration takes place in the cytoplasm. More ATP is produced by aerobic respiration.
Chemistry C4.2 How do bonding and structure affect properties of materials?
Summary worksheet on giant covalent structure here .
Information on allotropes including a video clip here .
Learners can be provided with basics of polymers in this video here .
Chemists use structure and bonding to design material properties. Carbons ability to form 4 covalent bonds means it can form a range of rings and chains. Polymer chains have strong intermolecular forces between chains. Giant covalent structures are made of many atoms in a 3 D arrangement bonded by covalent bonds. Carbon is able to form the allotropes graphite and diamond when it forms giant covalent structures.
Physics PAG Forces – Extension of a spring
Learners investigate the extension of a spring when a force is applied. You will apply the force to the spring by hanging different masses on it.
Practical Skills Booklet – (page 40) – here.
19 Biology B4.2 How do we know about mitochondria and other cell structures?
Learners can use the virtual microscope here to investigate the organelles within the cell.
Provide learners with some examples of familiar and unfamiliar objects taken with a scanning electron microscope.
The invention of the electron microscope has been necessary to observe cell organelles, identifying these structures helps to improve understanding of cell processes.
Chemistry C4.3 Why are nanoparticles so useful?
Learners can watch an explanation of nanotechnology including surface area and benefits and risks here .
Nanoparticles are on the same scale as individual molecules; they are built up atom by atom and as they are so small, they can be incorporated into biological tissue. Nanoparticles have a high surface to volume ratio andtherefore make effective catalysts. Fullerene nanotubes can be used as
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Week Science Module Teaching activities Outline notes for non-specialist teachers19 Information on nanotechnology including the concept of scale
found here . molecular sieves and can also be used to increase strength of materials. Benefits and risks of nanoparticles continues to be investigated.
Physics P4.4 How can we describe motion in terms of energy transfers?
Use data logging software to calculate the efficiency of energy transfers when work is done on a moving object. Measure the work done by an electric motor lifting a load and calculate the efficiency.
In this simulation found here , objects can be pushed, pulled or allowed to slide up or down a ramp, with various adjustable parameters.
Energy cannot be created or destroyed. Kinetic energy is the stored energy of a moving object. A raised object has a store of gravitational potential energy. An object’s store of kinetic energy changes equal to the amount of work done on it.work done (Nm or J) = force (N) × distance (m)
kinetic energy (J) = 0.5 × mass (kg) × (speed (m/s))2
gravitational potential energy (J) = mass (kg) × gravitational field strength (N/kg) × height (m)power (W) = energy transferred (J) ÷ time (s)
20 Biology B4.3 How do organisms grow and develop?
Simple animation showing steps in mitosis found here . Learners do not need to recall the name of each stage.
This short video clip here shows how tumours develop by changes in a person’s DNA causing cells to divide many times, how they become vascularised and how metastasis occurs.
Growth and repair of organisms require increasing the numbers of cells. Firstly, within a cell the chromosomes replicate to form 2 chromatids, the chromosomes become shorter/fatter, the spindle (protein fibres) fix on to the chromatids and pull them apart, each end of the cell gets one copy of the genetic material, and a nuclear membrane forms around the new chromosomes. Two identical cells are produced.At fertilisation, maternal and paternal chromosomes pair up, so the zygote has the normal chromosome number. This then increases in number producing identical cells for around 8 steps before specialised cells develop by genes being switched on or off.
Chemistry C4.4 What happens to products at the end of their useful life?
Detailed resource on all aspects of life cycle assessments found here .
A video found here showing life cycle assessment of a Toyota car and a suggested long answer question on the topic.
Oxidation is loss of electrons; reduction is gain of electrons. Life cycle assessments consider the environmental impact of a product during its manufacture, use and disposal. The raw materials are evaluated as is any transportation needed. The viability of reusing or recycling a product is taken into consideration.
Physics P5.1 What is radioactivity?
Collect data to calculate the half-life of a radioactive isotope. Use a random event such as dice-throwing to model radioactive decay.
A simulation, found here , where half-life can be observed in a population of unstable atoms, and carbon dating and the calculation of half-life are explained.
Revisit work on the history and structure of the atom. An unstable nucleus may break down to become more stable, it does this by emitting alpha, beta or gamma radiation. Alpha particles have 2 protons and 2 neutrons, beta particles are identical to an electron and gamma is very high frequency electromagnetic radiation. The breakdown of radioactive isotopes is entirely random, the time taken for the activity to decrease to half is a fixed time for a particular isotope and is called the half-life.
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Week Science Module Teaching activities Outline notes for non-specialist teachers21 Biology B4.4 Should we
use stem cells to treat damage and disease?
Learners can use the resource found here to decide the pros and cons of the technique and present these in a classroom debate.
Stem cells may be able to treat damaged tissues and cells by replacing them, there are different views to consider as stem cells need to be harvested from human embryos.
Chemistry C5.1 How are chemicals separated and tested for purity?
Learners can watch a short video found here to introduce the pure substances.
Learners experience purifying alum in this practical here .
It is important that consumer products do not contain unwanted impurities. Products often contain known mixtures of pure substances called formulations. Pure substances contain a single element or compound, purity can be tested by measuring melting point, pure substances have a sharp melting point and this should match data books. Chromatography can be used to separate mixtures. The distance a component travels compared to the solvent is called the Rf value. Solvents other than water can be used. In industry the wanted product may need to be separated from by-products or waste products.
Physics P5.2: How can radioactive materials be used safely?
Collect and interpret data to show the penetration properties of ionising radiations.
A summary of the properties of ionising radiation found here .
Radioactive materials carry a risk to health so must be used with care, especially if taken into the body where they can continue to emit ionising radiation. Radiation can be used for medical imaging, the risks associated must be considered.
A 10-minute video containing a detailed explanation of the way that radiation doses and harms are measured, found here .
22 Biology B5.1 How do substances get into, out of and around our bodies?
Explanations of key terms included along with description and questions on kidney function here .
Clear information on circulatory system and functions of vessels available here .
Adaptations and roles of types of blood cells found here .
Links to B3.2 How do producers get the substances they need?Interactions between circulatory, gaseous exchange, digestive and excretory systems allow for substances to move to where they need to around the body. Diffusion of CO2 and O2 occurs between air in the alveoli and blood capillaries. Water and food absorbed from intestine into blood capillaries. CO2
and urea diffusing out of cells into plasma. Kidneys filter waste urea out of blood into urine. Partially permeable membranes allow movement ofsubstances.
Chemistry PAG Separation techniques – Chromatograph y of food dyes
Learners separate a range of food colouring dyes by paper chromatography. By varying the proportion of water to organic solvent, learners can observe different separation of the coloured components of the food colouring.
Practical Skills Booklet – (page 26) – here.
Physics P6.1 How doesenergy
Devise a method to measure the density of irregular objects.Measure the specific heat capacity of a range of substances such
Energy supplied to an object can be used to raise its temperature. This canbe achieved by burning a fuel, using an electric heater or by doing work on
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Week Science Module Teaching activities Outline notes for non-specialist teachers22 transform
matter?as water, copper, aluminium. Measure the latent heat of fusion of a substance in the solid state and the latent heat of vaporisation of a substance in the liquid state. Show that the same amount of work always results in the same temperature rise.
Simulation covering energy, conservation of energy and energy transfers found here .
Learners can gain lots of experience on specific heat capacity calculations here .
the material. How much temperature rises depends on the mass of the object, the energy supplied and the material (specific heat capacity). At melting points and boiling points, the temperature plateaus even though energy is being supplied, at the boiling point the density changes significantly whereas at the melting point there is a small change in density.density (kg/m3) = mass (kg) ÷ volume (m3)change in internal energy (J) = mass (kg) × specific heat capacity (J / kg / °C)× change in temperature (°C)energy to cause a change of state (J) = mass (kg) × specific latent heat (J/kg).
23 Biology B5.2 How does the nervous system help us respond to changes?
Introductory content on nervous system here .
Information found here on how the nervous system allows us to respond, includes video clip.
Carry out reaction time experiments.
The nervous system detects changes to give fast, short-lasting responses. External stimulus is detected by receptors, the response is co-ordinated by the central nervous system which makes the effector carry out the response. Reflexes help to protect the body they are responses which occur due to stimuli which do not involve the brain.
Chemistry C5.2 How are the amounts of substances in reactionscalculated?
A video on the historical context of the conservation of mass here .
Learners should have lots of opportunity to practice calculating relative formula mass.
During chemical reactions the mass of the reactants equals the mass of the products; if the system is open it may appear that mass is lost if gas is produced. The relative atomic masses of a formula can be added to calculate relative formula mass.One mole contains 6.0 × 1023 atoms or formula units.
Physics PAG Materials – Determining the density of materials
Learners investigate how to determine the density of different materials and objects. The material could be solid or liquid, and the object could be a regular or an irregular shape.
Practical Skills Booklet – (page 38) – here.
24 Biology B5.3 How do hormones control responses in the humanbody?
Detailed resource on hormones and their role here .
Consider data on blood glucose levels during the day to describe the role of insulin.
Hormones are secreted by glands and transported in the blood which cause the body to respond to stimuli. Hormones cause slower, long lasting responses.
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Week Science Module Teaching activities Outline notes for non-specialist teachers24 Chemistry C5.3 How are
the amounts of chemicals in solution measured?
A resource to revise neutralisation and pH found here .
Learners carry out a titration of sodium hydroxide and hydrochloric acid. Guidance found here .
The concentration of an acid can be found out using a titration. An alkali is reacted with an acid and an indicator used to identify when neutralisation will occur. Acids and alkalis react to form salt and water. Simplified the acid provides the hydrogen ions which react with hydroxide ions from the alkali to make water. The titration experiment follows a standard procedure to ensurethe data collected safely and is of high quality.
Physics PAG Energy – Specific heat capacity in ametal
Learners investigate the specific heat capacity of a metal block.
Practical Skills Booklet – (page 48) – here.
25 Biology B5.4 Why do we need to maintain a constant internalenvironment?
Information on homeostasis found here .
Learners can use data to investigate sweating and temperature control. Guidance found here .
Homeostasis is the maintaining of a constant internal environment. A human’s survival depends on body temperature, water amount, urea and carbon dioxide in the blood keeping relatively constant. This is mainly as the enzymes in the body can only function at specific temperatures and pH. The brain controls the kidneys, skin and lungs to maintain these constantconditions.
Chemistry C6.1 What useful products can be madefrom acids?
Learners could carry out lesson 1 in the resource found here looking at the acid and metal reaction and writing the associated word equations.
Many products are made using acids, including cleaning products, and acids can be used to make fertilizers. Acids react with metals, metal hydroxides and metal carbonates in neutralisation reactions to form salts.
A worksheet for learners to practice neutralisation word equations found here .
Physics P6.2 How does the particle model explain the effects of heating?
A simple experiment where a gas is warmed up by speeding up its particles found here .
A simple experiment to reinforce the difference between boiling evaporation and vaporisation found here .
The particle model describes the behaviour of atoms and molecules in solids liquids and gases. Consider the difference in density between solids, liquids and gases. The particle model helps to explain how mass is conserved during melting, freezing, evaporating, sublimation and condensing. How heating a material can increase temperature and cause a change of state. How thebehaviour of gas particles depends on temperature and pressure.
Short video on heat transfer in terms of the transfer of kinetic energy found here .
26 Biology PAG Rates of enzyme- controlled reactions –Concentration
Learners investigate the effect of concentration of hydrogen peroxide on the enzyme catalase.
Practical Skills Booklet – (page 6) – here.
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Week Science Module Teaching activities Outline notes for non-specialist teachers26 Chemistry PAG Production
of salts – Making copper sulphatecrystals
Learners carry out the synthesis and purification of hydrated copper sulfate.
Practical Skills Booklet – (page 28) – here.
Physics P6.3 How does the particle model relate to materials under stress?
Investigate the force-extension properties of a variety of materials, identifying those that obey Hooke’s law, those that behave elastically, and those that show plastic deformation.
Short video on the behaviour of rubber bands here .
Short video on the elastic properties of baseball bats and balls here .
As multiple forces are applied to an object it may be compressed, stretched or twisted. When force is removed the object may return to original shape or be permanently deformed. Applying a force effects the attractions between particles. The relationship between force and extension may be proportional but sometimes it is not linear such as rubber bands. Energy is stored when a spring is compressed or stretched.force exerted by a spring (N) = extension (m) × spring constant (N/m)
stretched spring (J) = ½ × spring constant (N/m) × (extension(m))2
27 Biology PAG Rates of enzyme - controlled reactions -Temperature
Learners investigate how the activity of the enzyme lipase changes with temperature, using an indicator.
Practical Skills Booklet – (page 8) – here.
Chemistry C6.2 How do chemists control the rate of reactions?
The following two links can be used by learners to carry out computer modelling of reaction rate here and here .
Learners can interpret rate graphs showing the effect of temperature, concentration and surface area using resources here .
Rate of reaction can be controlled by temperature, pressure, surface area, concentration. These ideas are illustrated by the collision of particles; higher pressures or concentrations means particles are more likely to collide and therefore more reactions occur, surface area increases area where reaction can happen meaning number of collisions increase, higher temperatures mean particles move faster, collide more frequently and with more energy (to overcome activation energy) so are therefore more likely to react to form products. Catalysts increase the rate of reaction but can be recoveredunchanged.
Biology B5.5 What role do hormones play in humanreproduction?
Basic introduction video to role of hormones in menstrual cycle here .
Humans require hormones to allow sexual reproduction, by controlling the menstrual cycle. The hormones regulate ovulation, ovulation can be controlled artificially by hormones in the contraceptive pill which is used as acontraceptive.
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28 Biology B5.6 What can happen when organs and control systems stop working?
Learners could consider the symptoms of diabetes, constant thirst, general weakness, loss of weight, glucose in urine, possible coma, and should research and present why diabetes would cause these symptoms.
Consider data on blood glucose levels during the day to describe the role of insulin.
The concentration of sugar in the blood is regulated by the hormone insulin. If the pancreas does not produce enough insulin to regulate blood sugar level a person will suffer from diabetes. Type 1 diabetes is when the pancreas stops making insulin and injection of insulin may be required. Type 2 diabetes is when a person is not responding to the insulin their pancreas is making, in this case blood sugar may be regulated by diet, exercise or insulin injections.
Some practical work in a role play setting where learners test a range of fake urine samples aiming to diagnose which sample is from someone who is diabetic.
Chemistry PAG The effect of temperature on rate of reaction.
Magnesium and acid use a gas syringe or upside down measuring cylinder to measure volume of hydrogen produced. Plot associated graph, time on the x axis and volume of gas on y axis, measure rate by drawing a tangent to the curve.
Practical Skills Booklet – (page 16) – here.
Biology B6.1 How was the theory of evolution developed?
Learners can use this resource here to find out how genetic variation causes evolution with some animations included.
Learners can investigate the life and work of Charles Darwin and look at how the evidence he collected could be explained by his theory of evolution using the resource here .
Mutations in DNA create genetic variants which can be passed to offspring, these may not cause observable characteristics but in some cases the variant may have an advantage and be more likely to survive in an environment. In this case the variant has more chance of reproducing therefore increasing the proportion of the beneficial genetic variant in future generations, this process is known as natural selection. If over time the organisms with the genetic variant evolve to the point that they cannot reproduce with the original version a new species is developed. This is most likely when populations are isolated. The theory of evolution helped to explain these observations, production of new varieties of organisms, fossils with similarities and differences andisolated communities showing particular characteristics.
29 Biology B6.2 How does our understanding of biology help us classify the diversity of organisms onEarth?
Introduction to use of DNA in classification here .
Learners could use identification keys to classify organisms in a local ecosystem, for example trees in a woodland or plants in a meadow. Or use a selection or models or pictures to practice using keys.
Classification of organisms is based on similarities or differences in characteristics or DNA, where an organism’s genetic information is most similar the species is likely to be grouped together.
Chemistry PAG The effect of concentration
The disappearing cross reaction between hydrochloric acid and sodium thiosulfate.
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29 on rate ofreaction
Practical Skills Booklet – (page 32) – here.
Biology B6.3 How is biodiversity threatened and how can we protect it?
Learners can consider how a reduction in diversity effects food security here .
Learners could produce a balanced discussion on the importance of biodiversity using the resource here together with their own research.
Diversity takes into account diversity of organisms, diversity in their genes and the diversity of ecosystems. Human impact often causes a reduction in biodiversity by habitat destruction or industrialization, sometimes humans improve biodiversity by using the ecosystem in a sustainable way. Humans benefit from maintaining biodiversity, by being provided with medicines, materials and food. A range of strategies aim to protect biodiversity at a rangeof scales.
30 Biology Revision
Chemistry C6.3 What factors affect the yield of chemicalreactions?
Learners can view an introduction video on reversible reactions here .
Many industrial processes involve reversible reactions, separating the product from a mixture of reactant and product maybe costly. Engineers design reaction conditions to give the highest yield whilst considering to economic cost of creating the reaction conditions. Dynamic equilibrium is reached whenthe forward and reverse reactions are happening at the same rate.
Physics Revision
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