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Contents
Introduction
1
2
3
4
5
6
7
8
9
10
11
12
2
4
44
84
120
160
202
242
298
338
378
420
458
499
501
519
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Introduction
Absolute Science has been written to support the new Framework for Teaching
Science Years 7, 8 and 9 and fits exactly to the format of the Key Stage 3 Scheme
of Work from QCA.
The Pupil Books and Teacher Packs can be used in conjunction with each other or
as stand-alone teaching tools, to deliver fully the National Curriculum statutory
orders and implement the Framework for Teaching Science Years 7, 8 and 9.
Pupil Book
Each chapter in the Pupil Book contains:
A real-world example at the beginning of each chapter to give pupils a context
for the theory they are about to learn
Science content which matches the Scheme of Work
Questions interspersed throughout the text to reinforce and
consolidate learning are denoted by this icon.
Hints, tips and extra activities are denoted by this icon.
Think about questions for group or whole class discussion are
denoted by this icon.
YOU MAY BE ABLE
TO DO
WORKSHEET A1,
DENSITY OF A
MATERIAL.
acb?
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Introduction
A learning checklist for pupils
An overarching Lesson plan (usually eight per chapter) denoting lesson focus,
expectations for the lesson at three different levels, together with a list of
resources for each lesson
Practical and non-practical worksheets. All worksheets can be used with the
whole class since questions on each worksheet are matched to the three levels
of learning outcome as denoted on the overarching Lesson plan. Therefore,
more able pupils will be able to complete all questions, whereas less able
pupils should only be expected to answer the core questions
Extension worksheets for the most able pupils
A differentiated End of Unit test with exemplar mark scheme denoting
suggested levels
Answers to all Pupil Book and worksheet questions
An End of Unit test mark record sheet
A summary of the Technician notes for each lesson
Framework matching charts
In addition, the Non-specialist Teacher Pack contains:
Teaching hints and tips for each chapter
Detailed lesson plans containing starter activities and plenaries, together with
homework suggestions
All material contained in the Non-specialist Teacher Pack is contained on a fully
customisable CD-ROM giving the teacher full flexibility in the use of Absolute
Science.
Scheme of Work
Unit
7A
7B
7C
7D
7E
7F
7G
7H
7I
7J
7K
7L
Cells
Reproduction
Environment and feeding relationships
Variation and classification
Acids and alkalis
Simple chemical reactions
Particle model of solids, liquids and gases
Solutions
Energy resources
Electrical circuits
Forces and their effects
The solar system and beyond
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A PT ER
CH
1
7.5
HRS
MING
TI
AC
HER NO
Starting points
Pupils should be familiar with the following ideas:
QCA Scheme of Work Reference: Unit 7b
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Expansion gap
Flow
Freezing point
Gas
Hypothesis
Incompressible
Liquid
Matter
Melting point
Property
Shape
Solid
Strength
Theory
Unique
Learning checklist
In this topic pupils should learn:
to classify different materials as solids, liquids or gases
that some materials can be much harder to classify
how to share and evaluate other peoples ideas
that new evidence may be used to change an existing theory
how to calculate the density of regular or irregular objects
how particles are arranged in solids, liquids and gases
how particles move in solids, liquids and gases
how to use a model to explain the behaviour of matter such as expansion,
pressure and diffusion
about changes of state
Links
Links with the Key Stage 2 Scheme of Work
Unit
4D
5C
5D
6C
Title
Solids, Liquids And How They Can Be Separated
Gases Around Us
Changing State
More About Dissolving
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Title
Solutions
Food and Digestion
The Rock Cycle
Heating and Cooling
Pressure and Moments
Cross-curricular links
Design & Technology: Working Characteristics of Materials
acb?
Literacy
There is a literacy activity on snowflakes in the Pupil Book.
+2 8=
Numeracy
Worksheets A1, Density and A5, Expansion and contraction of metals involve
numerical calculations.
ICT
ICT
Worksheet A1, Density, could be extended by placing the data collected into a
spreadsheet and using spreadsheet tools to interpret the data.
Learning outcomes
Most pupils
Scientific enquiry
Describe and explain observations, using the particle model
Materials and their properties
Classify materials as solid, liquid or gas
Explain the classification of some difficult materials
Describe materials as being made of particles and describe the movement and
arrangement of these
Begin to use the particle model to explain phenomena such as the mixing of
liquids and the expansion of a metal bar
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Care should be taken when splitting crystals. Goggles should be worn and
pupils should be aware of the dangers of using either razor blades or knives.
The questions on the worksheets could be used to develop pupils ideas about
how the particles are arranged in solids.
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excellent question which you can answer by repeating the experiment with the
jars reversed. The gases still mix showing that it is not the difference in the
weights of the gases that is causing the mixing.
After a few moments white ammonium chloride gas begins to form in the tube
showing that gas particles from both sides have travelled (diffused through the
air) along the tube before reacting.
Questions you could ask the pupils include:
Where exactly is the white ammonium chloride seen?
Which of these two gases is diffusing fastest?
Questions which could be asked to consolidate understanding include:
Why is diffusion in liquids slower than diffusion in gases?
Name three examples of a) diffusion in liquids and b) diffusion in gases.
Why cant diffusion take place in solids? Devise a simple experiment to show that
this is true (i.e. place one solid on top of another there is no mixing).
Changing states
In this section pupils could be given an opportunity to revise their models of the
three states of matter. The Pupil Book contains a summary of theses ideas and
pupils could be helped to construct a concept map to show this information. This
section could also be used to introduce pupils to changes of state and the Pupil
Book contains an activity based on this idea.
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Safety point
Pupils should use forceps to manipulate crystals and thought should be
given to crystals to be used for this exercise. If copper sulfate is used,
pupils should be reminded that although the crystals are an attractive
colour, they are also corrosive and should not be handled or placed in the
mouth. If pupils do handle the crystals, make sure that they thoroughly
wash their hands.
Safety point
The demonstrations on Worksheets A8 and A9 involve the gases bromine
and nitrogen dioxide. Both of these gases are toxic. Ensure that you are
familiar with your schools policy for using these chemicals.
Changing states
If this is the first time that pupils have made concept maps they will need some
guidance and support on how to construct them (See enclosed example).
Sc2
Scientific Enquiry
1a, 1b, 2m
Sc3
Materials and
Their Properties
Sc4
Physical Processes
1b
CH
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A PT ER
Checklist
CHE CK LI
ST
When you know what these words mean, tick the box!
Boiling point
Flow
Melting point
Compressible
Freezing point
Property
Condense
Gas
Shape
Density
Hypothesis
Solid
Diffusion
Incompressible
Strength
Expand
Liquid
Theory
Expansion gap
Matter
Unique
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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11
ap
ter 1
Ch
12
Chapter 1 Lesson 1
Date
Class
Lesson Focus
States of matter
Mixed Ability/Set
Expectations
Most Pupils
Room Date
Cross-curricular development
Class
Time 50Mixed
mins
In and register.
Direct pupils to begin reading Chapter 1, pp. 4 and 5.
10
12
Differentiation
Differentiation
Learning Outcomes
13
ap
ter 1
Ch
14
Chapter 1 Lesson 2
Date
Class
Lesson Focus
Solids are dense
Mixed Ability/Set
Expectations
Most Pupils
All the above, plus can understand and evaluate theories and
hypothese regarding matter.
Cross-curricular development
Room
Time 50 mins
Differentiation
Learning Outcomes
In and register.
Direct pupils to read the ideas of the cartoon of philosophers on Pupil
Book p.4.
Ask three pupils to read aloud the philosophers ideas about matter. Invite
pupils to discuss these ideas in small groups and then report back to the
class. Highlight (Pupil Book p.5) how a hypothesis develops into a theory.
Ask pupils to write down the word equation for calculating density from
the Chapter 1 Information sheet. Briefly demonstrate how to calculate
the volume of a regular and irregular shaped object, giving a simple
example on the board.
20
10
Pupils can either answer the questions in the Worksheet into their books,
or, in small groups, they can report their findings to the class.
Homework: Complete calculations and answers to questions in Worksheet A1. Complete answers to Qs 4 and 5 in the Pupil Book.
15
ap
ter 1
Ch
16
Chapter 1 Lesson 3
Date
Class
Lesson Focus
Arrangement of particles in a solid
Mixed Ability/Set
Expectations
Most Pupils
Can state the basic properties of a solid, and relate them to the
arrangement of particles. Know how to make copper sulfate
crystals using a simple method.
Cross-curricular development
Room
Time 50 mins
In and register.
In discussion, encourage pupils to revisit the key ideas about density from the
previous lesson, particularly, a definition of density.
Demo on density: Ask pupils to make a prediction in the backs of their books
about the outcome of placing a cube of metal and a cube of polystyrene of
equal volume on the surface of a water tank. Then demonstrate this exercise and
instruct pupils to write down their ideas about their observations. Then discuss
these ideas as a class.
Quick demo on incompressibility: Ask four pupils to sit side by side on a single
desk at the front of the class. It should be a tight squeeze. Ask two more pupils
to stand either side of the desk and try to squeeze the pupils even closer
together. Explain that because the particles in a solid are already closely packed,
it makes them incompressible.
Bookwork: Ask pupils to transfer into their workbooks a summary of their ideas
of particle arrangement in a solid, making reference to the properties of a solid.
Their answers to Qs 1 and 2 may help them.
Pair off pupils, ensuring that more able are paired with less able pupils. Instruct
pupils to collect and set up the equipment needed in Worksheet A2 Growing
crystals of copper sulfate. Before pupils start, briefly run through the method,
adapting according to whether pupils make their own solution or have it provided.
The abler support less able pupils. The more able pupils may
begin to consider processes such as dissolving and changes
of state (liquid to gas).
15
Pupils do only the first part of A2, since it takes a day or so for the crystals to
grow. Tell pupils that they will come back to the crystals in the following lesson.
After the activity, and when the equipment is sufficiently cool, instruct pupils to
clear away, leaving their evaporating dish of solution to crystallise.
10
Homework: Finish writing down the ideas on particle arrangement in solids for A2.
Differentiation
Learning Outcomes
Pupils consolidate previous information about density.
17
ap
ter 1
Ch
18
Chapter 1 Lesson 4
Date
Class
Lesson Focus
Particle arrangement in liquids and gases
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
Differentiation
In and register.
Examination of crystals: Ask pupils to collect and examine their copper sulfate
crystals using a magnifying glass, and to make a drawing in their exercise books.
Instruct pupils to dispose of the crystals, except for one crystal. This can be used
(optionally) to grow a larger crystal and investigate where it can be split, see
Worksheet A3 Splitting crystals. Briefly discuss the main findings.
10
Demo of properties of liquids: 1 Liquids are not strong sink an object in water.
2 Liquids can flow and have no definite shape pour water from a beaker and
it takes the shape of a conical flask. 3 Liquids cannot be squashed try
compressing a sealed syringe of water. 4 Liquids are dense - ask a pupil to lift
a bucketful of water.
Bookwork: Refer pupils to the cartoons on Pupil Book, pp.68, and ask them to
draw a spider diagram to illustrate 'The properties of liquids'.
10
Demo of properties of gases: 1 Gases fill up the container they are in blow
up a balloon. 2 Gases are easily compressed squeeze the balloon, or use a
sealed syringe containing air. 3 Gases have low density compare the mass of a
balloon and a solid object of equal size.
Bookwork: Refer pupils to Pupil Book pp.6-8 and ask them to draw a spider
diagram to illustrate 'The properties of gases'.
Ask pupils to copy into their workbooks the diagrams on Pupil Book pp.8 and 9
of the particle arrangements in solids, liquids and gases.
Support pupils working in pairs and asking questions, as they review all the
main points concerning properties and particle arrangement. They can then
complete Q 7 on Pupil Book p.9.
Learning Outcomes
Homework: After the demos, complete the spider diagrams The properties of liquids and The properties of gases. Answer Pupil Book Qs 6 and 7.
19
ap
ter 1
Ch
20
Chapter 1 Lesson 5
Date
Class
Lesson Focus
Are the particles in solid moving?
Mixed Ability/Set
Expectations
Most Pupils
Room
Cross-curricular development
Time 50 mins
Differentiation
Learning Outcomes
In and register.
Ask pupils to recap the particle models for solids, liquids and gases by referring
to their workbooks.
Direct pupils to look at the examples of expansion in solids, Pupil Book pp.910.
Ask them to answer Q 8 about the Eiffel Tower (possibly drawing a diagram to
illustrate it).
Demo: To illustrate this fact, ask four pupils to sit side by side on a desk, facing
the rest of the class. Pupils should sway their heads from side to side to indicate
the vibration of the particles. As more 'heat' is introduced, the pupils begin to
sway their bodies. This has the effect of forcing the outer pupils off the desk.
15
Instruct pupils to write up their investigation on the heated wire, and to clear
all the equipment away.
Pupils should answer the questions in Worksheet A4. If time, abler pupils can
carry out Worksheet A5 Expansion and contraction of metals. They can do
this individually into their books or as an oral class exercise.
Homework: Pupils can finish writing up their account of the wire-heating investigation. They should complete Worksheet A5. Abler pupils can research into other situations where expansion or contraction of solids is
either helpful or problematic (A5 Q 10).
21
ap
ter 1
Ch
22
Chapter 1 Lesson 6
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 1013
Are the particles in liquids and gases moving?
Expectations
Most Pupils
Know that when liquids and gases get hot they expand, and as
they get cold they contract. Know that diffusion means 'mixing
without strirring'. Can state that diffusion does not happen in
solids.
Cross-curricular development
Room
Time 50 mins
Differentiation
In and register.
Ask pupils to recap the expansion of solids from their workbooks.
Using Pupil Book p.10, introduce pupils to the role of mercury in thermometers.
Ask them to speculate on what happens to mercury if it gets hot/cold; refer to
the particle model of liquids. Ask Question 9 on p.10 and highlight the fact that
mercury is an unusual metal in being a liquid at room temperature.
Pairing more and less able pupils, direct the class to carry out Worksheet A6
Diffusion in liquids. Instruct them to note down observations in their
workbooks, and to work out an explanation of these observations. To this end,
ask questions that will elicit the learning outcomes on the right.
Direct pupils to clear away equipment. Ask one or two groups to present their
main findings and explanation of observations.
Demo on expansion and contraction of gases: Clamp the flask upside down
so that the end of the capillary tube (filled with water) is below the level of
water in the beaker. Ask a pupil to warm the flask with their hands, and the class
to observe what happens. Then the pupil removes their hands, and the class
observes what happens again. Ask the class to use the particle model to explain
what happened to the gas inside the flask.
Pupils learn that, like liquids, gases expand when heated and
contract when cooled.
Ask pupils to draw a 3-stage diagram of the last demo and to add explanatory
notes. Provide less able pupils with a diagram to copy. Ask more able pupils to
consider the pressure of the gas, inside and outside the flask. Meanwhile, set up
the next demo.
10
10
Divide pupils into groups of four and ask them to work out and write down an
explanation of one aspect of the lesson, using particle arrangement in liquids
and gases. Encourage them to pick an area they were unsure about during
the lesson.
Learning Outcomes
Homework: Complete the record of observations and results from (specified) demonstrations and Worksheet A6. Answer Pupil Book p.10 Q 10 and p.12 Q 11.
23
ap
ter 1
Ch
24
Chapter 1 Lesson 7
Date
Class
Lesson Focus
Changing state
Mixed Ability/Set
Expectations
Most Pupils
Can use ICT models of solids, liquids and gases. Know the terms
for changes of state. Know that different materials have different
melting and boiling points.
All of the above, plus know that some materials can change
directly from a solid into a gas.
Room
Cross-curricular development
Time 50 mins
Differentiation
Learning Outcomes
In and register.
Ask pupils to revisit ideas on expansion and contraction from Lesson 6.
15 (optional)
Pupils can spend part of this lesson using computer generated models of particle
theory (CD-ROM or internet based).
Refer pupils to Pupil Book p.14 to assimilate the definitions of the terms:
freezing, melting, evaporating and condensing. Present definitions with
particular reference to water.
10
As a class read through Pupil Book 14 and 15, then ask pupils to attempt
Qs 14, 15 and 16 about materials and their melting/boiling points.
10
15
As time permits: Groups make their presentations to the rest of the class.
Ask pupils to comment on the presentations and to make notes in their
workbooks on the aspects that they found to be well presented.
Homework: Complete record of the demo and presentation; write down answers to Qs 14, 15 and 16.
25
ap
ter 1
Ch
26
Chapter 1 Lesson 8
Date
Class
Lesson Focus
Revision and consolidation of Chapter 1
Mixed Ability/Set
Expectations
Most Pupils
All of the above, plus will be fluent in all aspects of the topic using
the full range of specific vocabulary.
Cross-curricular development
Room
Time 50 mins
In and register.
10
Activity 1 'Snowflakes': Direct pupils to read the literacy activity on Pupil Book
p.16, then answer the questions in their workbooks (make dictionaries
available).
10
10
Activity 3 Mind map: Arrange pairs, with a more and a less able pupil in each
pair. Ask them to use the 'Key ideas' and 'Key words' on p.17 to construct a
mind map of the topic on large sheets of paper.
10
Differentiation
Learning Outcomes
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TP T E
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The smaller marbles are packed together more densely than the larger
marbles.
10
cm
10
cm
10 cm
Each of these cu
1 cm 1 cm
1 cm
The particles of a piece of lead are packed together more densely than those
of polystyrene foam. Lead has a higher density than polystyrene foam.
To find the density of a material from which an object is made we need to
know the mass of an object made from that material and its volume. We can
then calculate its density using the equation.
Density =
mass
volume
continued
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PTE
50
40
40
30
30
20
20
10
10
mass
volume
Density of stone =
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A1 Density
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Select 5 regular objects and 5 irregular objects and work out their densities.
Use the tables below to record your results.
Object
Length
(cm)
Height
(cm)
Width
(cm)
Volume
(cm3)
Mass
(g)
Density
(g per cm3)
Iron
block
24
48
Object
Old water
New water
Volume of
Mass
volume (cm3) volume (cm3) object (cm3) (g)
Density
(g per cm3)
Stone
20
2.0
50
30
60
Questions
1 Calculate the density of the following materials.
a A piece of wood, whose volume is 2 cm3 and mass is 1.3 g.
b A piece of steel, whose volume is 8 cm3 and mass is 64 g.
c A piece of glass whose volume is 20 cm3 and mass 52 g.
d A piece of cork whose volume is 200 cm3 and mass 48 g.
2 Find out which of the above materials will float in water. Can you see a
pattern?
Hint: Find out the density of water.
30
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A2 Growing crystals of
copper sulfate
1 Pour some saturated* copper sulfate solution into an evaporating dish
until it is between 23 and 34 full.
*A saturated solution of copper sulfate is made by adding copper sulfate
to water until no more will dissolve.
saturated solution
of copper sulfate
2 Put on a pair of goggles and heat the solution gently. Use a flame which is
just off yellow, i.e. open the air hole so that the yellow flame just
disappears. Try to avoid boiling the liquid. If the solution starts to bubble
remove the Bunsen burner from under the tripod and gauze and let the
liquid cool down a little before heating it again.
3 When half of the liquid has evaporated, turn the Bunsen burner off and
let the evaporating dish and its contents cool.
4 Place a piece of paper over the dish to prevent any dust or dirt getting
into the solution, then leave the dish somewhere safe for several days.
Crystals should form in the bottom and around the edges of your
evaporating dish.
5 Draw one or two of the crystals you have grown.
6 Do the crystals have the same basic shape?
7 What does this suggest about the arrangement of the copper sulfate
particles?
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A3 Splitting crystals
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A4 Expansion and
contraction of solids (page 1)
The diagrams below show the same telephone wires in the summer and in
the winter.
summer
winter
The wires appear to be longer in the summer than they are in the winter.
Can you explain why this happens?
We can demonstrate this phenomenon in the laboratory by carrying out the
experiment described below.
continued
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A4 Expansion and
contraction of solids (page 2)
Questions
1 Why would it not be a good idea to hang new
telephone wires like those shown in the
diagram in the summer?
3 Explain why one end of this bridge is supported on rollers. What would
happen if both ends of the bridge had fixed ends?
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A5 Expansion and
contraction of metals
A metal bar is measured. At room temperature its length is exactly
100.00 cm. The bar is then placed in a freezer over night. In the morning,
immediately after being removed from the freezer it is re-measured and is
99.70 cm long.
1 By how much has the length of the bar changed?
2 Has the bar expanded or contracted?
3 Why has the length of the bar changed?
The same bar is now placed in a hot oven for an hour. When it is measured it
is now found to be 101.10 cm long.
4 By how much has the length of the bar changed compared with its
length at room temperature?
5 Has the bar expanded or contracted?
6 Why has the length of the bar changed?
7 What happened to the width of the bar during this experiment?
8 What would happen if the experiment was repeated with a bar which
was twice as long?
9 Does the temperature of the freezer and of the oven affect how much
the bar expands or contracts?
10 Can you think of two situations where the expansion and contraction of
materials is
a used to our advantage and
b a disadvantage that we must allow for?
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A6 Diffusion in liquids
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After 5 minutes
After 15 minutes
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A7 Brownian motion
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microscope
glass rod
lamp
cover slip
smoke
glass cell
3 Whilst the string is still smouldering, push the burnt end inside the cell so
that the cell fills with smoke.
4 Remove the string and immediately place a glass cover slip over the open
end of the cell, so that the smoke cannot escape.
5 Place the cell beneath the objective lens of your microscope. It is usually
best to use the least powerful lens if you have several to choose from,
e.g. if you have a choice of 10 or 100, choose the 10 lens.
6 Looking from the side of the microscope, lower the microscope until the
objective lens is almost touching the cover slip.
7 Whilst looking down the microscope, slowly turn the screw so that the
microscope lens moves upwards.
8 If all goes well, you should see some very small silvery dots moving around
within the cell. If you cannot see the dots, then repeat steps 6 and 7. If
after 5 minutes you can still see nothing, go back to step 2 and put some
new smoke into your cell.
During the experiment there are smoke particles, small
pieces of ash, and air particles trapped in the cell. Air
particles are too small to be seen even with very
powerful microscopes so the silvery specks you can see
are smoke particles. They look silvery because they are
reflecting light from the lamp.
If you look carefully you can see that a) the smoke
particles are moving in all different directions and
b) the direction of any particular smoke particle keeps
changing. This type of motion can only be caused by the
air particles inside the cell. There is nothing else in there.
The air particles must be colliding with the smoke particles, making them
move.
Smoke particles
move in a
haphazard way.
Air particles are extremely small compared with smoke particles (compare
the size of a pea with the size of an elephant). If they are able to move the
much larger smoke particles they must be travelling at very high speeds.
Also, as the smoke particles are all being knocked in different directions the
air particles must also be moving in lots of different directions.
The evidence gathered from this experiment therefore suggests that the
particles of a gas are moving around at high speeds and in all directions.
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PTE
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(3)
2
stone
Solids
oxygen
oil
wood
Liquids
milk
Gases
(6)
3
The boxes drawn below show particles in each of the three states of matter.
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(2)
Describe why you are able to smell a rose from the far side of the room.
You must use the word particles in your answer.
(2)
(3)
Explain why a small child is able to lift a large inflatable boat but unable
to pick up a small bar made of lead. You should use the word particles in
your answer.
(3)
Total marks: 25
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Extension question
5c
0 cm
5 cm
(2)
b The block has a mass of 900 g. What is the density of the block? (You
need to show all your workings to gain full marks).
(3)
measuring
cylinder
with water
60
60
50
50
40
40
30
20
10
measuring
cylinder
with pebble
in water
30
20
10
mass of
pebble
= 125 g
(5)
Total marks: 10
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PTE
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WERS
Text answers
4
5
6
7
8
9
10
11
12
13
14
one of a kind
When it is so cold that the flakes can reach the ground without melting.
Kepler found that every snowflake has 6 sides.
It could not be proved until X-ray crystallography was discovered 300 years
later.
X-ray crystallography
in a regular pattern
a true
b true
c true
f true
g false
h true
a ice melting
b water boiling
flow, diffusion, particles
liquid, gas, condense
incompressible, hypothesis, theory
density, expansion, melting
d true
e false
i false
c water freezing
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Chapter 1 Answers
Worksheet answers
A1 Density
1
3.0 mm or 0.30 cm
contracted
The particles in the metal bar have cooled and are moving less vigorously.
They need less space and so move closer together.
4 1.10 cm
5 expanded
6 The particles have become warm and are vibrating vigorously. They need
more space and move further apart.
7 This will have expanded too.
8 It would increase twice as much.
9 Yes the hotter the oven, the more the particles vibrate and therefore
need more room. In a cooler freezer, the particles vibrate less and
therefore need less room.
10 a Gas in a hot air balloon and gases within an air freshener.
b Bridges without expansion gaps and pavements without expansion gaps
(or answers similar to this).
A6 Diffusion in liquids
This mixing suggests that the particles in a liquid are not in fixed positions but
are able to move around. The higher the temperature of the particles, the
faster the particles can move.
3
4
a box 2 (1)
a liquid (1)
6
7
42
a soild (1)
c gas (1)
b liquid (1)
b box 1 (1)
b gas (1)
c box 3 (1)
c solid (1)
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Chapter 1 Answers
b When heated the particles move faster. (1)
Which makes them hit the walls of the balloon more often. (1)
8 The child is able to pick up the inflatable because it is much lighter than
the lead. (1)
It is lighter because its particles are more spread out (not as tightly packed)
as those in lead. (2) Accept: Lead is denser than air. (1)
Total marks: 25
Extension answers
a Volume = 10 cm 5 cm 6 cm = 300 cm3 (2)
b Density = 900 g/300 cm3 = 3g/cm3 (2)
If the correct units are given for both answers give one mark. (1)
c Volume of pebble = 48 cm3 23 cm3 = 25 cm3 (2)
Density of pebble = 125 g/25 cm3 = 5 g/cm3 (2)
If the correct units are given for both the volume and the density give
one mark. (1)
Total marks for Extension: 10
43
CH
AC
Page 44
2 Cells
2
G
IN
HRS
I
M I NT G
TI
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A PTER
8
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HER NO
Starting points
Slide
Cover slip
Cytoplasm
Nucleus
Cell membrane
Cell wall
Cellulose
Vacuole
Sap
Chloroplasts
Chlorophyll
Photosynthesis
Tissue
Learning checklist
In this topic, pupils should learn:
that organisms are made up of organs, tissues and cells
the names and functions of some organs in animals and plants
to recognise cells from micrographs
how scientists came to understand that all living things are made of cells
how to use a microscope and prepare simple slides
how to observe and draw specimens seen using a microscope
the structure of a typical animal cell and a typical plant cell
the functions of cytoplasm, nucleus, cell membrane, cell wall, vacuole and
chloroplast
the structures and functions of some specialised cells
that new cells are produced by division of existing cells
how to measure very small objects under a microscope
Links
Links with the Key Stage 2 Scheme of Work
Unit
5A
6B
44
Title
Keeping healthy
Micro-organisms
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2 Cells
Title
Reproduction
Variation and Classification
Cross-curricular links
None for this chapter
acb?
Literacy
There is a literacy activity included within the Pupil Book on burns and skin
grafts. Worksheet B2, How cells were discovered.
+2 8=
Numeracy
Can be introduced via comparing the number of cells in samples under the
microscope looking at ratios.
ICT
ICT
Spreadsheets can be used to record data.
There is an extension question in the Pupil Book which requires internet research.
Website references can be found at www.collinseducation.com/absolutescience
Learning outcomes
Most pupils
Scientific enquiry
Describe some earlier ideas about the structure of living things and relate these
to evidence from microscope observations
Make observations using a microscope and record them in simple drawings
Life processes and living things
Identify and name features of cells and describe some differences between
plant and animal cells
Explain that growth occurs when cells divide and increase in size
Describe how cells are grouped to form tissues
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Suggest a question about onion cells that can be investigated and use an
appropriate sample
Life processes and living things
Be able to describe how some cells in an organism are specialised to carry out
particular functions
Safety points:
Follow local regulations regarding the use of cheek cells. If sterile cotton
buds are used to remove the cells, and immediately dropped into a
container of disinfectant, there is no significant risk involved in this activity.
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2 Cells
Cover slips are very easy to break. However, the glass is very thin and
tends to produce few cuts. If the steps described on Worksheet B1 are
followed, then students will not break the slide by hitting it with the
objective lens, even if the microscopes you are using do not have an
automatic stop to prevent this.
Pupils find drawing what they can see down a microscope very difficult.
Worksheet B5, Making drawings of biological specimens, asks them to work out
some of the features that make a good drawing.
Worksheet B6, How big are onion cells?, gives more able pupils the opportunity
to make approximate measurements of the lengths of an onion cell. The need for
calibration is avoided by using a transparent scale placed directly on the slide.
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Safety points
If the microscopes use an external light source and a mirror, ensure that
students cannot reflect the Sun from the mirror up the microscope
eyepiece, to avoid eye damage.
Check if your microscopes allow the objective lenses to move down so
far that they hit a slide placed on the stage. If they do, then students
will need to be shown how to avoid damaging either the objective lens
or the slide. When focusing, they should:
Look from the side of the microscope, not down the eyepiece, and
gently turn the focusing knob until the objective lens is very close to, but
not touching, the slide.
Then look down the eyepiece, and slowly turn the focusing knob in the
other direction until the object on the slide comes into focus.
Cover slips are very fragile and easily broken. Warn students about this.
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2 Cells
It is easiest to cut small pieces of one of the onion layers, and then peel off the
epidermis, rather than trying to cut pieces of the epidermis alone.
Have a drop of water on the slide before peeling off the epidermis it will
quickly curl up if it is allowed to dry. You may need to push the epidermis down
into the water droplet; try using a blunt seeker for this. Make sure that it is
completely covered by water before lowering a coverslip onto it.
If you have access to a video camera and monitor which you can use with a
microscope, do use this to show students what they should expect to see.
Safety points
See notes on Worksheet B1, Using a microscope.
Try to ensure that pupils don't get water (or any other liquid) onto the
lenses of the microscope. Using a coverslip, and cleaning the slide with
filter paper before placing it on the microscope stage, should help with this.
Safety points
As for Worksheets B1, Using a microscope and B3, Looking at plant cells.
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drawing label lines with a ruler, and making sure they touch what they are labelling
not letting label lines cross over each other, as this can be confusing
writing the labels themselves horizontally
keeping the labels well away from the drawing itself.
Students who are progressing especially rapidly could also consider the importance
of using a scale, so that a person looking at their drawing realises how very small
the object really is.
50
Sc1
Sc2
Scientific Enquiry
1a, 1b, 2m
1b
Sc3
Materials and
Their Properties
Sc4
Physical Processes
APTER
CH
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E C K LI ST
Checklist
CH
When you know what these words mean, tick the box!
Organs
Cover slip
Vacuole
Function
Cytoplasm
Sap
Cells
Nucleus
Chloroplasts
Micrograph
Cell membrane
Chlorophyll
Specimen
Cell wall
Photosynthesis
Slide
Cellulose
Tissue
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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pter 2
Ch
52
Chapter 2 Lesson 1
Date
Class
Lesson Focus
Organsofare
made up of cells
States
matter
Use of the microscope
Mixed Ability/Set
Pupil
PupilBook
Book11pp.
pp.2024
46
Expectations
Most Pupils
Can give examples of human and plant organs, and state their
functions.
Can use a microscope.
Understand that humans, and plants, contain organs, and can give
some examples. Know how to use a microscope.
All the above, plus understand how organs are specialised for
different functions. Can use a microscope to make clear and
accurate observations.
Cross-curricular development
Room Date
Class
Time 50Mixed
mins
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Differentiation
Learning Outcomes
10
In and register
Introduce the topic: What are living organisms made of?
Conduct a Q and A with the class on the idea of organs being
made up of cells, referring to the photographs on p. 22.
15
Support pupils as they examine a hair and second specimen. For each
specimen, ask pupils in pairs to discuss what they see and to make
notes of their observations in their workbook. If they have time,
they can investigate further specimens, and make drawings.
Ask pupils to pack up and check all microscopes and slides are
returned.
Homework: Answer Q 1, Pupil Book p. 21, and the question at the foot of Pupil Book p. 23. More able pupils could carry out Worksheet B2 (extension) How cells were discovered.
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pter 2
Ch
54
Chapter 2 Lesson 2
Date
Class
Lesson Focus
Plant cell structure
Cell parts
Mixed Ability/Set
Expectations
Most Pupils
Describe the structure of plant cells, and the names and functions
of the main parts. Make drawings of plant cells as seen under the
microscope.
Know that plants are made up of cells, and know the names of
some cell parts. Use a microscope to observe plant cells.
Room
Language for learning tissue, cell, membrane, cytoplasm, nucleus, chloroplast, vacuole, cell wall.
Cross-curricular development
Time 50 mins
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10
In and register.
Remind pupils of aspects covered in Lesson 1: organs and cells.
Introduce the idea of tissues and instruct pupils to write down
definitions of: cell, tissue, organ.
If not yet covered, direct pupils to copy and complete the table in Q 1
of the Pupil Book p.21 filling in names and functions of organs. Then
have a brief class discussion of pupil's answers.
Differentiation
Learning Outcomes
Pupils have a written record of the meanings of the
terms: cell, tissue, organ.
Pupils have a record of some examples of organs and
their functions.
Ask pupils to carry out the instructions, and help those unsure of
procedures, e.g. how to focus the microscope, what to draw.
(Suggest to abler pupils that they use Pupil Book p.25 to identify parts
on their diagrams, and to note their functions in their workbooks).
10
Collect and discuss some of the plant cell diagrams. Compare with the
photo and drawing in Pupil Book 1 p.24. Discuss the functions of
parts seen, asking pupils to note down the functions and to identify the
parts on their drawings.
Homework: Use Pupil Book 1 pp. 2426 to label parts of the plant cell diagram and to describe the function of each part.
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pter 2
Ch
56
Chapter 2 Lesson 3
Date
Class
Lesson Focus
Animal cell structure
Mixed Ability/Set
Expectations
Most Pupils
Describe the structure of animal cells, and the names and functions
of the main parts. Make drawings of animal cells as seen under the
microscope.
Know that humans are made up of cells, and know the names of
some cell parts. Use a microscope to observe human cells.
Cross-curricular development
Room
Time 50 mins
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Page 57
In and register.
Refer to Pupil Book p.25 to remind pupils of plant cell structure, and
the main plant cell parts.
Differentiation
Learning Outcomes
Safety! Use and disposal of cotton bud for sampling cheek cells.
Safety! Use of methylene blue stain.
15
15
Homework: On cheek cell diagrams, complete the labelling and add notes of cell part functions.
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pter 2
Ch
58
Chapter 2 Lesson 4
Date
Class
Lesson Focus
Differences between plant and animal cells
Drawing biological specimens
Mixed Ability/Set
Expectations
Most Pupils
Know the differences between plant and animal cells. Can make
simple, clear drawings of cells as seen under the microscope.
Know that both plants and animals (including humans) are made
of similar cells. Can use drawings to describe their observations
under the microscope.
Cross-curricular development
Room
Time 50 mins
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10
In and register.
Remind pupils of plant and animal cell features from previous lessons.
10
20
5
Differentiation
Learning Outcomes
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pter 2
Ch
60
Chapter 2 Lesson 5
Date
Class
Lesson Focus
Cell specialisation
Mixed Ability/Set
Pupil Book 1 p. 27
Expectations
Most Pupils
All the above, plus can explain the relationship between cell
structure and function in a range of different plant and animal
tissues.
Cross-curricular development
Room
Time 50 mins
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10
In and register.
Remind pupils of plant/animal cell differences from Lesson 4. Then
ask them to answer Q 4 on Pupil Book p.26.
20
10
Direct pupils to use source material to draw and label the other
examples of specialised cells.
Differentiation
Learning Outcomes
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pter 2
Ch
62
Chapter 2 Lesson 6
Date
Class
Lesson Focus
Cell size
Planning an investigation reliability
Mixed Ability/Set
Expectations
Most Pupils
Room
Time 50 mins
Cross-curricular development
NB: This activity maybe over-ambitious for some classes. In this case, the experiment can be a whole-class activity led by the teacher using
a video microscope.
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In and register.
Remind pupils of previous work on the variety of cell types; ask them
for examples. Explain how leaf cell structure illustrates cell differentiation (
(e.g. Pupil Book 1 p.29 and other refs. as in Lesson 5); lead on to a
discussion of cells making up tissues and of cell size.
With the class, read through Worksheet B6 How big are onion cells?
(They need to have carried out Worksheet B3 for the full procedure)
20
Review the practical activity with the class. Discuss plant cell size, and
the number of cells that need to be sampled to compare two regions
of the same or different onions.
Differentiation
Learning Outcomes
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pter 2
Ch
64
Chapter 2 Lesson 7
Date
Class
Lesson Focus
Cell division and growth
Mixed Ability/Set
Expectations
Most Pupils
All of the above, plus understand that cells always come from
other cells.
Room
Language for learning skimming and scanning. Literacy activity New skin for burns victims.
Cross-curricular development
Time 50 mins
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In and register.
15
Direct pupils to carry out the activity, giving guidance if pupils are
uncertain of what to draw, and directing them to source material to
answer Q 4. Pupils should write findings in their workbooks.
Then pupils can answer the questions on the Worksheet.
10
Differentiation
Learning Outcomes
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pter 2
Ch
66
Chapter 2 Lesson 8
Date
Class
Lesson Focus
Review of cell biology
Checking pupil progress
Mixed Ability/Set
Expectations
Most Pupils
All of the above and show knowledge of the history of how our
understanding of cells developed.
Cross-curricular development
Room
Time 50 mins
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In and register.
30
Pupils complete end of unit test. Say that they can complete the
Extension questions if they have time.
15
Homework: Draw and explain how to make a model plant or animal cell.
Differentiation
Learning Outcomes
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B1 Using a microscope
2
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light from
lamp
Tip:
If your
microscope has
two focusing
knobs, use the
big one first to
help you to find
the hair. Then use
the small knob to
focus as clearly
as possible.
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PTE
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B2 (extension)
How cells were discovered
Robert Hooke was born on the Isle of Wight in 1635. He was interested in
almost every branch of science. In 1665, he published a book called
Micrographia, in which he described some of the things that he had seen
using a microscope. Here is an extract from it.
Questions
I took a good clear piece of Cork and with a Pen-knife sharpend as keen
as a razor, I cut a piece of it off and thereby left the surface of it
exceeding smooth, then examining it very diligently with a Microscope,
me thought I could perceive it to appear a little porous; but I could not
so plainly distinguish them as to be sure that they were pores . I
with the same sharp pen-knife cut off from the former smooth surface an
exceeding thin piece of it, and placing it on a black object Plate and
casting the light on it with a deep plano-convex Glass, I could
exceedingly plainly perceive it to be all perforated and porous, much like
a Honey-comb, but that the pores of it were not regular these pores,
or cells, were not very deep, but consisted of a great many little Boxes,
separated out of one continued long pore by certain Diaphragms
Nor is this kind of texture peculiar to Cork onely; for upon examination
with my Microscope, I have found that the pith of an Elder, or almost any
other Tree, the inner pulp or pith of the Cany hollow stalks of several
other Vegetables: as of Fennel, Carrets, Daucus, Bur-docks, Teasels,
Fearn & c. have much such a kind of Schematisme, as I have lately
shown that of Cork.
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2
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Collect
a dropper pipette
a piece of filter paper
a cover slip
a piece of onion
Make a slide of a thin piece of onion skin, like this:
1 Put a drop of water onto the
centre of the slide.
6 Put the slide that you have made onto the stage of the microscope. Place it
so that the piece of onion skin is over the hole in the stage.
7 Look down the eyepiece. Gently turn the focusing knob until you can see
the piece of onion skin.
8 Make a drawing of what you can see.
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RKSHEE
1 Set up a microscope.
2 Get a clean microscope slide
ready. Then collect a new
cotton bud. Put it into your
mouth, and gently rub it over
the lining of your cheek.
5 Gently lower a cover slip onto the methylene blue. Use a small piece of
filter paper to soak up any stain that has spread out from underneath the
cover slip.
6 Now put your slide onto the stage of the microscope. Place it so that the
part with the smear on it is over the hole in the stage.
7 Make sure you are using the smallest objective lens, then focus on the
slide. When you have found some cells, you can try changing over to a
bigger objective lens.
8 Make a drawing of two or three cells.
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B5 Making drawings of
biological specimens
5
2
WO
R K S H EE
Biologists often need to draw things. They may want to keep a record for
themselves, or they may want to use the drawing to explain to other people
what they have seen.
You dont have to be a wonderful artist to make good biological drawings!
But you do need to think carefully about what you are doing.
Here are some drawings that some pupils using microscopes made of the
onion epidermis cells in the photograph on page 24 in your textbook.
Pupil A
cytoplasm
cell wall
ce
ll
wa
ll
Pupil B
eus
cl
u
nucleus plasm
n
cyto
cell wall
cytop
lasm
Questions
Compare these drawings with the drawings in your book. You will probably
agree that the drawings in your book are better than the pupils drawings.
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B6 (extension)
How big are onion cells?
You are going to measure the length of some onion cells. When you have
practised doing this, you can investigate whether there is any difference in
the length of onion cells from different kinds of onions, or from different
parts of the same onion.
1 Set up a microscope, and collect all of the things that you will need to
make a slide of a piece of onion epidermis.
2 Make a slide of some onion epidermis cells, exactly as you did before.
However, instead of putting a cover slip on top, use a piece of transparent
film with a tiny scale drawn on it. Your teacher will show you how to do
this.
3 Using the smallest objective lens, focus on the onion cells. You should be
able to see the scale and the onion cells together. They will look a bit like
this.
1
0.1mm
4 Each division on the scale is exactly 0.1 mm long.
Use the scale to measure the length of an onion cell. You will probably be
able to estimate this to the nearest 0.25 mm. Write down the
measurement you have made.
5 Repeat this for another 9 cells.
If you cannot see that many cells against the scale at once, then you could
remove the slide from the stage, take off the scale, and replace it in a
different position. Or you could make another slide using the same part of
the same onion.
6 Calculate the mean (average) length of one cell. Do this by adding up all
of the lengths, and dividing by 10.
7 Choose one of the following ideas to test:
Are epidermis cells from red onions any smaller or larger than epidermis
cells from ordinary onions?
Are epidermis cells from near the middle of an onion any smaller or
larger than epidermis cells from near the outside of it?
Think about exactly how you will do this. You may like to discuss your
ideas with a friend, or to ask your teacher for advice.
When you have decided what to do, carry out your investigation. Make
sure that you record your results very clearly, so that everyone can
understand what you found out.
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Animal cell
D
E
F
G
H
I
Plant cell
2 From the diagram of the plant cell above, write down the letter of the
part which does each of these things.
74
This part is very strong and helps to hold the cell in shape.
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B8 Specialised cells
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1 Choose one kind of plant cell and one kind of animal cell from this list.
Animal cells
red blood cell
nerve cell
muscle cell
Plant cells
xylem vessel cell
guard cell
cell from inside a potato
2 Hunt out information about the two cells you have chosen. Then make an
annotated drawing of each one like the drawings on page 24 in your
textbook.
The annotations need to explain
what is special about the structure of the cell
what its function is and how its structure helps it to do this.
Single-celled organisms
Specialised cells are found in multicellular organisms where there
are lots of cells, and where different groups of cells can do
different tasks to keep the organism alive.
Some organisms, called single-celled organisms, consist of only
one cell, and that cell has to do all the tasks that the organism
needs to live. A single cell is very small and could easily dry out,
so single-celled organisms are generally found in water. Amoeba
and Paramecium are examples. You may see some when you do
Worksheet B9.
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B9 Investigating cells in
filamentous algae
You may have seen green scum growing on the surface of a pond. This
green slimy-looking material is made up of long threads. Each thread is
made of many plant cells joined to each other in a long line. It doesnt
actually feel slimy at all!
Questions
76
1 Are the cells like plant cells or like animal cells? Explain why
you think this.
2 Move the slide very slowly and gently so that you can look at
the cells all along the thread. Are all the cells the same? If
not, how do they differ from each other?
3 Filamentous algae can grow. The filament gradually gets
longer. How do you think this happens?
4 You wont be able to actually watch the filament getting
longer. So you will need to do some detective work to find
out if your answer to 3 could be right. Can you see any
evidence that suggests the alga grows in the way you
suggest?
5 You may be able to see some other living organisms on your
slide. If you can, then describe one or two of them. Do their
cells look like plant cells or animal cells?
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PTE
Definition
a group of many similar cells all helping with the
same function
a part of an animal or plant which is made up of
many tissues
the job that something does
a thin covering around a cell which controls what goes
in and out
a dark spot inside a cell which controls what the
cell does
a green structure found inside some plant cells, which
carries out photosynthesis
a layer of cellulose which surrounds a plant cell
(7)
A
B
C
D
E
(3)
3 The diagram shows a microscope.
Write the letter of each of these
parts of the microscope.
the objective lens
C
E
the stage
the eyepiece
(3)
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a Write the letter of the cell which carries out each of these functions. The
first one has been done for you:
absorbing water from the soil
fertilising an egg
(3)
(2)
c i) In which part of an animals body is cell B found?
(1)
ii) In which part of a plant is cell D found?
(1)
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(2)
cell A
cell B
cell C
i) Which cell, A, B or C, do you think is the youngest cell, and which is the
oldest cell?
youngest cell
oldest cell
(1)
(2)
(Total marks: 25)
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Extension questions
6 Chris wanted to make a slide of some cheek cells. To make them easier to
see, he decided to use a blue stain called methylene blue. He placed the cells
on a microscope slide, and then added some water in which methylene blue
had been dissolved.
He waited for a while, to give time for the methylene blue particles to
spread from the water into the cells. When he looked down the microscope,
this is what the cells looked like.
pale blue
dark blue
a Name the part of the cell which had absorbed most stain.
(1)
b Chris put a new sample of cheek cells onto a slide. This time he added
a red stain. The stain did not colour the cells. He thought that this
might be because the stain could not get into the cell.
Which part of the cell might have prevented the stain from entering?
(1)
7 Today, all scientists accept that all living organisms are made of cells. Describe
how one or more of these scientists helped this discovery to be made.
Robert Hooke
Theodor Schwann
Robert Brown
Matthias Schleiden
(6)
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PTE
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Cells
Text answers
1
Organ
Name
Function
flower
leaf
photosynthesises/makes food
stem
root
brain
lungs
get oxygen from the air, and get rid of carbon dioxide
heart
stomach
digests food
2 The onion cells are underground, where they do not get any light. The
function of chloroplasts is to absorb sunlight and carry out photosynthesis,
so they would be useless underground.
3
Part of cell
Do animal
cells have it?
Do plant
cells have it?
cytoplasm
yes
yes
nucleus
yes
yes
cell
membrane
yes
yes
cell wall
no
yes
vacuole
no
yes/usually
chloroplast
no
yes
4 A animal cells they dont have cell walls. (These are cells from the gall
bladder.)
B plant cells they have cell walls (which look brown). (These are cells
from a potato tuber. The pink material inside them is
cytoplasm and starch grains, and the pale blue is sap in
vacuoles.)
C plant cells they have cell walls (which appear colourless) and chloroplasts
(the green blobs). (These are cells from a moss leaf.)
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Chapter 2 Answers
5 Pupils should be able to pick out at least three different kinds of cells:
a layer of cells covering the upper surface, called the epidermis; there is a
similar layer covering the lower surface;
a layer of tall, narrow palisade cells
a layer of smaller, more rounded cells, with big air spaces between them.
6 The palisade cells and the spongy cells can photosynthesise. You can tell this
because they contain chloroplasts (not easy to see just visible as small
specks).
7 The nucleus.
8 They have to grow larger.
Worksheet answers
B2 (extension) How cells were discovered
1 At first he thought he could see something porous.
2 He cut several thinner slices of the cork, placed it on a dark background and
shone light onto it with a lens (a deep plano-convex Glass).
3 He could see cells in every kind of plant that he looked at.
82
B cell membrane
E cell wall
H large vacuole
C cytoplasm
F nucleus
I cytoplasm
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Chapter 2 Answers
Definition
tissue
organ
function
cell membrane
nucleus
chloroplast
cell wall
(7)
2 A, C and E (3)
3 objective lens = C, stage = E, eyepiece = A (3)
4 a carrying oxygen = B
making food by photosynthesis = D
fertilising an egg = A (3)
b it has a large surface area
which helps it take up a lot of water/take water up quickly (2)
c (i) in the blood/in a blood vessel/in the heart (1)
(ii) in the leaf (1)
5 a Correct order: D, B, A, C (2)
b (i) youngest is C, oldest is A (1)
(ii) the smallest cells are the youngest/the largest cells are the oldest
cells have to grow after they have divided/small cells have just divided
(2)
Total marks: 25
Extension answers
6 a nucleus (1)
b the cell membrane/cell surface membrane (1)
7 Give one mark for any correct statement about a named scientist.
(Note that pupils could write a lot about one scientist, or a little about
several of them.) (6)
Total marks for extension: 8
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HER NO
Starting points
Irritant
Hydrochloric acid
Sulfuric acid
Sodium hydroxide
Ammonia
Sodium
hydrogencarbonate
Neutral
Universal indicator
pH scale
Neutralisation
Litmus
Antacid
Learning checklist
In this topic, pupils should learn:
some everyday acids and alkalis
unknown chemicals should not be tested by taste
the safe use of chemicals in the laboratory
the importance of eye protection
indicators change colour when placed in acids or alkalis
the names of some common acids and alkalis used in the laboratory
the colours shown by full range universal indicator, how to use it and present
results
the pH scale, how to use it and present results
if equal amounts of acid and alkali are mixed a neutral solution is made and
the temperature change shows that a chemical reaction has taken place and
that this reaction is called neutralisation
how to plan an investigation into antacid tablets
Links
Links with the Key Stage 2 Scheme of Work
Unit
6C
6D
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Title
More About Dissolving
Reversible and Irreversible Changes
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Title
Rocks and Weathering
The Rock Cycle
Reactions of Metals and Metal Compounds
Cross-curricular links
Design & Technology: Use of acids and alkalis in Food Technology
acb?
Literacy
There is a literacy activity included within the Pupil Book on Acid Rain
+2 8=
Numeracy
Numeracy can be introduced via calculating volumes of acids and alkalis needed
for neutralisation
ICT
ICT
Spreadsheets can be used to record data
Website references can be found at www.collinseducation.com/absolutescience
Learning outcomes
Most Pupils
Scientific enquiry
Describe how to deal with hazards relating to acids and alkalis
Suggest how to investigate a question about antacids, planning and making a
fair comparison
Materials and their properties
Name some common acids and alkalis and classify solutions as acidic, alkaline
or neutral, using indicators and pH values
Describe what happens to the pH of a solution when it is neutralised
Describe some everyday uses of acids, alkalis and neutralisation
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Being safe
The Pupil Book introduces the idea of how hazards can be avoided by paying
attention to warnings. The Pupil Book shows hazard cards. Pupils could be also be
shown real hazard cards, and their attention drawn to the hazard symbols.
If bottles of dangerous chemicals are made available, then these bottles or containers
should be sealed or emptied before being given out to pupils.
The Pupil Book shows examples of lorry hazard signs and the need for these signs is
discussed.
This topic could provide a good introduction to the safe use of chemicals at home.
The Pupil Book shows two pupils discussing safety, and pupils can use these to help
them to write a set of rules for using acids and alkalis.
The importance of eye protection when dealing with acids and alkalis should be
reinforced.
This could also be a good opportunity to introduce pupils to your expectations for
dealing with accidental spills of chemicals and the procedure to be followed should a
pupil get a chemical in their eye.
Some pupils may not be aware that alkalis are often more dangerous than acids, and
it may be worthwhile to remind pupils of this.
Pupils should deduce that diluting an acid or alkali with water can make that
chemical less dangerous. However, under no circumstances should water be
added to concentrated sulfuric acid. If the sulfuric acid is to be diluted, then the
concentrated acid must be added to the water.
This may also be a good opportunity to bring to pupils attention to the new spelling
of the words sulfur and sulfuric.
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Making indicators
In the Pupil Book this section is introduced using two hydrangea bushes. One is in
acidic soil the other in alkaline soil. It should be stressed that the bush has
changed colour.
Pupils may be given the opportunity to make their own indicators by extracting
plant dyes. Beetroot, red cabbage and blackcurrants all work well and are
available at different times of year. Instructions for making indicators are given on
Worksheet C1, Making indicators.
Pupils should appreciate that the indicators work because they change colour in
acidic or alkaline conditions.
Using indicators
The pupils should also become familiar with the names of some common acids
and alkalis, through testing these solutions with indicators such as blue or red
litmus. Instructions for this are given on Worksheet C2, Using indicators.
Household alkalis such as bleach should not be made available for testing, but
could be mentioned as strong alkalis, and therefore dangerous.
The Pupil Book shows the colour shown by a number of indicators, followed by
some questions that could be used as a review of this section.
Universal indicator
The next section on universal indicators and the pH scale is introduced in the
Pupil Book.
Pupils should also have access to full range universal indicator and use this to
compare the strength of different acids and alkalis. Pupils should also be able to
relate the pH number to the strength or weakness of an acid or an alkali.
Instructions for a puzzle about an experiment using universal indicator are given
on Worksheet C3, Using universal indicator.
In discussion the acids and alkalis being tested should be described as strongly or
weakly acidic/alkaline.
Discussion of dilute and concentrated acids, or weak and strong acids, is not
required at this level. However, an extension question concerning the effect of
dilution of the acid on its strength could be introduced.
Neutralisation
Pupils can study the effects of neutralisation in a number of everyday situations,
such as wasp and bee stings. This could include the use of a pH meter to monitor
the pH of an acidic solution as an alkali is added to it, or vice versa.
Pupils could be asked to monitor the temperature change during a neutralisation
reaction. It should be emphasised that the rise in temperature provides evidence
that a chemical reaction has taken place. Instructions are given on Worksheet C4,
Neutralisation.
As an extension activity, pupils could be shown various graphs showing how the
pH changes as an alkali is added to an acid and be asked to explain what is
happening. Worksheet C5 (extension), Neutralisation, may be used as source
material.
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Safety points
Ensure that pupils appreciate your expectations and safety rules about
working in the laboratory. Your rules and expectations should be restated
and reinforced before all practical activities.
Pupils should always wear goggles when dealing with any acids or alkalis.
Make sure you are familiar with your schools procedure for dealing with
chemical handling and spills before each lesson.
Ensure that you know where the eye wash point is in the room you are
working in.
Always reference, and make sure that you are familiar with, Hazcards
before using any chemicals.
Pupils should be reminded that they should always wash their hands at the
end of every Science lesson.
Making indicators
This experiment could be used to introduce pupils to the names of some common
laboratory acids and alkalis. Some pupils may find the spelling and pronunciation
of some of these chemicals e.g. hydrochloric acid difficult. You may wish to
reinforce spellings on the board as a whole class exercise.
!
88
For safety reasons, you may wish to cut up the beetroot or red cabbage for
Worksheet C1, Making indicators, with a knife yourself.
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Using indicators
If preferred, an alternative experiment in which one indicator could be used to
test a variety of solutions, could be substituted in place of the one shown on
Worksheet C2, Using indicators.
Universal indicator
There are a lot of chemicals that pupils will need to access in this practical.
Spread the bottles of chemicals around the room to minimise pupil congestion.
Neutralisation
This lesson may give some opportunities to use ICT.
Pupils could use the internet to explore secondary sources of information to
investigate some every day uses of neutralisation e.g. websites for shampoos and
soaps.
Consider using a temperature sensor connected to a data logger to follow the
temperature change during a neutralisation reaction.
Pupils could also be introduced to pH meters.
Sc2
Scientific Enquiry
Life Processes
and Living Things
Sc3
Materials and
Their Properties
Sc4
Physical Processes
3d, 3f
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Hydrochloric acid
Neutral
Alkali
Sulfuric acid
Universal indicator
Corrosive
Sodium hydroxide
pH scale
Caustic
Sodium
Neutralisation
Harmful
Irritant
Checklist
Page 90
hydrogencarbonate
Litmus
Ammonia
Antacid
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
90
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92
Chapter 3 Lesson 1
Date
Class
Lesson Focus
States of matter
Mixed Ability/Set
Expectations
Most Pupils
Can identify some acids and alkalis and recognise that they are not
all hazardous, naming some everyday uses.
Room
Time 50 mins
Knowing important vocabulary, e.g. origin of the word alkali, and names of acids featured on food labels.
Cross-curricular development
Differentiation
Learning Outcomes
In and register.
Ask pupils individually to write down as many words as they can
(min. 3) that they associate with 'acids'. Set a strict time limit,
e.g. 60 seconds.
Ask pupils to pair up, and give them a further 60 seconds to explain
the words on their lists, and to swap words to make a combined list.
Pairs can then compete with the rest of the class for the most words.
Pupils should retain the lists for use after the activities.
15
10
10
Refer back to the lists of acids and alkalis pupils compiled at the start
of the lesson. Ask whether they have changed their ideas about the
sorts of substances that are acids or alkalis.
Pupils can answer as many questions on p.35 as they have time for.
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94
Chapter 3 Lesson 2
Date
Class
Lesson Focus
Safety with acids and alkalis
Mixed Ability/Set
Expectations
Most Pupils
Can recognise and interpret common hazard symbols. Can state the
safety rules for dealing with acids and alkalis. Understand that
adding water has an effect on the strength of the acid or alkali.
Can recognise common hazard symbols. Can state the main safety
rules when dealing with acids or alkalis.
Cross-curricular development
Room
Time 50 mins
In and register.
Mystery liquids activity: Invite groups to collect Beakers A and B and
ask them to discuss and write down a list of ways to find out which one
of the two beakers contains water. Ask pupils not to try out their ideas
yet, just to note them down. Do not reveal what is in the other beaker
(water).
As a class, review pupils' ideas, which may include tasting, boiling and
smelling the liquids. Say that one of the beakers may contain a strong
acid. Then ask pupils to refer back to their list, and to say why any of
their previous suggestions might be dangerous.
10
10
Direct pupils to read Pupil Book p.36 and pass round sample Hazard
cards or empty chemicals bottles with hazard symbols on them. Then
ask pupils to draw in the correct hazard symbols for Corrosive, Harmful
and Irritant.
Emphasise that the next part of the lesson concerns SAFETY and is to be
heeded very seriously. Ask pupils to work in pairs. Refer them to the
cartoons on pp.37 and 38 and ask them to share reading the students'
statements in each drawing about working safely with acids and alkalis.
Tell pupils to decide which statements they agree with, working out a
reason in each case.
Ask pupils for their opinions on each cartoon. Briefly summarise the
safety considerations, paying particular attention to the importance of
safety goggles. Through Q and A, ensure that pupils (or you) address
any areas of misunderstanding in the discussion.
10
Direct pupils to Pupil Book pp.37 and 38, and to draw up in their
workbooks a list of at least 5 safety rules for handling acids and alkalis.
At the end of the list writing, set up a spillage of water. Ask pupils what
they would do if the spillage had been acid. Link measures to hazard
signs on lorries (p.36). Discuss the effect of adding water to a strong acid
or alkali: it dilutes the substance and makes it less hazardous. But
emphasise that under no circumstances should water be added to
concentrated sulfuric acid.
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Differentiation
Learning Outcomes
pter 3
Ch
96
Chapter 3 Lesson 3
Date
Class
Lesson Focus
Is it an acid or an alkali?
Making and using indicators
Mixed Ability/Set
Expectations
Most Pupils
Know that indicators are made from dyes that chage colour in
response to acid or alkaline conditions. Can recognise some acids
and alkalis used in the lab.
Know how to extract dye from a plant and that the dye may
indicate that a substances is either an acid or an alkali.
All the above, plus know that indicators are made from dyes that
change colour in response to acid or alkaline conditions and can
name some acids and alkalis commonly used in the lab.
Cross-curricular development
Room
Time 50 mins
Differentiation
Learning Outcomes
In and register.
Following Lesson 2 on safety, give pupils 1 or 2 minutes to write down
in rough as many rules for dealing with acids and alkalis as they can.
As a class, review these rules and also the types of hazard symbols
pupils will encounter (Corrosive, Harmful and Irritant).
Direct pupils to read Pupil Book p.39. Ask them to try and develop
their own definition of what an indicator is, and to write it down in
rough.
Now ask pupils to share definitions in their group, and agree on a single
definition. Then lead the class in pooling definitions and deciding on a
consensus. Ensure that this discussion highlights the fact that dye may
be extracted from natural sources other than those on p.39. Also
introduce the idea that some substances are neither acidic nor alkaline,
and that these can be termed neutral.
10
Choose pupils at random to say what practical steps they would take to
ensure safety when working with acids and alkalis. Examples: tying hair
back; wearing goggles, putting bags away. Introduce Worksheet C1
Making indicators. As a class, read through the instructions, emphasising
that pupils will use beeroot dye to test samples of dilute hydrochloric
acid, distilled water and sodium hydroxide. Then ask them to draw up
the table (step 7) for recording the results. Optional: Ask pupils to write
a simplified version of the method.
15
Organise pupils in groups, mixing abler and less able pupils. Direct them
to carry out the extraction of dye from beetroot. Throughout the activity,
emphasise the importance of safe working practice and good recording
of results.
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98
Chapter 3 Lesson 4
Date
Class
Lesson Focus
Using indicators
Mixed Ability/Set
Pupil Book 1 p. 40
Expectations
Most Pupils
Know that the colour change in some dyes can be used to classify a
substance as an acid, an alkali or neutral. Can name some common
acids and alkalis used in the lab
Cross-curricular development
Room
Time 50 mins
In and register.
Through Q and A, recap work on making and using indicators in
previous lessons. Introduce the fact that there is a range of indicators
that can be used in the lab.
Ask pupils to speculate on the term neutral. Invite pupils to share their
ideas with each other in small groups, encouraging all in the group to
make suggestions. Then ask groups to present ideas to the class, which
then reaches a consensus definition.
Ask the faster working pupil in each pair to collect the apparatus
required. Warn pupils not to mix reagents at this stage. Ask the other
pupil to write down in their workbooks the chemicals and the
equipment they will be using for the activity, and to copy the table
from C2 (instruct them to amend it if different indicators are used).
Direct pupils to swap over: the pupil who set up the equipment does
the book work, while the other reviews the equipment and reagents
and checks that their workbook record is correct.
10
Direct pairs to carry out the activity. First they prepare three samples
each of the acidic solution, the neutral solution and the alkaline solution,
and label each clearly. They then test each sample with each indicator,
and record results in the table in their books.
Direct pupils to clear away equipment, and then to check their results
against those in the table on Pupil Book p.40, and to look for patterns
in the results.
10
Ask if any results differ from the Pupil Book ones, and discuss those that
do. Direct pupils to do the Copy and Complete exercise on C2. If time,
they can also answer Q 8 on Pupil Book p.40.
Homework: Finish the C2 Copy and Complete exercise and Pupil Book p.40 Q 8.
Differentiation
Learning Outcomes
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pter 3
Ch
100
Chapter 3 Lesson 5
Date
Class
Lesson Focus
Universal indicator and the pH scale
Mixed Ability/Set
Expectations
Most Pupils
Know how universal indicator can be used and are able to relate
the pH scale to acidic, alkaline and neutral solutions. Can solve a
puzzle using universal indicator.
All of the above, plus know how diluting an acid affects its pH.
Cross-curricular development
Room
Time 50 mins
Differentiation
Learning Outcomes
In and register. Ask pupils to write down from memory the names of
the indicators used in Lesson 4.
10
Remind pupils of all the indicators they have used in previous lessons.
Introduce pupils to universal (full-range) indicator and the pH scale.
Using Pupil Book 1 pp.4041, ask pupils to write a summary of the
Pupil Book information in their workbooks.
Ask the class to discuss in groups (each mix of more or less able) why
they think that lemons do not need hazard symbols, even though they
contain acid. Why is toothpaste safe to put in your mouth, despite the
fact that it is alkaline? Then groups share their ideas with the class.
15
10
Run through the results the pupils have recorded. Then ask them to
complete the C3 questions and so solve the puzzle. If time, ask the
pupils to give the answers (orally or written) to Pupil Book p.42
Qs 9, 10 and 11.
Tell the class that if a lorry containing a strong acid crashes and the acid
spills out, then fire fighters will add lots of water to the acid. Ask pupils
to consider: How does diluting the acid affect its pH?
Homework: Complete the workbook summary of Pupil Book pp.4041. Answer p.42 Qs 911.
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pter 3
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102
Chapter 3 Lesson 6
Date
Class
Lesson Focus
Neutralisation
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
In and register. Ask the pupils to read the notes they made in Lesson 5.
Direct pupils to read Pupil Book 1 pp.4243, and to copy the definition
of neutralisation at the foot of p.42 in their workbooks. Then they
should answer Q 12 p.43 and review answer as a class.
15
10
Homework: Write down the answers to Pupil Book p.43 Qs 12 and 13.
Differentiation
Learning Outcomes
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pter 3
Ch
104
Chapter 3 Lesson 7
Date
Class
Lesson Focus
Investigating indigestion tablets
Mixed Ability/Set
Pupil Book 1 p. 43
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
Differentiation
Learning Outcomes
Ask pupils to suggest ways in which one remedy might be more effective than
others, and how they might investigate their suggestions. The discussion should
lead pupils towards an investigation subject for Worksheet C6.
10
With Worksheet C6, Indigestion tablets, direct pupils to work in pairs to plan
an investigation into indigestion remedies and neutralisation and then to carry
it out. Questions to be investigated can include: Do all brands of indigestion
remedy work at the same speed? Do all brands neutralise the same amount
of acid?
20
Check pupils plans before they start. Ensure particular attention to fair testing
and safety issues.
Arrange for pairs to pool results and direct a discussion of them. Ask pupils to
write down conclusions relevant to the question they investigated.
Homework: Using notes on Worksheet C6 and recorded results, write up an account of planning and carrying out the investigation, and include a conclusion of the question posed.
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pter 3
Ch
106
Chapter 3 Lesson 8
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 Chapter 3
Revision and consolidation of Acids and Alkalis topic
Alternative: End of Unit test
Room
Time 50 mins
Expectations
Most Pupils
Carrying out Literacy activity on acid rain (Pupil Book p.44). Identification and explanations of key words.
Solving anagrams.
Numeracy:
ICT:
Cross-curricular development
In and register.
You can run this lesson as a circus of four activities which can be
attempted in a given time period (10 mins each). All activities can be
done simultaneously, each by a quarter of the pupils before they move
on tothe next activity. Explain this to the pupils and briefly describe the
activities.
10
Activity 1: Acid rain. Direct pupils to read the text of the literacy
activity on Pupil Book 1 p.44, then answer Qs a to f in their
workbooks. Dictionaries can be made available.
10
10
Activity 3: Mind map. Referring to the Key ideas and Key words on
Pupil Book p.45, pupils in pairs can be asked to construct a mind map
of the topic on large sheets of paper.
10
Instruct the class to tidy away, and hold a brief discussion of any points
of interest or uncertainty.
Homework: Complete answers to End of chapter Qs on Pupil Book 1 pp.46 and 47.
Differentiation
Learning Outcomes
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C1 Making indicators
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R K SH EE
Instructions
1 Take the beetroot and carefully cut it into 1 cm3 cubes.
2 Place 4 or 5 cubes of beetroot with a little sand into a
mortar and carefully grind up the cubes using the pestle.
3 If necessary add a little water and continue to crush the
plant material.
4 Using a plastic pipette transfer the beetroot juice into a test tube.
Water
Sodium
hydroxide
Questions
Colour of indicator
across
1 These chemicals taste sour. (5)
4 Opposite of 1 across (7)
5 A pestle and can be
used to grind up plants (6)
6 Litmus can be blue or - (3)
down
2 Indicators work by changing
(6)
3 A neutral chemical with the
formula H2O. (5)
2
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C2 Using indicators
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PTE
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R KS H EE
Instructions
1 Place a 2 cm depth of the acidic solution in three test tubes. Do the
same for the neutral solution and the alkaline solution.
2 Test one sample of acidic solution using the red litmus
indicator. If using the indicator solution, add a few drops.
If using indicator paper, insert one end.
3 Add your result to a table like the one below.
The first result has been completed for you.
4 Now repeat the procedures for the remaining solutions
and indicators, adding your results to the table.
Results table
Indicator
Acidic solution
red litmus
red
Neutral solution
Alkaline solution
blue litmus
Questions
methyl orange
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PTE
R
R KSH E E
sodium h
ydrogencarbonat
e solution
a weak a
lkali
xide
sodium hydro
li
a strong alka
distilled water
a neutral solution
ethanoic acid
a weak acid
hydrochloric acid
a strong acid
pH
Description
A
B
C
D
Questions
Label
A
B
C
D
E
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C4 Neutralisation
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Questions
Temperature
of acid + alkali (C)
sulfuric acid +
sodium hydroxide
20
24
ethanoic acid +
sodium hydroxide
18
20
hydrochloric acid
+ ammonia solution
19
22
Temperature
change (C)
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PTE
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R KSHE E
C5 (extension)
Neutralisation
A pH meter can be used to monitor the pH of a solution.
acid
10 11 12 13 14
strong alkali
strong acid
weak alkali
neutral
weak acid
pH 1
alkali
The graph below shows how the pH changes as 50 cm3 of an alkali, sodium
hydroxide is added to 25 cm3 of an acid, hydrochloric acid.
14
13
12
11
10
9
8
pH 7
6
5
4
3
2
1
Questions
0 5 10 15 20 25 30 35 40 45 50
Volume of sodium hydroxide added (cm3)
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C6 Indigestion tablets
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PTE
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R KSH EE
4 Which variable will you need to keep the same to make it a fair test?
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PTE
You find two bottles containing colourless liquids. Unfortunately the labels
have fallen off the bottles. One label is for sulfuric acid, the other label is
for spring water.
Should you try to tell the liquids apart be tasting them? Explain your answer.
(2)
lemon juice
vinegar
sodium hydroxide
(1)
4
b neutral
alkaline?
(1)
What is the name given to the chemical reaction between equal amounts
of acid and alkali?
(1)
(1)
b weakly acidic
d weakly alkaline
neutral
e strongly alkaline
(1)
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Look at the table below. It shows what happened when three solutions
labelled x, y and z were tested with red litmus and with blue litmus.
An acidic solution will turn blue litmus red, while an alkaline solution will
turn red litmus blue.
red
Solution Red litmus
Blue litmus
goes blue
stays blue
stays red
goes red
stays red
stays blue
Result for
solution x
blue
test tube
b neutral
alkaline
(3)
9
orange
green
blue
purple
pH value
56
89
10 14
1 4
shampoo
blue
battery acid
red
salt water
green
milkshake
orange
Acid/neutral/alkali
(4)
b Which of these four solutions is the strongest acid ?
(1)
Equal amounts of the milkshake and the shampoo are mixed together.
Look at these four options. Tick which is the most likely pH value of the
mixture?
pH 1
pH 3
pH 9
pH 7
(1)
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pH
Solution
camomile
vinegar
salty water
(1)
11 The table on the right shows the pH of
4 soil samples.
a The herb mint grows best in
alkaline soils. In which of these 4
soils would the mint grow best?
Soil
pH of sample
7.0
6.2
6.5
8.0
(1)
b The soil from the farm which provided sample B is too acidic to grow a
good crop of mint. What should the farmer add to the soil to neutralise
the acid in the soil.
(1)
(Total marks: 20)
Extension questions
12 The diagram on the
right shows the pH of
the soil that a number
of crops grow best in.
pH
b A soil has a pH of 6, which of these crops will grow best in this soil?
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(5)
13 The table below shows the colour of four different indicators in acidic,
neutral and alkaline solutions.
Indicator
Acid
Neutral
Alkali
phenolphthalein
colourless
colourless
pink
U.I.
red
green
purple
red litmus
red
red
blue
blue litmus
red
blue
blue
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6
7
8
9
10
11
12
13
14
a
c
a
b
c
b
c
d
e
f
118
acid
alkali
indicator
neutralisation
corrosive
pH range
pH 1 red
pH 6 yellow
pH 4 orange
pH 7 green
pH 8 blue
pH 12 purple
acids, sour, acids, goggles, colour
a acids
b oven cleaner/washing up liquid/soap/bleach
soapy
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Chapter 3 answers
5
Solution
green
red
blue
red
red
red
blue
blue
blue
yellow
red
red
purple
blue
blue
red
red
red
Worksheet answers
C1 Making indicators
Across
Down
colour, water
C2 Using indictors
Colour, litmus, indicator, red, blue, blue, red, alkali, neutral
Label
C4 Neutralisation
1
A measuring cylinder
2 A thermometer
3 4C, 2C, 3C
C5 (extension) Neutralisation
2
pH = 1
3 25 cm3
4 pH = 13
Extension answers
12 a 5 (1)
b beetroot (1)
13 a red (1) b alkali(ne) (1)
Total marks for extension: 10
c
c
6 or 7 (1)
acid(ic) (1)
d no (1)
e no (1)
d purple (1) e neutral (1)
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A PT ER
4
IN
4 Reproduction
TI
EA
CHE
R NO
HRS
TE
Starting points
Uterus
Testes
Penis
Vagina
Cervix
Enzymes
Pregnant
Embryo
Placenta
Umbilical cord
Amnion
Fetus
Antibodies
Development
Adolescence
Puberty
Hormones
Sex hormones
Period
Menstruation
Learning checklist
In this topic, pupils should learn:
to identify and name the main reproductive organs in humans, and describe
their functions
that fertilisation happens when the nuclei of sperm and egg fuse, forming a
zygote
that the zygote develops into a young animal by cell growth and division
what is meant by the terms external and internal fertilisation, and some
examples of animals that use these
how sperms and eggs are specialised for their functions
the functions of the placenta and amnion during pregnancy
to see patterns in data about smoking and birthweight
how birth takes place, and the importance of parental care
the main stages of the human life cycle
about the menstrual cycle
how to collect, organise and present data about variation
how to interpret line graphs showing human growth
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4 Reproduction
Links
Links with the Key Stage 2 Scheme of Work
Unit
5B
Title
Life Cycles
Title
Cells
Cross-curricular links
PSHE & Sex Education: Physical and Emotional Changes at Puberty
acb?
Literacy
There is a literacy activity in the Pupil Book on Test Tube Babies.
Worksheets D1, Patterns of reproduction, and D4, Birth, can also be used for
literacy activities.
+2 8=
Numeracy
Worksheets D5, Effects of smoking during pregnancy, and D9, Human growth,
involve obtaining information from graphs.
Worksheet D8, How tall are the people in my class?, involves constructing a
histogram and calculating means.
ICT
ICT
Worksheet D8 could be extended by placing the data in a spreadsheet and using
spreadsheet tools to interpret the data.
Visit www.absolutescience.co.uk for relevant websites and further information.
Learning Outcomes
Most pupils
Scientific enquiry
Select information about reproduction from secondary sources
Present and interpret data about height in bar charts and graphs, indicating
whether increasing the sample they used would have improved the work
Life processes and living things
Identify and name the main reproductive organs and describe their functions
Describe fertilisation as the fusion of two cell nuclei
Describe egg and sperm cells
Explain how the fetus obtains the materials it needs for growth
Describe the menstrual cycle
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4 Reproduction
Many pupils will confuse the terms animal and mammal. This is an
opportunity to remind them that mammals are just one type of animal. (It may
be worth thinking back to the work on animal and plant cells from Chapter 2,
Cells.) This is a classic instance where common usage of a term differs from its
correct use in science. Pupils should realise that birds, amphibians, reptiles and
insects, as well as mammals, are all animals.
Development and parental care in frogs and mammals is outlined, and pupils are
asked to use this information to explain further the patterns they have picked out
in the numbers of eggs produced by different animals. A discussion could be
introduced here on parental care in humans and other animals, including the way
in which human parents provide for their childrens emotional needs as well as
physical ones, although it may be better to leave this until reproduction in
humans has been covered.
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Worksheet D8, How tall are people in my class?, provides an opportunity for
practical work, measuring variation in height within the class. This exercise gives
practice in a number of data collecting and handling skills measuring lengths,
recording them, sorting data into groups and drawing a histogram. Some pupils
may need considerable help with this; you may like to ensure that those whose
skills in this area are not very strong are working in a group with others who can
help them. If you have access to IT facilities and a spreadsheet program such as
Excel, this opens up the possibility of looking for associations between different
features such as height, age, gender and so on.
Worksheet D9, Human growth, provides practice in interpreting line graphs, as
well as considering the reliability of data and relating this to sample size. Pupils
should appreciate that the larger (and more randomly selected) the sample, the
more reliable the data are likely to be, in the sense that they will be more
representative of the whole population of people in the country sampled.
124
Sc1
Sc2
Scientific Enquiry
Sc3
Materials and
Their Properties
Sc4
Physical Processes
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Checklist
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Penis
Fetus
External fertilisation
Vagina
Antibodies
Internal fertilisation
Cervix
Development
Ovaries
Enzymes
Adolescence
Ovulation
Pregnant
Puberty
Oviduct
Embryo
Hormones
Cilia
Placenta
Sex hormones
Uterus
Umbilical cord
Period
Testes
Amnion
Menstruation
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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ap
ter 4
Ch
126
Chapter 4 Lesson 1
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 4851
The patterns of reproduction in different animals
Expectations
Most Pupils
For any particular animal type, can relate the type of fertilisation to
the number of eggs produced and the survival chances of the
offspring.
Cross-curricular development
Date
Room
Class
Time 50Mixed
mins
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Differentiation
15
In and register.
Hold an introductory Q and A discussion with the class on different
patterns of reproduction in different types of animal including number
of eggs and whether internal or external fertilisation occurs. Use OHT
pictures/video clips as prompts.
10
Ask pupils to read Pupil Book 1 pp.4851 and to write down answers
to Qs 1 and 2.
10
10
Homework: In your workbook, write down 4 differences between reproduction in a terrestrial mammal and an aquatic animal.
Learning Outcomes
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128
Chapter 4 Lesson 2
Date
Class
Lesson Focus
The human reproductive organs
Mixed Ability/Set
Expectations
Most Pupils
Know the names and functions of the main female and male
reproductive organs. Understand that, when fertilisation occurs,
the cell nuclei fuse.
Room
Time 50 mins
Language for learning: names of reproductive organs; words with different meanings in scientific and everyday
use, e.g. cell, fuse.
Numeracy:
ICT:
Cross-curricular development
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Differentiation
Learning Outcomes
In and register.
Through Q & A, recap the main points of Lesson 1 on animal
reproduction. Introduce human reproduction: humans are terrestrial
mammals and internal fertilisation takes place.
With OHTs etc, illustrate the structure of the human male and female
reproductive systems. Linking with structure and location, outline the
functions of the various parts.
Ask pupils to check the labels on each other's diagrams. Reinforce the
idea of fertilisation as fusion of sperm and egg; cover functions in more
detail as given on Pupil Book 1 p.52.
10
Ask pupils to review the text (and photo) on Pupil Book 1 p.52
describing the organs, egg and sperms, and then answer Qs 3 and 4
(pp.5253).
Homework: Describe how egg and sperm are adapted to their functions. Complete Pupil Book p.53 Q 4.
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130
Chapter 4 Lesson 3
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 5255
Fertilisation and early development of the embryo
Room
Time 50 mins
Expectations
Most Pupils
Language for learning: e.g. ovulation, fertilisation, placenta, sperm; words with similar but distinct meanings,
e.g. baby and fetus. NB alternative spellings of fetus/foetus.
Numeracy:
ICT:
Cross-curricular development
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Differentiation
Learning Outcomes
10
In and register.
Review Lesson 2 information on the human reproductive systems and
fertilisation. Then introduce the concept of pregnancy.
10
10
Instruct pupils to draw and label a diagram of the human fetus in the
uterus.
10
Ask the class if they are uncertain about any aspects of structures and
their function, and revisit the associated terms, referring to Pupil Book 1
pp.5355. Ask pupils to write down in their workbooks the functions
of the uterus, placenta, umbilical cord and amnion.
Through Q and A, check that the pupils have gained confidence with
names and functions.
Homework: Referring to the labelled drawing which the pupils made of the fetus in the uterus, construct a table with headings giving the Parts and Function of each part.
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132
Chapter 4 Lesson 4
Date
Class
Lesson Focus
Pregnancy, birth and care of the baby.
Mixed Ability/Set
Expectations
Most Pupils
All of the above, plus understand the experience of birth, from the
point of view of the mother and the baby. Read and can interpret
written information, and information in a bar chart.
Cross-curricular development
PSHE: sex education: Care of the baby
Room
Time 50 mins
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10
In and register.
Revisit the development of the fetus from Lesson 3 and discuss aspects
of prenatal care (explain term), in particulart diet and smoking.
10
10
Discuss answers to the questions. Recall (Pupil Book p.55) the structures
around the embyo, and in discussion about care of the unborn baby,
relate them to diet and smoking habits of the pregnant woman.
Ask pupils to summarise in their workbooks the aspects of prenatal care
and the lifestyle they think important to the health of the fetus.
Referring the class to pp.56 and 57 in Pupil Book 1, introduce birth and
postnatal care. Then show the video clip on the process of birth.
10
Instruct pupils to make notes on: birth; milk; care of the newborn baby.
With the class, summarise the main points about birth and care of the
baby before and after birth.
Differentiation
Learning Outcomes
Homework: Answer Worksheet D5 Q 4, which asks how harmful substances in cigarette smoke inhaled by a pregant woman reach her unborn baby. More able pupils to finish Worksheet D4.
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Ch
134
Chapter 4 Lesson 5
Date
Class
Lesson Focus
Review of work on reproduction
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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Differentiation
10
In and register.
Using Q and A, briefly recap the work on reproduction in humans and
other animals (Pupil Book 1 pp.4857).
10
Check through the answers to the wordsearch with the class using an
OHT of the worksheet.
15
Discuss the stages in the worksheet: ask pupils if they do not undertsand
the progress from any stage to the next.
Learning Outcomes
Homework: Read from Pupil Book 1 p.51 (How humans reproduce) to p.55, matching in your mind the stages of the collage you prepared to the text you are reading. On the collage, write
down Day 1 alongside the first stage. Then write times from Day 1 (in days or weeks) for the other five stages.
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Ch
136
Chapter 4 Lesson 6
Date
Class
Lesson Focus
Growth and development.
Mixed Ability/Set
Expectations
Most Pupils
Understand how height varies within the class. Know the pattern of
growth from birth to adulthood.
Cross-curricular development
Room
Time 50 mins
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Timing
10
In and register.
Discuss the topic of the human life-cycle, illustrated and described on
Pupil Book pp. 5859. Through Q and A, assist pupils to link growth to
cell division, and emphasise the role of cell nuclei in influencing
characteristics: check whether pupils understand the cause of identical/
non-identical twins.
With the class, read through Worksheet D8 How tall are the people
in my class? Explain that pairs will first make a list of everyone's height,
then sort them into ranges of height with the tally chart. Also that the
graphs y-axis need only have enough divisions for the maximum
number of people tallied for a height range (not the whole number of
pupils in the class).
12
Check that all pupils have the same number of tallies/people, then direct
pupils to individually draw their bar chart. If facilities allow, pupils can
use a spreadsheet program to do this.
10
Differentiation
Learning Outcomes
Pupils have written down the main stages of the human
life-cycle.
Homework: Using the heights list, complete the bar chart and as many of Qs 14 on Worksheet D8 as you can.
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138
Chapter 4 Lesson 7
Date
Class
Lesson Focus
Menstrual cycle
Mixed Ability/Set
Time 50 mins
Expectations
Most Pupils
Know the main changes associated with puberty in girls and boys.
Are aware of some of the emotional issues associated with sex.
Room
Cross-curricular development
PSHE and sex education.
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10
In and register.
Review earlier work on ovulation (Pupil Book p.62 and describe simply
how this is controlled by hormoes and the state of the uterus (no
ovulation during pregnancy).
10
10
10
Differentiation
Learning Outcomes
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140
Chapter 4 Lesson 8
Date
Class
Lesson Focus
Review of work on reproduction
Literacy activity on test tube babies
End of Unit test
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
PSHE and sex education.
Room
Time 50 mins
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10
In and register.
Introduce literacy activity Test tube babies on Pupil Book 1 p.63,
selecting pupils to read the description aloud.
10
Ask pupils to work on the questions on test tube babies, writing answers
in their workbooks.
As a class, go over the answers to the literacy activity. Pupils can check
each others' bar charts.
25
Distribute the Chapter 4 End of Unit test and instruct pupils to work
through it, saying that they can answer the Extension questions if they
have time.
Differentiation
Learning Outcomes
Homework: Answer all or some (specified in terms of differentiation) of the End of chapter questions.
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142
HarperCollins Publishers Ltd 2002
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D1 (extension)
Patterns of reproduction
Animals that live their whole lives in water are called aquatic animals, while
those which live on land are said to be terrestrial. There are also some
animals, such as amphibians (frogs, toads, newts and salamanders) that live
on land as adults but begin their life as aquatic tadpoles, and have to go
back to the water to breed.
Many aquatic animals reproduce using external fertilisation, while terrestrial
animals use internal fertilisation. For example, female fish usually release
thousands of eggs known as spawn into the water, while at the same
time the males release even larger numbers of sperm. The sperm swim
through the water to fertilise the eggs. In most fish, these huge numbers of
fertilised eggs are left to develop and hatch on their own. Amphibians, like
fish, use external fertilisation, and normally do not care for their young.
Questions
Birds and mammals all use internal fertilisation, so the new life begins inside
the females body. Birds then lay their eggs and care for them in a nest. So
the young bird develops outside the females body, but is cared for by one or
both of the parents before and after hatching. In mammals, however, the
young develop inside the females body, attached to her by the placenta.
Mammals also care for their young after birth, feeding them on milk and
teaching them how to fend for themselves before they leave to live
independent lives.
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oviduct
uterus
cervix
vagina
testis
sperm duct
penis
Female
Male
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PTE
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where eggs
are made
where sperm
are made
where fertilisation
happens
where the
embryo develops
145
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D4 (extension)
Birth
Here is a description that a first-time mother wrote about how she gave
birth to a baby girl:
After being pregnant for nine months, I felt so huge and lumbering that I
was really impatient for the birth to begin. At last, things began to happen. I
was at home when I started to feel some cramp-like pains in my abdomen. I
guessed that this was it, and I rang John to come home.
I had been going to ante-natal classes at the hospital, so I had a good idea of
what to expect. All the same, it was pretty scary! Anyway, I kept on pottering
about and doing things, though the pains were getting a bit more frequent
and a bit stronger each time.
By the time my husband got home, the pains were quite uncomfortable, and
I needed to sit down. He scooped up the bag I had kept ready, bundled me
into the car, and drove me off to the hospital.
The midwife measured my blood pressure and heart rate to make sure that
all was well, and listened to the babys heartbeat as well. The pains gradually
got more and more painful and frequent. I knew that they were caused by
the muscles in my uterus contracting. At first, these muscles gradually pull
the cervix wider. Later, they start to push the baby down through the vagina
and into the outside world. I had been taught special breathing exercises to
use to help to ease the pains, and they did help a lot. It was really good to
have John with me; he had been to the classes too, so he was able to help
me and encourage me.
The midwife offered me some painkillers to help with the pain, and this
made me much more comfortable. A few hours after I had come into
hospital, the baby was well on its way. I was able to use the muscles in my
abdomen to help to push the baby through the vagina and into the big wide
world outside.
Questions
The midwife picked up the baby, and showed it to me. Its a lovely little girl,
she said. I felt really exhausted, and John looked just as tired! The baby
didnt look very lovely she was wet and sticky, with a bright red face, and
was yelling loudly. The midwife wiped her gently, and gave her to me to
hold. I cannot ever remember having such a wonderful feeling in all my life
we had made a new human being!
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D5 Effects of smoking
during pregnancy
A newborn baby that weighs less than 2500 g is said to have a low
birthweight. Babies with low birthweight are more likely to have health
problems than heavier babies.
The bar chart shows the percentages of babies with a low birthweight born
to mothers who smoked different numbers of cigarettes per day.
10
9
8
7
6
5
4
3
2
1
0
None
Less than 15
15 or more
147
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D6 Reproduction
wordsearch
Find as many words as you can to do with reproduction.
Then write each of the words you have found next to its correct definition.
O F
E R T
S A T
V O Y R B M E X P A
U E Y Z K A P
D C E
E M I
L K L
L B M A M M A L R Q U E
A A
O N
B D C 0 A M W V A K C
T V M C E P N C S U R E T U
I W Y N D O V
O K T A
D U C T E E
P B L Y
N A T E R O Z
B
I
I
J O W S T
X R E
T O
R D G H N B R G A W I
C U J G F
E C M E T
A Q E
E T U S T H O O Z
V S Y
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D7 A summary of
reproduction
These diagrams show the different stages in human reproduction.
Cut out the diagrams, and paste them onto paper in the correct order.
Then either copy or cut out each description, and put it next to the diagram
with which it belongs.
fertilised egg
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Number of people
5
This bar shows
there are two
people whose
height is between
120 and 129 cm
4
3
2
1
0
110 120 130 140 150 160 170 180 190 200 210
Questions
Height (cm)
150
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D9 Human growth
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The plots on the graph show the mean (average) heights of boys and girls at
different ages. The data were collected from hundreds of measurements of
boys and girls of each age. Then the mean heights were calculated for each
age.
200
175
boys
Average height in cm
150
125
girls
100
75
50
25
0
0
2
(birth)
8
12
10
Age in years
14
16
18
1 Use the graph to find the mean height of (a) boys and (b) girls at age 12.
2 How do these results compare with the results you found when you
measured people in your class?
3 Suggest reasons for any differences between your results and the ones in
the graph.
4 Which results do you think give the most reliable information - your results
or the ones in the graph? Explain why you think that.
5 What is happening to the cells in a persons body as they grow?
6 Do you think that height is the best way to measure growth? Suggest one
other way in which it could be measured, and explain whether you think
this way would be better or worse than measuring height.
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external
sperm
eggs
spawn
tadpoles
Male organs:
testis
sperm duct
Female organs:
ovary
oviduct
penis
uterus
vagina
(1)
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(1)
c Explain how the fetus obtains its oxygen.
(2)
4 The diagram shows a sperm cell.
a State three ways in which the
sperm is similar to all animal cells.
1
2
3
(3)
b State two ways in which a sperm cell is specially adapted to carry out its
function of fertilising an egg. For each adaptation, explain how it helps the
sperm cell to do this.
1 special adaptation
how it helps
2 special adaptation
how it helps
(4)
5 Each person begins their life as a single cell. Explain how this cell eventually
becomes the millions of cells that make up a persons body.
(2)
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Height (cm)
200
175
150
125
100
8
10
12
14 16 18
Age (years)
20
22
a How tall was the boy when he was 13 years old? (Remember to include
units in your answer.)
(1)
b Between which years did he grow most quickly?
and
(1)
(Total marks: 25)
Extension question
7 Both external fertilisation and internal fertilisation must be successful
strategies, because fish, amphibians, birds and mammals all manage to
produce enough young to carry on the next generation. Write about half a
page comparing the advantages and disadvantages of external and internal
fertilisation. Try to use words such as but, whereas and however to make
the links between the two. You might start off like this:
External fertilisation can only take place in water, whereas internal
fertilisation can take place either in water or on land.
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PTE
R
4
ANS ER S
W
Reproduction
Text answers
1 a Cod fish and frogs use external fertilisation.
Robins, guinea pigs and humans use internal fertilisation.
b Sperms will find an egg more easily with internal fertilisation.
c Eggs will be safer with internal fertilisation.
d Fewer eggs will be eaten by predators or unfertilised with internal
fertilisation than with external fertilisation. Therefore fewer eggs need to
be produced by animals which use internal fertilisation, as there is a much
greater chance of each egg being fertilised and developing into an
embryo.
2 The young of animals which show parental care, such as mammals, are more
likely to survive until adulthood than the young of animals which do not
care for their young. So mammals do not need to produce so many eggs as
fish, because each egg has a much better chance of successfully developing
into an adult.
3 The sperm are made in the testes.
They travel along the sperm duct and through the penis.
They swim from the vagina through the moisture in the uterus.
They arrive in the oviduct.
Here one sperm fertilises the egg.
4
Sperm cell
Egg cell
Contains a nucleus.
Contains a nucleus.
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Chapter 4 Answers
Worksheet answers
D1 (extension) Patterns of reproduction
1 Fertilisation the joining of the nuclei of an egg and a sperm.
Internal fertilisation fertilisation that happens inside the females body.
External fertilisation fertilisation that happens in water outside the
females body.
Aquatic living in water.
Terrestrial living on land.
2 Two.
3 Fish eggs are less likely to be fertilised and more likely to be eaten than bird
or mammal eggs because fertilisation is external. Young fish are less likely to
survive to adulthood because the parents do not care for their young.
5 There are many points that could be made, but perhaps the most important
is that we have such large, complex brains, and complex behaviour which
means that it takes us much longer to grow to mental and emotional
maturity than any other animal.
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Chapter 4 Answers
D9 Human growth
1 a about 140 cm
b 150 cm
3 The results presented here are drawn using data from thousands of different
young people and means have been calculated for each height. So the
sample size was much greater than the one which the pupils used.
4 The ones in the graph are most likely to give the true picture, because the
sample size was greater.
5 The cells divide and grow, then divide again and so on.
6 Height can be a good indicator of growth, and it has the great advantage
that it is quick and easy to measure. However, it does not include any
changes in the proportions of the body, nor of width or weight. Students
may suggest weight as another good way of measuring growth. This has the
disadvantage that weight can fluctuate, so a weight gain may not really
indicate growth.
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Chapter 4 Answers
5 The single cell carries on dividing over and over again. All the different kinds
of specialised cells, tissues and organs are formed in this way. (2)
6 a 140 cm (1)
b 13 and 15 years (1)
(Total marks: 25)
Extension answers
7 Allow up to seven marks for facts and ideas, including discussion of the
number of eggs and sperms that need to be produced and why, and three
marks for an attempt to compare the two (rather than simply describing one
and then the other). (10)
(Total marks: 35)
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HA PT E
R
5 Energy resources
9
TI
AC
MING
HER NO
TE
HRS
Starting points
Fossil fuel
Fuel
Joule
Non-renewable
energy resource
Primary consumer
Renewable
energy resource
Solar energy
Source of energy
Stored energy
Secondary
consumer
Tertiary consumer
Learning checklist
In this topic pupils should learn:
the terms fuel and energy
the safe use of the Bunsen burner
controlling variables to make a fair test
evaluation of results
that coal, oil and gas are fossil fuels
how fossil fuels are formed
the term renewable
some renewable sources of energy and how they work
the advantages and disadvantages of some different renewable sources of
energy
why solar cells are black
all living things require energy for everyday activities
animals get this energy from the food they eat
different foods contain different amounts of energy
the amount of energy a food contains can be shown on nutritional information
labels
energy is measured in Joules ( J) and that 1J = 1Nm
the amount of energy in different foods can be compared by burning them
and measuring the temperature rise of a test tube of water
food chains show how energy is transferred
most of our energy originally comes from the Sun
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5 Energy resources
Links
Links with the Key Stage 2 Scheme of Work
Unit
4C
6A
6D
6G
Title
Keeping Warm
Interdependence and Adaptation
Reversible and Irreversible Changes
Changing Circuits
Title
Heating and Cooling
Energy and Electricity
Cross-curricular Links
Design and Technology: Understanding Materials (Resistant Materials)
Citizenship: Energy-supply issues
acb?
Literacy
There is a literacy activity on James Joule in the Pupil Book
Worksheet E4, Renewable sources of energy, contains a crossword puzzle as does
Worksheet E7, Energy from foods.
+2 8=
Numeracy
Worksheets E3, Different fuels, E5, Investigating solar cells, and E7, Energy from
foods, contain numerical calculations.
ICT
ICT
The results from the investigative activities could be recorded on a spreadsheet
and spreadsheet tools could be used to interpret the data.
Learning outcomes
Most pupils
Scientific enquiry
Plan a fair comparison of the energy output of a range of fuels or foods
Control relevant variables
Reduce error by repeating readings
Comment on the accuracy of results
Produce rules for the safe operation of a Bunsen burner
Physical processes
State that fuels release energy when burnt and describe how renewable energy
resources can be used to generate electricity and provide heating
Explain why the conservation of fuels is important
Identify energy transfers within a range of systems including those involving
living things
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Bunsen burner
This topic could also provide a good introduction to the safe use of the Bunsen
burner.
The Pupil Book introduces the pupils to the need for Bunsen burners in the
laboratory. There is an activity in the Pupil Book based on a dialogue between
two students which pupils can use to help to write a set of rules for its safe use.
Worksheet E1, The Bunsen burner, may be used to reinforce the names of the
parts of the Bunsen burner.
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5 Energy resources
fair test. Worksheet E2, Planning fuels, could be used to help pupils plan their
investigation.
If the experiment is carried out by pupils, care must be taken and risk
assessments should be carried out. Goggles should be worn and only small
quantities of the fuels should be made available to pupils to minimise potential
risks. Under no circumstances should petrol be made available.
(There is a further opportunity later in this topic to carry out a similar
investigation to compare the amount of energy in different fuels)
Pupils could be asked to evaluate the results. They could be encouraged to
consider repeating the experiments to increase accuracy, or to consider the
methods for controlling the other variables such as temperature or volume more
accurately. Worksheet E3, Different fuels, shows a sample set of results and a
series of questions to help students learn how to evaluate results.
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Some pupils may be sensitive about issues involving weight and slimming. Care
should be taken in such discussions. Be aware that some pupils may believe that
it is the act of exercise which makes someone healthy, and therefore that the
exercise has given them energy. It should be stressed that all activities require
energy from the food that is eaten.
The pupils may be given an opportunity to carry out the questions in the Pupil
Book to calculate the amount of energy in various meals, and to reflect on the
amount of energy they have gained from the food they have eaten in the last 24
hours. The pupils are also given the opportunity to discuss why different people
require different amounts of energy.
The room should be checked to ensure that it is well ventilated. Pupils should be
reminded that goggles must be worn and that no food should be eaten in the
lab. Due to the risk of peanut allergies, nuts should be avoided in this activity;
crisps, popcorn, cereals and cat biscuits all burn well.
The Pupil Book shows a sample set of results and some questions to help pupils
to begin to analyse and evaluate an investigation.
Green plants
In this section pupils will learn that the energy in the foods they eat can be
traced back to the Sun. Food chains can be drawn to show how the energy is
passed on.
Care should be taken to ensure that pupils do not believe that fertilisers give
plants their energy.
The Pupil Book contains a number of food chains for the pupils to practice with
and some questions to reinforce pupils ideas.
Safety points
Heavy reinforcement of safety issues in this lesson will help set good
habits. In particular ensure that all pupils:
Wear goggles when using Bunsen burners
Tie back long hair, tuck ties out of the way etc.
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5 Energy resources
Know only to leave a lit Bunsen on a standing (yellow) flame
Pupils should be reminded of these safety issues whenever Bunsen burners
are used in future.
Safety points
Ensure that you are familiar with your schools procedure for using fuels
and make sure that all pupils are fully aware of your safety expectations.
Pupils should be reminded to wear goggles. Make sure that the stock bottles
of fuels are well away from the area in which the fuels are to be burnt.
Worksheet E3, Different fuels contains an introduction to writing an evaluation,
an area which many pupils find difficult. You may have to spend time explaining
what exactly an evaluation is and how to go about writing one. It may be an idea
to provide pupils with an exemplar evaluation for their reference.
Ensure that pupils can calculate averages. Less able pupils may need help in
calculating averages.
Safety point
If pupils are handling fuels remember to get them to wash their hands
once the fuels have been handled.
Green plants
Emphasise that the direction of the arrows in food chains shows how the energy
is passed on. A common misconception is that the arrows show what is eating
what and hence many pupils draw the arrows the wrong way around.
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166
Sc1
Sc2
Scientific Enquiry
Life Processes
and Living Things
Materials and
Their Properties
Physical Processes
2d, 2j, 3a
2i
Sc3
Sc4
HA
5
CH E
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PTE
R
CK LI S
When you know what these words mean, tick the box!
Bunsen burner
Joule
Solar energy
Chemical potential
Non-renewable
Source of energy
energy
energy resource
Energy transfer
Primary consumer
Food chain
Renewable
Checklist
Tertiary consumer
energy resource
Fossil fuel
Fuel
Stored energy
Secondary consumer
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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Ch
168
Chapter 5 Lesson 1
Date
Class
Lesson Focus
Energy and energy resources
Mixed Ability/Set
Expectations
Most Pupils
Learn and recognise the terms: work, energy, energy resource and
energy conversion. Become familiar with nine types of energy, and
the unit of energy, the joule, J.
All the above, plus are able to relate energy resources to types of
energy and to recognise a variety of familiar energy conversions.
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
In and register.
Ask pupils to write in their workbooks the topic title Energy and energy
resources, followed by words (at least 3) that they link with energy.
Remind pupils that everyone has an idea of what it is to have energy or
to be energetic, but that scientists need to be more specific. Explain
what scientists mean by work, then explain that energy is the capacity
to do work.
Write a definition of energy for the students to copy (see Learning
outcomes), and explain that both work and energy are measured in the
same units, namely joules, J.
10
Introduce the idea that fuels are useful sources of energy. They are
called energy resources. When they are burned the reaction is called
combustion they release heat or thermal energy. The energy stored in
fuels is chemical potential energy.
Refer pupils to the cartoon on Pupil Book p.66 showing some different
sorts and uses of fuels, and ask them to draw and complete the table
for Q 1.
Using Q and A, ask pupils to suggest other sorts of energy and sources
for those types of energy. Write these on the board and have pupils
copy them into their workbooks. Chapter 5 can be referred to if they
run out of ideas.
Then refer to the Types of energy drawings on p.67. Tell pupils to write
down the first letter of each sort of energy and then to make up a
mnemonic to help remember all nine, e.g. Happy Elephants, Singing
Songs, Can Knit Long Nose Gloves. (First letters can be in any order.)
17
169
Homework: Complete the table for the energy conversion circus. Complete and learn the mnemonic for Energy types.
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170
Chapter 5 Lesson 2
Date
Class
Lesson Focus
The Bunsen burner
Mixed Ability/Set
Expectations
Most Pupils
Use the Bunsen burner safely and with confidence. Use the
measuring cylinder to measure volume and the thermometer to
measure temperature.
Room
Labelling the diagram and completing written statements to answer questions from the worksheet.
Measuring temperature, time and volume.
Using a temperature probe.
Cross-curricular development
Time 50 mins
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Differentiation
Learning Outcomes
In and register.
Instruct pupils to write in their workbooks several ways we get heat at
home. Explain that in a laboratory we use a special burner because:
(a) we often need very high temperatures, (b) we need to be able to
control the heat output, and (c) we need to be safe.
10
Now direct each pair to collect a set of apparatus for using the Bunsen
burner. Remind the class how to light a Bunsen and then allow them to
light theirs from a lit burner. They should investigate how to vary the
flame with the air-hole. Instruct them to hold a piece of constantan
wire with tongs and to put the wire into the various flames. They
should judge by the redness of the wire where the flames are hottest
and where the gas is or is not burning. Instruct pupils to put out their
burners or leave them on a safety flame.
15
Pupils should then investigate how changing the type of flame (e.g.
collar open or closed) can affect how much a given amount of water
increases in temperature over a set time.
10
All pupils will have seen how to heat water safely with a
burner.
Homework: Answer Qs 3 and 4 on Pupil Book p.70. Complete a tidy set of rules for using a Bunsen burner safely.
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Chapter 5 Lesson 3
Date
Class
Lesson Focus
Energy in different fuels
Mixed Ability/Set
Pupil Book 1 p. 70
Expectations
Most Pupils
Know that a test must be fair so that it can be used to make a valid
comparison. Know that to describe a fuel as the 'best' fuel is
unhelpful because it does not explain why best and what it is best for.
Room
Cross-curricular development
Time 50 mins
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Differentiation
Learning Outcomes
In and register.
Using Q and A, remind the class of the following:
The Bunsen burner burns the fuel methane and its rate of heat energy
output can be varied. It and other fuels burn in air, in a combustion
reaction. When fuels burn they are changed to new chemical substances
and energy is released.
15
10
10
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Chapter 5 Lesson 4
Date
Class
Lesson Focus
Fossil fuels
Mixed Ability/Set
Expectations
Most Pupils
Know that fossil fuels such as coal, oil and natural gas are the main
sources of energy used in Britain today.
ICT:
Cross-curricular development
Room
Time 50 mins
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In and register.
Use Q and A to remind pupils of the range of fuels investigated in
Lesson 3, how the chemical potential energy was converted and released
from the fuel as heat (and light) energy, and how the fuels were
compared.
Refer to commonly used fuels that are collectively called fossil fuels
and the text on Pupil Book p.71. Ask: What is a fossil? When did the
fossilised animals and plants live? How were they made into fossils?
How long did that take? Why do we use the term fossil fuels.
Set out the fossil fuels and fossils display and ask the class to describe
their origins.
15
15
Ask the class: If fuels took millions of years to form, how long will they
last if we carry on using them at the present rate? Explain the term
non-renewable.
As a Q and A, ask the class Q 7 (leaving 7b till the end), and direct them
to write the answers in their workbooks. To answer d, they may need
prompting to realise what fossil fuels are used for and to imagine life
without them.
Hold a class discussion: If fossil fuels are going to run out, what could
we use in their place? What could we do to make them last longer?
Extension: Direct the class to do Q 8 (design a leaflet).
Pupils appreciate that they can influence the rate of use of fossil fuels.
Differentiation
Learning Outcomes
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Chapter 5 Lesson 5
Date
Class
Lesson Focus
Renewable energy resources
Mixed Ability/Set
Expectations
Most Pupils
ICT:
Cross-curricular development
Room
Time 50 mins
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Differentiation
In and register.
Use Q and A to remind pupils of the fossil fuels met in Lesson 4, that
they stored chemical energy and that they will run out soon.
Explain that fossil fuels are very useful and relatively cheap, so we need
to find ways to make them last longer. Refer to Pupil Book p.72 for end
to supplies. Scientists are investigating and developing renewable
energy resources to replace them. Ask: What are the characteristics of a
good renewable energy resource?
10
15
10
With Q and A, remind the class of the renewable energy resources they
have written about.
Homework: Complete Worksheet E4. Answer any of Qs 915 (Pupil Book pp.7275) not dealt with during the lesson.
Learning Outcomes
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178
Chapter 5 Lesson 6
Date
Class
Lesson Focus
Investigating solar panels
Mixed Ability/Set
Expectations
Most Pupils
Can carry out a fair test and record their experimental procedure
accurately. Can form a conclusion based on the evidence of their
and others experiment.
Can carry out and record results from a safe (fair) test. Know that
the energy comes from the Sun and is absorbed by the panel
because the water gets warmer.
All the above, plus appreciate that solar panels are made from
dark rather than shiny materials because they need to absorb heat
and shiny surfaces reflect it. Also appreciate the limitations of their
test and be able to suggest ways to improve or extend the
investigation.
Room
Cross-curricular development
Time 50 mins
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Differentiation
Learning Outcomes
30
To evaluate the validity of the test, ask: Was it carried out for long
enough to give a conclusion? Were all the results the same for all the
groups? How could the differences in individual results be overcome?
How could the investigation be extended?
Homework: To be used for Lessons 7, 9 and 10, note down all the foods you eat in 24 hours. List them as the foods are listed in the upper table of Pupil Book 1, p.77.
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Chapter 5 Lesson 7
Date
Class
Lesson Focus
Energy from food
Mixed Ability/Set
Expectations
Most Pupils
Know that they need to take in a fuel or energy source called food.
Know that different sorts of food provide different amounts of
energy in a diet.
Know that food contains energy and the amount per 100 g is
recorded on a food label in kilojoules, kJ, or kilocalories, Cal.
Room
Time 50 mins
Cross-curricular development
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Differentiation
Learning Outcomes
In and register.
Ask pupils where they get their energy from (food).
10
15
10
10
Homework: Bring in some foods from home to test. [Arrange collection in good time for Lesson 8.]
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Chapter 5 Lesson 8
Date
Class
Lesson Focus
Comparing energy from different foods
Mixed Ability/Set
Expectations
Most Pupils
All the above, plus can suggest ways to improve the design of the
experiment and the reliability of the results.
Cross-curricular development
Room
Time 50 mins
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10
In and register.
Ask: How can we measure the energy stored in food? We could use a
similar reaction to the one used to compare energy in different fuels.
Distribute Worksheet E6 Planning a fair test Energy in foods. Tell
the class they are going to plan a test to find out how much energy is
stored in some foods.
First, through Q and A, brainstorm the variables which need to be
considered, and write them on the board. Next, they should decide
which variables should be kept the same controlled and which should
be varied.
Plan the procedure through Q and A, showing the apparatus and writing
the vocabulary list on the board.
Differentiation
Learning Outcomes
20
10
Collect several results for each type of food from the groups and write
them in a Results table on the board. Ask groups to calculate the
temperature rise for each food sample, and add those. Then, for the
examples on view, identify a roughly average (mean) value for each
food type, and ask the class: Which type of food caused the greatest
temperature increase? Which food released the most energy?
Instruct groups to clear away the apparatus and clean their work area.
Ask pupils to write a conclusion for their own results.
Extension: Ask the class to suggest ways to modify the test to make
the results more accurate and more reliable.
Homework: Do the Crossword on Worksheet E7 and bring in the list of food eaten over 24 hours for the next lesson.
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Chapter 5 Lesson 9
Date
Class
Lesson Focus
Food chains
Mixed Ability/Set
Expectations
Most Pupils
Can appreciate that plants absorb and use more energy than they
pass on to the herbivores which eat them. Know that energy is lost
to the chain at every link along it. (However, it is not lost to the
universe!)
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
10
In and register.
Use Q and A to remind pupils that they get energy from food, and the
sorts of food that contain most energy. Where do they think the energy
in their food came from? This is a renewable energy resource: it must
come from an inexhaustible supply, which is...? (the Sun)
20
Refer the class to Pupil Book p.79 showing that the Sun's energy is taken
into the food chain by plants. Elicit the following by Q and A:
Plants make their own food from simple chemicals in the air and soil
(carbon dioxide and water). They are called producers, e.g. grass or
oak leaves.
Plants are eaten by herbivorous animals, e.g. worms, so some of the
energy moves on to a primary consumer.
Primary consumers can be eaten by carnivorous animals, e.g. voles, so
some of the energy moves on again to these secondary consumers, etc.
Ask pupils to draw and label this simple food chain, showing the
direction of the movement of energy.
Next they should look at the three illustrations on Pupil Book pp.7980
suggesting food chains, and should each one out as a food chain with
arrows.
15
Refer pupils back to their list of foods eaten over a 24-hour period
(Lesson 6 homework). Tell them to choose 3 or 4 simple foods or one
with several ingredients, and draw a food chain for each item in their
workbooks. For each, they should say whether they are the primary,
secondary or even tertiary consumer.
If time allows, discuss whether it is preferable to get energy from
producers or from consumers, or a mixture of both. Ask: For the planet
as a whole, is it easier to produce enough food for a massive population
if everyone is a primary, a secondary or a tertiary consumer? For each
person individually, is it easier to extract the energy they need from
food which is a producer or a primary/secondary consumer?
Pupils relate the food they eat to the energy in the food
chain.
Ask: Why, when an animal eats a kilogram of food, does it not become
a kilogram bigger? Where does the energy from the food go? What does
the animal use it for?
Extension: Why does a hedgehog eat lots of food in autumn? Why
does an oak tree lose its leaves in autumn?
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Chapter 5 Lesson 10
Date
Class
Lesson Focus
Revision of the energy topic
Mixed Ability/Set
Expectations
Most Pupils
Recall: the different sorts of energy and resources.; how fossil fuels
were formed and the need for renewable fuels too; how energy is
measured and how it is transferred through a food chain.
Recall key aspects of the whole topic and can make links between
energy available and work done. Know who James Joule was and
how his work led to a greater understanding of energy.
Room
Reading and developing comprehension of language through the story of James Joule.
Construction of a bar chart to represent relative energy values in foods.
Cross-curricular development
Time 50 mins
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Page 187
In and register.
Use Q and A to remind pupils of the mnemonic for types of energy that
they composed in Lesson 1.
10
Ask several pupils to read out the passage about James Joule, Pupil
Book p.81. (It is concept dense and will stand repetition.) Then ask the
class what they understand by the words in question a, from memory
or looking up in the text. The words could be enlarged for display or
written on the board. Lead the class briskly through each answer,
leaving just enough time to record it.
Refer the class to p.82 for the Key ideas which they have encountered
and the Key words they have used, to help them when they do the End
of chapter questions.
25
Use Q and A to remind pupils of key ideas and Key words from the
energy topic.
Differentiation
Learning Outcomes
Pupils remember 9 types of energy.
Pupils reuse the terms and ideas they have learnt in new
situations and examples. Pupils will have written
answers that supplement their notes on the topic and
aid understanding.
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5
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rubber tubing
chimney
base
flame
Collar closed
Collar half
open
188
Collar open
N AI
H
5
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TP T E
U
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R KSHEE
4 Which variable will you need to keep the same to make it a fair test?
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E3 Different fuels
5
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thermometer
boiling tube
clamp stand
30 cm3 of water
spirit burner
balance
Experiment 1
Start End
Start End
Butanol
19
45
20 44
I.P.A.
18
58
18
56
Ethanol
20 63
19
62
Hexanol
20 33
20 35
Questions
190
Change
Experiment 2
Average change
Change
1
2
3
4
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E4 Renewable sources
of energy
5
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TP T E
U
C
R KSHEE
Use your Pupil Book to copy and complete the diagram below showing the
advantages and disadvantages of these renewable sources of energy.
Biomass
Advantage:
Solar
Wind
Disadvantage:
Advantage:
Advantage:
Disadvantage:
Disadvantage:
Renewable Sources
of Energy
Waves
Geothermal
Advantage:
Advantage:
Tidal
Disadvantage:
Disadvantage:
Advantage:
Disadvantage:
Puzzle
L A O C M D T Y G
S
E C P U V O
R S A S T O R M S
R E N E W A B L
E A D B N L
O W
T S T E A M N K M
A K L O R T E P D
W B
O M A S S B
Solve these clues then find the words hidden in the wordsearch.
1
10
11
12
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Solar panels absorb radiant heat energy. In this experiment you will
investigate whether they should be made from black or from silver materials.
100 cm3
silver
Questions
1
2
3
4
5
6
7
black
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4 Which variable will you need to keep the same to make it a fair test?
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10
Starting water
temperature (C)
End water
temperature (C)
Change in water
temperature (C)
Crossword
1
2
4
3
Clues
across
down
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PTE
(1)
2 What type of energy does a battery contain?
(1)
3 What type of useful energy does a radio produce?
(1)
4 What type of energy is found in food?
(1)
5 a How do we release the energy stored in a fuel?
(1)
b What type of energy is stored in the wood?
(1)
c Where did the energy stored in the wood originally come from?
(1)
6
a How would you increase the temperature
of the flame of this bunsen burner?
(1)
b Why, if you need to leave a lit Bunsen
unattended, should it be adjusted so that
it produces a yellow flame?
(1)
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(2)
(3)
solar
wind
gas
wave
petrol
(3)
10
(1)
11
Draw a food chain that includes owls, worms, shrews and oak leaves.
(3)
The bar chart shown below shows the different amounts of energy
people need from their food.
Daily energy
requirements (kJ)
12
16000
14000
12000
10000
8000
6000
4000
2000
Young
child
Teenage
girl
Teenage
boy
Female
office
worker
Male
computer
operator
Male
athelete
(1)
b How much energy is needed each day by the computer operator?
(1)
c Explain why these people need different amounts of energy.
(2)
(Total marks: 25)
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Extension questions
13
(1)
b does the television produce?
(1)
14
X
This roller coaster is about to go down the track. Where does the roller
coaster have:
a the most gravitational potential energy?
(1)
(1)
15
Name 2 ways in which you can make non-renewable fuels last longer.
(2)
(Total marks: 6)
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ANS ER S
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Energy resources
Text answers
1
2
3
4
5
7
9
10
11
12
13
14
15
17
18
19
20
21
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coal move trains, gas (camping ) cook food, wood heat and light,
diesel move lorries, gas (oven ) cook food, candle light (and heat)
The steam train, car and lorry change chemical potential energy into heat
and then into kinetic energy.
The camping stove, bonfire, gas cooker and match change chemical
potential energy into heat and light energy.
To make it a fair test.
a natural gas (methane)
b chemical potential heat and light energy
a millions of years
b it decays/rots
c oxygen/water
d high temperature and high pressure
a Gas and oil
b About 45
c About 2022
d (Pupils own answers)
a gravitational potential (kinetic ) electrical
b destroy habitat by flooding
a remote areas
b do not work if no wind, can spoil landscapes, can be very noisy
a Some countries are not surrounded by any seas.
b Large areas of ducks would be needed and these can be damaged by
storms.
a (natural) nuclear reactions
b for central heating
c Water is heated by the hot rocks this forms steam to turn turbines
which drive the generators to produce electricity.
a animal or plant material
b Wood and animal dung can be used to cook food, plants can be
converted into alcohol to fuel cars.
a solar cell and solar panel
b it is sunnier in some countries
hydroelectric advantage cheap electricity
disadvantage large initial cost, large effect on the
environment
wind advantage good in remote areas
disadvantage only work in certain conditions, may spoil the
environment, can be noisy
wave advantage waves carry a lot of energy so its a valuable resource
disadvantage large areas of ducks needed, can be damaged by
storms
hot rocks advantage heat up cold water
disadvantage few locations
biomass advantage easy to collect, does not rely on fossils fuels
disadvantage large quantities of bio mass are needed
from the food he eats
nutritional labels on food packets
a to make it a fair test
b chocolate
c 1105 kJ or 265 Calories
a 1600 kJ
b 740 kJ
c 1450 kJ
d (check accuracy of calculations for each meal)
a Either increase/decrease food intake to change energy values.
b He needs energy for growth and is more active.
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Chapter 5 Answers
Daily energy
requirements (kJ)
22
16000
14000
12000
10000
8000
6000
4000
2000
15000
12000
10000
10000
11000
8000
Young
child
Food/sample
Teenage
girl
Teenage
boy
Female
office
worker
Male
office
worker
Male
manual
worker
crisp
24
snack
cat biscuits
cracker
75
potato snack
21
23
24
b
c
d
e
1 a energy
b Bunsen burner
c fuel
d biomass
2 A petrol chemical potential
B bulb light + heat
C sign light + heat
D pendulum in middle of swing kinetic
E candle chemical potential
F cake chemical potential
G pendulum at end of swing gravitational potential
3 a joules
b one
c coal, oil, (natural) gas (any order)
d millions
e renewable f solar
g light, electrical
4 a false
b false
c true
d false
e true
f true
2500
5
Biscuits
2000
2200
1500
Pizza
1200
1000
500
Crisps
Baked
beans
Peas
500
400
300
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Chapter 5 Answers
Worksheet answers
E1 The Bunsen burner
1
flame
chimney
rubber
tubing
collar
base
E3 Different fuels
1 Butanol
26C and 24C
2 Butanol 25C
I.P.A.
30C and 28C
I.P.A.
29C
Ethanol
43C and 43C
Ethanol
43C
Hexanol 13C and 15C
Hexanol 14C
3 Repeating an experiment allows us to calculate an average result,
minimising any errors that may have occurred.
4 No, energy is lost to the surrounding as heat and light energy. Also not all
the fuel burns completely. The soot is evidence of incomplete combustion of
the fuel.
5 More repeats, better insulation etc.
2 Renewable
6 Storms
10 Steam
3 Sea
7 Biomass
11 Coal
4 Land
8 Cells
12 Water
Measuring cylinder
To make it a fair test
To make it a fair test
(Pupils own answer)
Solar cells should be made from black materials as it heats up more quickly
(black surfaces are better at absorbing heat).
down
1 potential
2 volume
4 energy
200
joules/J (1)
stored/potential/chemical (1)
sound (1)
stored/potential/chemical (1)
a burn it (1)
b stored/potential/chemical (1)
c Sun (1)
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Chapter 5 Answers
6
Extension answers
13
a electrical (1)
b light/sound/heat (1)
14 a x (1)
b z (1)
15 switch off lights/walk to school/wear warmer clothes/dont use the car so
much/use public transport/insulate our homes (2)
Total marks for Extension: 6
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A PT ER
7.5
TE
HRS
AC
O
HER N
Starting points
Flame
Fossil fuel
Hydrogen
Kerosine
Lime water
Magnesium oxide
Methane
Neutralise
Product
Reactant
Reactive
Word equation
Learning checklist
In this topic, pupils should learn:
that a chemical reaction occurs when one substance changes into another
how to make and describe observations during a chemical reaction
that acids react with metals to produce hydrogen
that acids react with carbonates to produce carbon dioxide
how to test for hydrogen and for carbon dioxide
that oxygen, together with nitrogen and other gases, is found in air
that some metals react with oxygen in the air to produce oxides
how to write simple word equations
that when fuels burn they combine with oxygen and produce carbon dioxide
and water
Links
Links with the Key Stage 2 Scheme of Work
Unit
5C
6D
202
Title
Gases all around us
Reversible and irreversible changes
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Title
Acids and alkalis
Energy resources
Reactions of metals and metal compounds
Patterns of reactivity
Using chemistry
Cross-curricular links
None for this chapter.
acb?
Literacy
There is a literacy activity on page 91 of the Pupil Book on producing a rock cake,
if not enough baking powder is used.
+2 8=
Numeracy
No numeracy activities within this chapter.
ICT
ICT
Software packages can be used to create the poster required for question 6 in the
End of Chapter questions.
Website references can be found at www.collinseducation.com/absolutescience
Learning Outcomes
Most pupils
Scientific enquiry
Obtain and present qualitative results, identifying patterns in these
Work safely with acids and when burning materials
Suggest how to test an idea about burning, obtaining results
Materials and their properties
Identify that some new materials are formed during a chemical reaction and
generalise that hydrogen is formed when acids react with metals, carbon
dioxide when acids react with carbonates, and oxides when materials burn
Describe tests for carbon dioxide and hydrogen
Describe burning as a reaction with oxygen
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Safety points
Although there is no possible danger from any of the reactants or products, it
is suggested that you insist on the wearing of eye protection, as this should
be a general rule whenever working with chemicals. It is a good idea to
remind pupils not to use large quantities of the reagents.
Expected results
Pupils should observe bubbles. You may like to teach the term effervescence, but
there is no need for this and it is a rare pupil who can spell it correctly! They
should also observe that the sodium hydrogencarbonate disappears. Some will
also notice that there is a small rise in temperature, which can be felt by holding
the test tube in the fingers. You could also offer a thermometer to check this.
Safety point
They should not taste the substances.
Magnesium, zinc and iron will react; copper and lead will not. The best indication
that a reaction is taking place is the production of bubbles. Pupils will also see
the metals disappearing, and in some cases there will be a colour change as a
soluble, coloured salt is produced. They may detect a small temperature rise as
with Worksheet F1.
It is suggested that, at this stage, you concentrate only on the production of
hydrogen, and do not explain that a salt is also produced - unless your students
are inquisitive about this and you feel they are ready to deal with it.
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Safety point
As long as safety goggles are worn, there are no particular dangers associated
with this practical work.
The acid might damage clothes or skin if spilt onto them, but at the
concentration suggested the risk is minimal. Nevertheless, pupils should know
that if they do spill acid whether onto themselves, someone else or the
workbench - it should be immediately washed with plenty of water. They
could be referred to the rules of using acids they learnt in Chapter 3.
Safety point
As for Worksheet F2.
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Safety points
Burning magnesium may cause over-excitement; pupils who do not behave
sensibly must not be allowed to continue. Very hot sparks can be produced, so
wearing goggles is essential for all students, even those not immediately
involved in practical work at any given time.
Ensure Bunsens are always left on a yellow flame when not being used for
heating.
Safety points
It is a good idea for pupils to wear eye protection, even though they may not
be close to the reaction.
There is no need to carry out this demonstration in a fume cupboard.
Safety point
Be sure to remove the delivery tube from the lime water before you stop
burning the fuel or before turning off the pump, to avoid any possibility of
suck-back.
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4 Reproduction
dish. You may like to practise this beforehand don't splash water over the
candle! Make sure that the spout of the beaker is well below water level when
you are covering the burning candle.
You will almost certainly want to do this more than once. If so, then wave the
beaker around for a while to replace the used air inside it with fresh air you
could use questioning to get pupils to suggest this. If you are going to do it
several times, then use a nearby Bunsen flame, or another burning candle, to
relight the candle this is easier than matches.
The reasons for the candle going out are not simple it could be because it is
running out of oxygen, or it could be because carbon dioxide is building up
around it and stopping oxygen getting to it. You could tell pupils that carbon
dioxide is heavier (in reality denser) than air, and ask them what might be
happening.
They may be able to see that the water rises up in the beaker as the candle
burns. This is more obvious with a relatively narrow beaker. Once again, the
reasons for this are complex oxygen from the air is being used, but carbon
dioxide is being produced, so you might not expect a volume change. However,
carbon dioxide is more soluble in water than oxygen is, which explains the
discrepancy (there are also pressure changes if the water levels inside and outside
are not the same). This may be too many steps in an argument for all but the
brightest of students to cope with at this stage.
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It is suggested that you allow them to continue to work in their groups as they
record their results and display them as graphs; it is good for the more able ones
to explain what they are doing, and it is good for the less able ones to learn from
others in their group. If a group has very odd results that don't show a pattern,
you might like to give them a set of results from another group to work on.
Groups that have worked effectively, have managed to control all important
variables, and have done at least three repeats and calculated means, are likely to
find that their points lie approximately on a straight line when mean time of
burning is plotted against volume of air.
If time allows, each group could give a short presentation of their method and
results to the rest of the class. Even if you cannot fit this in, it would be good to
have a class discussion about the results the groups obtained and the conclusions
they can draw.
Sc2
Scientific Enquiry
Life Processes
and Living Things
210
Sc3
Materials and
Their Properties
Sc4
Physical Processes
APTER
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E C K LI ST
Checklist
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When you know what these words mean, tick the box!
Carbon dioxide
Hydrogen
Product
Chemical equation
Kerosine
Reactant
Colour
Lime water
Reactive
Copper oxide
Magnesium oxide
Word equation
Flame
Methane
Fossil fuel
Neutralise
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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ap
ter 6
Ch
212
Chapter 6 Lesson 1
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 8486
Introducing the term chemical reaction
Making and recording observations of a chemical reaction
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
10
In and register.
Hold a class discussion on: What is a chemical reaction? Refer back to
their work on acids and alkalis (Chapter 3), and on fuels (Chapter 5).
Use pp. 84-85 in the Pupil Book to support the discussion.
10
20
10
Homework: Answer questions on Worksheet F1; also Qs 1 and 2 from Pupil Book 1 p.86.
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ap
ter 6
Ch
214
Chapter 6 Lesson 2
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 8687
Investigating how metals react with acids
Testing for hydrogen
Expectations
Most Pupils
All the above, plus recognise patterns in the results they obtain.
Make the generalisation that hydrogen is produced when a metal
reacts with an acid.
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
15
In and register.
Remind the class about how to make observations and record them,
and also how to work safely with acids.
Demonstration of testing for hydrogen. In front of the class, add the
magnesium ribbon to the test tube of acid. Bubbles are given off and,
when a lighted splint is put into the top of the test tube, a squeaky
pop is heard.
25
10
Homework: Complete questions on Worksheet F2. Read Pupil Book p.87 and find out how to test for carbon dioxide.
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ap
ter 6
Ch
216
Chapter 6 Lesson 3
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 p. 87
Investigating reactions between acids and carbonates
Testing for carbon dioxide
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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10
In and register.
Revise work so far: What is a chemical reaction? How can you tell when
one is happening? What happens when metals react with acids? How
do you test for hydrogen?
10
20
10
Homework: Complete questions on Worksheet F3, plus Qs 3 and 4 on Pupil Book p.87.
Differentiation
Learning Outcomes
Pupils carry out the test for carbon dioxide (and add to
their experience of testing for hydrogen).
Pupils know that carbon dioxide is produced when acids
react with carbonates.
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ap
ter 6
Ch
218
Chapter 6 Lesson 4
Date
Class
Lesson Focus
Burning metals in air and in oxygen
Mixed Ability/Set
Pupil Book 1 p. 88
Expectations
Most Pupils
All the above, plus describe and explain the differences between
combustion in air and in oxygen.
Cross-curricular development
Room
Time 50 mins
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15
In and register.
Hold a class discussion to remind pupils what they learnt about burning
fuels in Chapter 5 Energy resources. Discuss the content of air, referring
to the pie chart on p.88 of the Pupil Book.
Demo on how to burn metals in air safely.
15
15
Discuss with the class the differences between burning different metals,
and burning the same metal in air and in oxygen. Ask them to record
these findings in their workbooks if they have not already done so.
Differentiation
Learning Outcomes
Pupils know that air contains oxygen gas and other
gases. They can interpret a pie chart. They know how to
burn metals safely.
Homework: Answer the questions on Worksheet F5. More able students can also do End of chapter Qs 1 and 2, p.93.
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ap
ter 6
Ch
220
Chapter 6 Lesson 5
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 p. 89
Writing simple word equations
Demonstration of candle burning in air
Starting to plan an investigation into a candle burning
Expectations
Most Pupils
All the above, plus work efficiently as part of a group and take a
leading role in group discussion.
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
15
In and register.
Explain how to write a word equation, with reference to burning a
metal in air and Pupil Book p.89.
15
15
To ensure that all groups are on the right lines, briefly discuss their ideas
for plans. Emphasise the need to have a good plan for how to record
results.
Homework: Answer questions on Worksheet F7, and look over and make notes on revising the plan of Worksheet F8, to be reviewed in Lesson 6.
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ap
ter 6
Ch
222
Chapter 6 Lesson 6
Date
Class
Lesson Focus
Burning kerosine
The products of burning fuels in air
Mixed Ability/Set
Expectations
Most Pupils
All the above, plus can make generalisations about the combustion
of fuels and the products released.
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
20
In and register.
Remind the class of previous work on fuels in Chapter 5 Energy
resources. Introduce Worksheet F6 What is produced when a fuel
burns? and explain the apparatus. Ask pupils to predict what may
happen when the kerosine burns (Hint: Fuel burning equation). Then
carry out the demonstration.
10
20
Homework: Finalise F8 plans. If time, do the Literacy activity: Rock cake, from Pupil Book p.91.
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ap
ter 6
Ch
224
Chapter 6 Lesson 7
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 p. 90
Carrying out planned investigation F8:
Does the volume of air affects the length of time a candle can burn?
Expectations
Most Pupils
All the above, plus successfully control all important variables other
than volume of air. Measure and record time of burning in
different volumes of oxygen in a very clear results chart. Make
repeat readings at each volume. Display results as a line graph,
Appreciate major sources of inaccuracy in their investigation. Make
a conclusion appropriate to their results about the relationship
between volume of air and time of burning.
Room
Time 50 mins
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Page 225
In and register.
Ask pupils to re-form their Lesson 6 groups.
35
Direct groups to use their plan to carry out Worksheet F8 How long
can a candle burn?, recording their results in the table.
Support pupils as they work, providing guidance where needed, and
asking questions about what they are doing and why.
10
Differentiation
Learning Outcomes
Homework: Complete write-up of F8. Revise for End of Unit test. If time, do End of chapter questions 1 to 5 on Pupil Book p.93.
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ap
ter 6
Ch
226
Chapter 6 Lesson 8
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 8493
Debrief of investigation F8 (burning candle)
End of Unit test
Expectations
Most Pupils
All the above, plus recognise the major sources of error in their
investigation, and relate this to the reliability of their results.
Suggest more than one explanation (less oxygen, more carbon
dioxide) for their results.
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
20
In and register.
With the class, discuss results of candle experiment what did they find?
What can they conclude? What were the main problems? How reliable
do they think their results were? What could they have done to improve
them?
Ensure that pupils have a complete set of results, theirs or someone elses.
Show on the board how to draw and label axes and draw a line graph
of results (for Homework).
30
Distribute sheets for the End of Unit test and ask the class to do it.
Then collect the sheets and hand out graph paper for Homework.
Homework: Draw a graph for the results of your burning candle investigation, and write a conclusion.
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Tip:
Observe doesnt just mean
use your eyes! You can use
other senses as well,
including the temperature
receptors in your fingers.
8 When the reaction seems to have finished, test the pH of the contents of
the tube with universal indicator again.
a How did you decide that the chemical reaction had finished?
b How does the result of the pH test confirm that a chemical reaction had
happened in the tube?
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F2 Reactions between
acids and metals
You are going to investigate what happens when different metals are added
to an acid.
Take care! Wear safety goggles while you are doing this practical work
1 Collect several clean test tubes, and stand them in a test tube rack.
2 Your teacher will give you some dilute hydrochloric acid. (Remember dont get it on your skin. If you do, then wash it off straight away with lots
of cold water.) Put about 3 cm depth of the acid into each of your tubes.
3 Collect one of the metals you are going to try. Add it to the acid, and
observe carefully what happens. Write down your observations in a results
table like this one.
metal
Tip:
When you draw the results
table, leave plenty of room
in the second column,
because you may have
quite a lot to write for some
of the metals.
4 If you see bubbles being given off, then you can test the gas to see if it is
hydrogen.
Hold a wooden splint in a Bunsen flame until it begins to burn gently.
Hold the burning splint in the top of the test tube. If the gas is
hydrogen, youll hear a squeaky pop.
Questions
1 Which metals reacted with the acid? Which metals did not react?
2 Make a list of the metals you tried, in order, starting with the
one that reacted most quickly with the acid, and ending with
the one that reacted least.
3 Name one new substance that was produced when a metal
and acid reacted.
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F3 Reactions between
acids and carbonates
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You are going to investigate how acids react with several different kinds of
carbonates.
Take care! Wear safety goggles while you are doing this practical work
1 Collect several clean test tubes, and stand them in a test tube rack.
2 Pour about 3 cm depth of dilute hydrochloric acid into each tube.
3 Draw a results chart like the one you used for the reactions between acids
and metals.
4 Collect one of the carbonates your
teacher has ready for you to use.
Add one spatula of the carbonate to
the acid. Observe carefully what
happens, and record your observations.
Tip:
Look back at Worksheet F2
to remind you of the kind of
things to look out for.
Questions
6 Put some lime water in another test tube. Then suck some gas from the
tube containing acid into a dropper pippette, and then squeeze it into the
lime water.
230
1 Which carbonates reacted with the acid? Were there any that
did not react?
2 Was hydrogen given off during the reaction? Explain how you
know.
3 Was carbon dioxide given off during the reaction? Explain
how you know.
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Take care! Wear safety goggles while you are doing this practical work.
1 Set up a Bunsen burner on a heatproof mat, and light it.
2 Collect a small piece of magnesium and pair of tongs. Use a piece of emery
paper to clean the ribbon.
What it looked
like to start with
magnesium
copper
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Questions
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PTE
R
R K S H EE
delivery tubes
clamp
inverted
glass funnel
gauze
crucible
lid
bungs
side-armed
tube
tube to
suction pump
clamp
fuel
tripod
beaker
ice
clamp
lime water
Questions
When the fuel burns, it combines with oxygen in the air. The new substances
that are formed are gases. They travel along the delivery tubes, and pass first
through the cold tube in the beaker of ice, and then through the lime water.
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PTE
R
R KSH EE
beaker
candle
trough
water
Observe what happens when the candle burns, then answer these questions.
1 The beaker contained air. Name the two gases which make up most of the
air.
2 When the candle burned, the wax in the candle was reacting with a gas in
the air. What is this gas?
3 Explain why the candle went out after a while.
4 Did the volume of air inside the beaker get greater or smaller as the
candle burnt?
How could you tell?
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PTE
R
R KSH EE
2 Which variable will you need to measure? How will you measure it?
3 Which variables will you need to keep the same to make it a fair test?
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PTE
R
yes
no
yes
no
yes
no
(3)
(2)
b How did Alan know that a chemical reaction was happening in the test
tube?
(1)
c Alan thought the bubbles might be hydrogen. Complete the sentence
describing how he could find out if he was right.
Alan could hold a in the top of
the test tube. If there was a he would know that the
gas was hydrogen.
(2)
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(1)
b Explain why the oil stopped burning when the thick cloth was thrown
over it.
(1)
4 The diagram shows a Bunsen burner with the
air hole open. The gas pipe supplies methane,
which burns and produces the flame.
methane + +
(3)
lime water
bung
D
0.1 ilute
mo HCl
ldm -3
calcium carbonate
1
2
(2)
b Describe what Kate would see happening in the test tube which
contained the calcium carbonate.
(2)
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(1)
d Why would this happen?
(1)
6 Here are the names of some different substances.
oxygen
water
hydrogen
carbon dioxide
hydrochloric acid
magnesium
magnesium oxide
a Using some of the words in the list above, write a word equation to show
what happens when a metal burns in air.
(4)
b Which substance or substances in your word equation are reactants?
(1)
c Which substance or substances in your word equation are products?
(1)
(Total marks: 25)
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Extension question
7 Sherina did an experiment to find out how long a candle would burn in
different volumes of air. She wanted to test this idea:
The greater the volume of the air it has to burn in,
the longer a candle will burn.
This is the apparatus that she used.
1st try
150
200
400
6.7
800
13
15
14
14.0
1000
17
16
16
16.3
2000
30
29
30
29.7
Average
3.3
a Calculate the average time taken for the candle to go out when Sherina
used the 200 cm3 beaker and write your answer in the table.
(1)
b Explain why it was a good idea to have three tries with each beaker.
(1)
c Describe two variables that Sherina needed to keep the same when she
did her experiment.
1
2
(2)
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200
400
600
800
(1)
g Explain the reason for this pattern.
(2)
(Total marks: 10)
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PTE
R
6
A NS ER S
W
eyes
bubbles
colour changes
a flame
something appears or disappears
(pupils will not know about precipitates)
ears
a noise
nose
a different smell
3
Gas being tested for
What you do
hydrogen
a squeaky pop
carbon dioxide
4 The egg shells contain a carbonate. Karen could crush the egg shells, then
add them to the clear liquid. If bubbles are produced, she should collect
some of the gas and test it using lime water. If the lime water goes cloudy,
this shows that the gas is carbon dioxide. If this happens, the liquid probably
is an acid, because when it reacts with a carbonate it produces carbon
dioxide.
5 The reactants are magnesium and oxygen. The product is magnesium oxide.
6 a copper + oxygen copper oxide
b The reactants are copper and oxygen. The product is copper oxide.
7 calcium + oxygen calcium oxide
lithium + oxygen lithium oxide
8 a The funnel collects the gases formed when the methane burns.
The cold water cools down the gases, so that the water vapour condenses
and forms liquid water.
The lime water tests for carbon dioxide.
b Water would appear.
c It would go cloudy.
d methane + oxygen carbon dioxide + water
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Chapter 6 Answers
b Bubble the gas through lime water, which will go cloudy if carbon dioxide is
present.
c The carbon dioxide makes bubbles in the dough.
d Self-raising flour might contain baking powder (tartaric acid and sodium
hydrogencarbonate).
Worksheet answers
F3 Reactions between acids and carbonates
1 It is likely that all of the acids will react with all of the carbonates.
2 Hydrogen should not be given off. There should be no pop when a lighted
splint is held in the tube.
3 Carbon dioxide is given off. Lime water goes milky when the gas is bubbled
through it.
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Chapter 6 Answers
3 a oxygen (1)
b the cloth stopped oxygen from reaching the fire (1)
4 oxygen
water
carbon dioxide (3)
5 a wear goggles
keep hydrochloric acid away from her skin/dont spill any/put the top
back on the bottle straight away (2)
b Kate would see bubbles and the powder would, disappear/dissolve (2)
c gas would bubble through it and it would go cloudy (1)
d carbon dioxide was being produced (1)
6 a magnesium + oxygen magnesium oxide (4)
b (allow error carried forward here and in c, i.e. if equation is wrong, allow
consequential answers here)
magnesium and oxygen (1)
c magnesium oxide (1)
(Total marks: 25)
Extension answers
7 a 5.0 (1)
b in case one reading was unusual (1)
c the size of the candle
the length of the wick
the way she placed the beaker over it (for example, how quickly)
how far down the edge of the beaker went into the water
(allow other suitable suggestions) (max 2)
d x axis volume of beaker in cm3 and
y axis time taken for candle to go out in seconds (1)
e all points correctly plotted on graph with suitable line drawn
(a straight line) (2)
f the larger the volume of the beaker, the longer it took for the
candle to go out (1)
g the candle needs oxygen to burn
the more air there is in the beaker, the more oxygen the candle has
once all the oxygen is used up, the candle stops burning (max 2)
(Total marks for Extension: 10)
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P
HA TER
8
TI
AC
MING
HER NO
TE
HRS
Starting points
Friction
Gravity
Lubricant
Magnetic force
Mass
Newton (N)
Newtonmeter
Push
Pull
Speed
Streamline
Terminal velocity
Time
Upthrust
Weight
Learning checklist
In this topic, pupils should learn:
to identify different forces and to identify in which direction these forces are
acting
that friction opposes motion
that friction can sometimes be useful, but other times it can be a problem
to describe some ways to reduce friction
to describe what is meant by contact friction
that upthrust pushes upwards and that weight pulls downwards
to distinguish between the mass of an object and the weight of an object
that the weight of an object is caused by gravity
how and why the gravity on the Earth will be different from the gravity on the
Moon
to describe some situations in which forces are balanced
to compare the speed of different objects and define what is meant by the
term speed
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Links
Links with the Key Stage 2 Scheme of Work
Unit
4E
6E
Title
Friction
Balanced and unbalanced forces
Title
Gravity and space
Speeding up
Pressure and moments
Cross-curricular links
Design and Technology: Using control to control a display, Exploring materials and
Selecting materials
acb?
Literacy
There is a literacy activity included in the Pupil Book on Sky Diving.
Worksheet G6, Trying to reduce friction, involves writing out a clear set of
instructions for moving a crate into a lorry.
+2 8=
Numeracy
Many of the activities contained in both the Pupil Book and the Worksheets
require pupils to record and manipulate data as well as constructing graphs. Pupils
will be required to calculate speeds, given distances travelled and the times taken.
ICT
ICT
Spreadsheets can be used to record and manipulate data.
Dataloggers could be used to record data for Worksheet G8, Measuring Speeds.
Website references can be found at www.collinseducation.com/absolute science
Learning Outcomes
Most pupils
Scientific enquiry
Make predictions about upthrust, test these and relate their findings to
scientific knowledge
Make suitably precise observations, including repeats to check reliability, and
use these to plot graphs
Investigate friction, identifying and controlling key factors
Physical processes
Identify directions in which forces act and describe situations in which forces
are balanced
Distinguish between mass and weight, giving examples
Describe some of the ways of reducing friction and some situations in which
friction is useful
Describe what is meant by speed
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Friction
This topic could be introduced by showing an ice cube and a rough wooden
block being pulled by a string and asking the pupils why they behave in such
different ways.
From p. 94, the Pupil Book discusses frictional forces in different situations,
together with some methods of reducing friction. There may also be an
opportunity to carry out the activity on Worksheet G4, Friction: Testing different
surfaces. Pupils should be helped to identify the factors that may affect friction,
and to identify which variables they need to keep constant to make it a fair test.
Pupils can then carry out the activity on Worksheet G5, Friction: Testing blocks of
different weights. Some pupils may need help in constructing the graph of the
results.
As an extension activity pupils could be asked to predict results for a value they
have not actually measured using the graph they have drawn.
Streamlining
In this section pupils are introduced to streamlining on Pupil Book p. 103 via the
example of a dolphin. There could then be the opportunity to carry out the
activity on Worksheet G7, Streamlining. As a summary activity pupils could
answer the questions about the ski jumper in the Pupil Book.
Calculating speeds
Pupils could be reminded that the stopping distance of a car was determined not
only by friction but also by the speed that the car was travelling at. The Pupil
Book could then be used to introduce the concept of speed. P. 105 uses the
example of a sprinter and a racing car. Pupils will need help to understand the
units (m/s and km/h) used. There could also be the opportunity to carry out the
activities on Worksheet G8, Measuring speeds and Worksheet G9, Speeds and
braking distances.
Balanced forces
In this section pupils should be reminded of some of the forces which may act
upon an object, e.g. pushes, pulls, weight, upthrust and friction.
The cartoons in the Pupil Book could then be used to begin the exploration of
balanced forces. Pupils should be helped to explain that if the object is stationary,
or moving at a constant velocity, then the forces acting upon the object must be
balanced. Pupils may also be given the opportunity to carry out the activity on
Worksheet G10, Balanced and unbalanced forces.
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Measuring forces
One of the effects of a force is to change the shape of an object. We use this idea
to measure the size of a force. the larger the force applied to a spring the more
it stretches.
This is the basic idea behind the newtonmeter. By measuring lots of different
forces with a variety of newtonmeters pupils should get a feel for the value of 1N
as well as seeing the differences between the springs of newtonmeters that
measure different ranges of forces, i.e. larger forces require thicker stronger
springs.
Friction
The emphasis here is that almost every time an object moves or tries to move
there is a force we call friction trying to prevent it from moving. Lots of everyday
examples similar to those shown in the pupils book help illustrate the presence
of friction.
How large is the friction? What does it depend upon? The pupils can be asked
these questions to lead them into the exercises on Worksheet G6, Trying to
reduce friction.
From these exercises most pupils will be able to draw some conclusions with
regards to how they could decrease/increase the friction between two surfaces
(contact friction). This can be reinforced with lots of examples of each skiing,
skating, brakes, shoes with spikes or treads.
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Streamlining
This topic can be introduced using a pupils own experiences. Perhaps they have
pedalled their bike into a strong headwind. How did they reduce the effect the
wind had on them? Phrases like cuts through the wind or presents least
resistance are good descriptions which allow the introduction of the word
streamlined. Pupils who are fans of Grand Prix racing, athletics, downhill skiing
etc. could contribute many examples of streamlining and how it is achieved.
Allowing objects of different shapes to fall through a column of water
(Worksheet G7, Streamlining) clearly shows the effect of streamlining. It can be a
useful exercise to ask the pupils questions as they are carrying out the experiment
e.g. What steps have they taken to ensure that it is a fair test?, Would they get
the same results if they used a different liquid or used metal objects rather than
plasticine?.
At the end of the experiment it is a good idea to tell pupils that they should be
careful not to let the pieces of plasticine go down the plug hole when they empty
the water from the acrylic tube!!
Measuring speeds
Pupils are introduced to the concept that speed can be calculated using the
equation:
speed = distance
time
using very simple examples.
Worksheet G8, Measuring speeds provides lots of opportunities to measure
speeds. A class set of calculators will be essential to avoid the maths getting in
the way of the concept.
Balanced forces
This can on occasions be a tricky concept to get across to pupils. There are some
very clear examples e.g. tug of war, two sets of rugby forwards pushing in a
scrum etc that you can use to begin illustrating the concept. The forces being
applied in each of these examples are equal, and in opposite directions, so they
balance. As a result there is no motion. From here we can lead on to the idea
that if an object is stationary, the forces acting upon it must be balanced.
A less obvious example can now be introduced, e.g. a stationary weight hanging
from a spring the weight is pulling the spring downwards, but the spring is
pulling the weight upwards with an equal force.
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Sc2
Scientific Enquiry
Life Processes
and Living Things
Sc3
Materials and
Their Properties
Sc4
Physical Processes
2a, 2b, 2c, 2d
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Checklist
When you know what these words mean, tick the box!
Air resistance
Lubricant
Speed
Balanced forces
Magnetic force
Streamline
Braking distance
Mass
Terminal velocity
Distance
Newton (N)
Time
Electrostatic forces
Newtonmeter
Upthrust
Friction
Push
Weight
Gravity
Pull
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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ap
ter 7
Ch
254
Chapter 7 Lesson 1
Date
Class
Lesson Focus
What are forces?
Mixed Ability/Set
Expectations
Most Pupils
Understand and recognise what forces are and what they can do to
objects. Know that they are measured in newtons using a
newtonmeter.
Know that pushes and pulls are forces and that these can change
the speed, direction or shape of an object.
As above, plus are able to estimate relative sizes of forces and their
effects. Understand that we recognise forces by their effects and
that the forces may not be in contact with the objects they affect.
Cross-curricular development
Room
Date
Class
Time 50Mixed
mins
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Page 255
Differentiation
Learning Outcomes
In and register.
Ask pupils to write the topic title Forces and their effects', and as many
word as they can which describe forces or what forces do. (Expect them
to have a fairly good idea of forces from KS2.) Collect some of the
words they have used and invite all to copy down a definition of
What forces are and what they do.
10
Orally take the pupils through the exercise to analyse the forces and
their effects: forces in contact, then forces at a distance. Record the
important vocabulary from their ideas, and then support them while
they record the sentences in their notes.
Through Q and A, remind the pupils of the idea of forces having size,
and that they are measured using forcemeters or newtonmeters. The
unit of force is the newton (N), named after Sir Isaac Newton.
The spring inside a newtonmeter gets longer when a force is applied.
Different springs measure different ranges of force.
Demo of newtonmeters: Demonstrate different newtonmeters and
then invite pupils to choose appropriate meters to measure forces.
17
Homework: Complete Pupil Book Q 1 p.96 and Q 2 p.97. Review your definition, examples and sentences written down for What forces are and what they do.
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ap
ter 7
Ch
256
Chapter 7 Lesson 2
Date
Class
Lesson Focus
Making a newtonmeter
Mixed Ability/Set
Expectations
Most Pupils
Will know that forces make stretchy substances get longer, and that
different materials behave in different ways.
Room
Recording ideas about the newtonmeter, using vocabulary related to designing fair tests.
Making own scale to measure forces in newtons, N.
Cross-curricular development
Technology: Research design and use of springs
Time 50 mins
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Page 257
10
In and register.
With Q and A, remind pupils of the measurements made in Lesson 1
using newtonmeters. What are the units for forces? What do forces do?
What do pupils think is needed to make a useful newtonmeter?
(A springy object which gets longer when forces are applied to it and
gets shorter when they are removed.) Ask them to suggest some
materials and/or objects and to think of ways to construct the meter.
They need to consider how to calibrate (put the numerical scale on)
the meter. Collect their ideas and then introduce the material you are
going to use.
Differentiation
Learning Outcomes
15
Pupils carry out instructions and create a scale on their piece of paper.
Small objects e.g. a compass or an eraser, are hung from the spring, and
the force applied to the spring is read from the scale and recorded in
workbooks.
All pupils will have ideas about how to carry out a fair
test to evaluate their ideas.
Homework: Complete the workbook account of Worksheet G2. Include a copy of the scale. Finish off Worksheet Q 3 (designing an experiment). Research the Extension topic.
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ap
ter 7
Ch
258
Chapter 7 Lesson 3
Date
Class
Lesson Focus
Newtonmeters: Extension
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
In and register.
Remind pupils how in Lesson 2 they made a newtonmeter and in the
Extension suggested other designs and materials for springs.
Introduce the idea that there are other ways to make and calibrate a
newtonmeter, e.g. either a spring pupils wind themselves or a purchased
spring can be used. Then ask the pupils if all their scales from the
experiment were linear (all the divisions identical)? What could they do
with their results to overcome slight variations in length of divisions?
10
Use Worksheet G3 Newtonmeters to guide the pupils to draw a lineof-best-fit graph of Extension/Load force for a spiral spring. They should
use a sharp HB pencil.
They should consider the size of the graph paper: first count squares
along the (vertical) y-axis for extension (in cm) and calculate the best
linear scale, e.g. 4 cm on the paper = 1 cm extension; then along the
(horizontal) x-axis for load force (in N), e.g. 1 cm on the paper =
0.1 N load force.
To foster good habits, emphasise that pupils must use a sharp pencil for
the graph. They should put the scale on the axes and then label the
axes with the variables and the units. An actual example would be
useful for them to copy.
10
When they have constructed the graph accurately, take the pupils
through the answers to Qs 1 to 7, so that they have a clear idea of what
is expected. With Q 1, they identify anomalous results (which do not fit
the pattern) and can suggest reasons for this. They have used the line
of best fit to identify the relationship between the load force and the
extension of the spring. This can be recorded formally as Hookes Law:
The extension of a spiral spring is directly proportional to the load,
within the elastic limit.
With Q 8 they have identified ways to improve the accuracy, i.e. they
have started to evaluate the experimental procedure, and with Q 9 they
have suggested ways to extend the investigation.
10
The pupils will complete their recording of the answers to the questions.
Extension: Those who find this very straightforward can carry on to do
the similar exercise in Pupil Book 1 pp.9798.
Review the lesson with Q and A so that the pupils realise that what they
have achieved is very highly skilled and will be very useful to them in
all future experimental work.
Homework: Complete answers to Pupil Book p.98 Q 3. Check and complete Worksheet G3, including the graph and questions.
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ap
ter 7
Ch
260
Chapter 7 Lesson 4
Date
Class
Lesson Focus
Friction
Mixed Ability/Set
Expectations
Most Pupils
Room
Time 50 mins
Explaining in own words (i) a relationship between two opposing forces, and (ii) how different surfaces affect
friction in everyday examples.
Measuring and recording forces. Rank order the forces. Construct and draw a line-of-best-fit graph.
Using a program such as Excel to plot a graph.
Cross-curricular development
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In and register.
Use Q and A to review the previous work on measuring forces and the
effects of forces.
Knowing that if we want an object to begin to move, or if we want to
change the way it is moving, we have to apply a force, we now consider
other forces already acting on the object, e.g. gravity. Even a fairly large
force fails to move some objects. Perhaps another force is stopping the
object from moving. We call this force friction and it must be overcome
before the object will move. Is friction always the same? Where is it
high? Where is it low? Ask for at least three examples of each.
Differentiation
Learning Outcomes
Pupils recall how to measure forces.
10
Ask for variables which might affect the size of friction, display pupils
ideas and then choose to test nature of surfaces in contact first. Using
Worksheet G4 Friction: testing different surfaces as the prompt,
take pupils through the instructions to find out how different surfaces
change the force needed to move the same object at a constant speed.
Do this as an aided demo if time is short. The pupils record all the forces
needed to move the object at a constant speed on each surface, then
put the surfaces in a rank order of friction, from most to least.
Then get the pupils to make a prediction about another variable, the
weight of the object. Do they think it will affect the friction, and how?
Will increasing the weight increase or reduce friction between surfaces?
Quickly go over planning a fair test to test their hypothesis.
15
10
Pupils plot a graph of their results for G5, with Force needed to move
the object at a constant speed (N) on the x-axis and Weight (N) on the
y-axis.
Homework: Review your definition of friction. Complete the questions in Worksheets G4 and G5.
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ap
ter 7
Ch
262
Chapter 7 Lesson 5
Date
Class
Lesson Focus
Reducing friction
Mixed Ability/Set
Expectations
Most Pupils
Room
Cross-curricular development
Time 50 mins
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Page 263
Differentiation
Learning Outcomes
In and register.
Remind pupils with Q and A of their activities (G4 and G5) on friction.
Ask them to suggest situations where friction is useful, and situations
where friction can be a nuisance.
12
Ask the pupils to plan a fair test for the workers' ideas and to write out
a list of clear instruction for them to follow. Direct them to decide on:
the apparatus needed, for each test what must be the same and what
can be changed, what should be measured and how the results will be
recorded. What criteria will they use to decide which is the
best lubricant? Record their ideas so that they can all make a relevant
list of instructions.
Introduce the idea that friction occurs in fluids (liquids and gases) as
well as between surfaces, e.g. as water or air resistance, drag etc. How
can we extend our enquiries to find out about this sort of friction?
What variables affect it? Ask pupils to suggest a hypothesis about shape
and friction.
15
From the results of the activity decide which sort of shapes fall fastest
through the liquid in the tube. We call these shapes streamlined because
they have less drag. Answer Qs 1 to 4 with the pupils, then direct them
to record their own answers.
263
Homework: Complete Pupil Book Qs 6 (p.102) and 7 (p.103). Write a list of examples of where friction is useful and where it is a problem. Complete instructions for Worksheet G6 and the
answers in Worksheet G7.
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ap
ter 7
Ch
264
Chapter 7 Lesson 6
Date
Class
Lesson Focus
Movement and speed
Mixed Ability/Set
Expectations
Most Pupils
Room
Time 50 mins
Describing the relationship between speed and braking distance shown by the graph.
Measuring distance (in m or cm), measuring time (in s), calculating average speed (in m/s etc.). Constructing a
graph to show speed/braking distance.
Using an electronic timer probe.
Cross-curricular development
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Page 265
Differentiation
Learning Outcomes
In and register.
Remind pupils with Q and A that in G2 Streamlining, objects fell the
distance in differing times. We describe their rate of movement as
average speed. We also noted (Pupil Book 1 p.102) that faster cars need
more length of road to come to a halt. So stopping distances rely on
friction and speed.
If we know the distance an object has travelled and we know the time
it has taken to travel, then we can work out its speed using the
relationship: average speed (m/s) = distance (m)/time (s)
e.g. a teacher takes 30 min to travel the 9 km to school in the morning.
Sometimes travels quickly, sometimes slowly, so the average speed is
9 km/30 min = 18 km/h or 1800 m/1800 s = 1m/s.
15
Take the pupils through the worked examples on the Information sheet:
Calculating speeds and in Pupil Book 1 p.105. Then explain the
activities you would like the pupils to carry out from Worksheet G8
Measuring speeds.
Give them instructions and time to draw out the table for results, and
then direct them to complete the measurements to record in the table.
From a few of the pupils results, calculate the average speeds for all to
see (and to copy if own measurements not completed).
Work through the examples of speed calculations in Worksheet G9
Speeds and braking distances.
15
Go over pupils answers to the last few questions and remind them of
the fact that forces are needed to make objects move as well as to slow
them down.
Extension: Looking back to the previous investigation, what force made
the objects move? And what was the average speed of each falling
object?
Homework: Remind yourself of the difference between the speed of an object at an instant in time, and the average speed over a period of time. Complete the speed calculations and answers to
questions in Worksheets G8 and G9.
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ter 7
Ch
266
Chapter 7 Lesson 7
Date
Class
Lesson Focus
Balanced and unbalanced forces
Mixed Ability/Set
Expectations
Most Pupils
Will understand that when more than one force acts on a body the
overall effect of the forces is 'no change' if they are balanced, and
a change to the movement or shape if they are unbalanced.
Cross-curricular development
Room
Time 50 mins
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Learning Outcomes
10
In and register.
With Q and A, remind the pupils of the forces acting on them now, and
those acting on other objects around them. What sort of effects can
forces have on objects? (Move, slow down, speed up, change direction,
stop, change shape etc.) Look back at Pupil Book 1 p.94.
10
Most objects have more than one force acting on them. Ask the pupils to
identify and write in their workbooks the forces acting on different
objects. Then ask: Which ones are causing changes to movement or
changes to shape? Can they name a pair of forces which are acting in
totally opposite directions on them (gravity/reaction from the seat)? Are
they moving up or down? What do they know about the size of the two
forces? (equal, but opposite, i.e. balanced).
20
Refer back to other forces they have studied earlier in the topic. Where
were forces balanced, where were they unbalanced? If their speed,
direction of motion or shape was changing, they were experiencing
unbalanced forces, e.g. moving cars slowing down, speeding up or
changing direction, or objects falling through fluids, etc.
Homework: Complete the list of balanced and unbalanced forces acting on you. Complete force arrows on the examples in Worksheet G10.
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Chapter 7 Lesson 8
Date
Class
Lesson Focus
Floating and sinking
Mixed Ability/Set
Expectations
Most Pupils
Can appreciate that some objects float while others sink, but all
weigh less in water than out of water because the water pushes up
on the objects. This push is called upthrust.
Room
Cross-curricular development
Time 50 mins
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Learning Outcomes
In and register.
With Q and A, remind pupils of the various sorts of forces that they
have studied so far, and their effects.
Refer pupils to the cartoon of the girl in Pupil Book p. 107. She is trying
to push the beach ball under the water. Have you ever tried doing that,
perhaps with a lilo or a football? What does the girl in the cartoon feel?
What did you feel? What happens if a ball pushed deep below the
surface of the water is released?
The ball is pushed upwards by a force called an upthrust. When any
object is put in a fluid, it will experience an upthrust.
All pupils know that there are lots of forces which water
can exert, and they have experienced some of them.
15
When most of the pupils have used at least four of the objects, ask them
to stop and explain how to work out the upthrust using the equation on
the worksheet. This is the value to be added to the, as yet, unlabelled
fourth column in the table. Instruct the pupils to complete the steps
for the rest of the objects and the results table; then to do Q 1.
10
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Homework: Review how to calculate upthrust and complete the questions in Worksheet G11. Find out about the Plimsoll Line for loading seen on the side of ships. How does the time of year
and sort of sea affect the depth to which a ship can safely be loaded.
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Chapter 7 Lesson 9
Date
Class
Lesson Focus
Mass and weight
Mixed Ability/Set
Expectations
Most Pupils
Will understand that mass measures the amount of matter there is,
and weight measures the force of gravity on that matter. Know that
there is a relationship between the two, and that on Earth there is
a force of approx. 1 N on every 100 g of matter.
Will know that the force of gravity is less on the Moon than on
Earth, so objects weigh less.
Room
Time 50 mins
Write a conclusion for the investigation and a statement of advice for the farmer.
Measure and record the masses and the weights of objects, construct a line graph to represent the relationship
between these properties.
ICT:
Cross-curricular development
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Learning Outcomes
In and register.
With Q and A, remind the pupils of the terms mass and weight and
relate them back to density or mass per unit volume encountered in
topic and in Worksheet G11 Floating and sinking.
Demo: to find the mass of an object using kitchen scales. Pupils can
see that no spring is involved, so they are not measuring weight. Instead,
they are balancing or comparing one mass with another labelled in g and
kg. Then refer to the problem in Pupil Book 1 p.108109. Discuss the
quantities mass and weight and ask the pupils to make a hypothesis
about the relationship between them (or if there is one!).
15
13
Pupils should plot a graph of Weight (N) against Mass (g). Values of
weight should be plotted on the Y axis. Values of mass on the X axis.
They should choose a suitable scale for each axis to fit their
measurements and the graph paper. When points are plotted, pupils will
see that this is a straight-line graph, so they should draw the line of best
fit. With the graph, they can form a conclusion about the relationship
between mass and weight on Earth, the force due to gravity is approx.
1 N on 100 g.)
Point out that in everyday life we often make the mistake of saying that
we are weighing something when what we are actually doing is finding
out how much stuff there is i.e. we are measuring mass. Refer back to
the farmer and his problem on p.108 of the Pupil Book.
Finally show the important difference between weight and mass, ask
pupils to select one of the objects from their investigation and say what
they think its mass and weight would be if it is measured on the moon.
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Homework: Class investigation using different measuring instruments: List those that measured mass, those that measured weight; explain why. Complete the graph.
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Chapter 7 Lesson 10
Date
Class
Lesson Focus
Topic revision and Sky diving
Mixed Ability/Set
Room
Time 50 mins
Expectations
Most Pupils
Have an idea of the meaning of the passage and are able to relate
the illustration to the narrative. Recall some of the key points from
the topic and, with support, are able to relate some of those to
new situations.
Recall all the key points from the topic and be able to relate them
to new situations. Have good comprehension and be able to
suggest how sky divers can manipulate forces to steer themselves
as they fall.
Developing comprehension of the technical prose associated with sky diving. Rearranging anagrams as aids to
memory.
Calculating speeds of moving animals and vehicles. Calculating upthrust and relating it to floating and sinking.
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Learning Outcomes
10
In and register.
Allow pupils to read the passage on p. 110 to themselves first, and then
some volunteers could read parts of it aloud to the class.
15
Next, to allow all pupils achievement from this exercise, discuss the
questions one at a time, with a logical summary written or dictated for
pupils to write out for themselves in their workbooks.
Topic Revision: pupils should look at the Key Ideas on p.111, and
decide for themselves which ones they know and which ones they would
like help with in order to understand them.
15
Pupils can work through the End of chapter questions to revise the topic.
In each case, so that the slower pupils keep up and the faster ones do
not skip bits, it is a good idea to open each question for discussion,
collect suggestions, record important ideas and allow the pupils a short
time to record them. This adds pace to the revision and keeps them all
engaged.
With Q and A, quickly whizz through the 'Key Ideas' again, and set the
scene for pupils to prepare for the Chapter 7 End of Unit Test.
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G1 Measuring forces
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0
1
2
3
4
5
6
7
8
9
10
0
10
20
30
40
50
60
70
80
90
100
Force (N)
7
3 Choose one of the newtonmeters provided. Carry out the task and add the
value of the force on the newtonmeter to the table. If the newtonmeter
you chose is too strong or too weak, change it for a more suitable one.
Questions
4 Carry out nine more tasks and put all your results in the table.
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spring
clamp
pointer
strip of
paper
weights
ruler
stand
1 Take a length of copper wire and wrap it around a retort stand or thick
pencil. Keep the coils of the spring as close together as possible.
2 Slip your spring off the stand or pencil without disturbing the coils.
3 Bend the last coil of each end of the spring into the shape of a hook.
4 Hang your spring from one end of a clamp supported in a retort stand.
5 Clamp a half-metre rule vertically at the side of the spring.
6 Using paper, scissors and Sellotape, make a small pointer and attach it to
the lowest coil of your spring so that it points to the half-metre rule.
7 Stick a piece of plain white paper on to the half-metre rule.
8 On the plain piece of paper mark the position the pointer is indicating
and write next to this mark 0.0 N.
9 Apply a small force to the spring, e.g. 0.1 N. Mark the new position the
pointer is indicating and write at the side of this mark 0.1 N.
10 Repeat step 9 for forces of 0.2 N 0.3 N, etc. up to 1.0 N.
Questions
11 You have now made a newtonmeter that will measure forces between
0.0 N and 1.0 N. Hang a small object on the end of the spring, then read
from your scale how much force that object is applying to your spring.
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G3 Newtonmeters
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Two pupils decided to make their own newtonmeter but, instead of writing
their own scale on a piece of paper stuck to the half-metre rule, they
recorded how much force was applied to the spring and where on the halfmetre rule the pointer now indicated. They put these results in a table. This
table is shown below.
Ruler reading (cm)
0.0
25.0
0.0
0.1
25.5
0.5
0.2
26.0
1.0
0.3
26.5
0.4
27.8
0.7
28.5
0.8
29.0
Questions
1 Copy out the table and fill in the gaps in the third column.
2 Plot a graph of the force applied to the spring (x-axis) against
the extension of the spring (y-axis).
3 Now draw a line of best fit through your points.
4 Are there any results which do not fit the pattern? If there
are, which are they? What have you done with these results
when you drew the line of best fit?
5 How much would the spring extend if a force of 0.5 N is
applied to the spring?
6 To what reading on the ruler would the pointer point if a
force of 0.5 N is applied to the spring?
7 What force is being applied to the spring when the pointer is
pointing to 28.0 cm on the half-metre rule?
8 Suggest one way in which these pupils could have improved
the accuracy of their investigation.
9 The two pupils then decide that they want to make a
newtonmeter that will measure much larger forces. Suggest
changes they must make to their investigation.
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G4 Friction: Testing
different surfaces
pulling
force
0
1
2
3
4
5
6
7
8
9
10
friction
0
1
2
3
4
5
6
7
8
9
10
Friction is a force that opposes motion. If you want to drag an object along
the floor you will have to apply a force which is large enough to overcome
the frictional force between the floor and the bottom of the object. The
experiments described below investigate the factors that determine the size
of these frictional forces.
1 Draw a table similar to the one shown below. (Examples of the types of
surfaces you might test have been included, but you may choose your own.)
Surface
Force (N)
Sandpaper
Polished wood
Wet wood
Polythene (plastic carrier bag)
Carpet
Rollers
Questions
278
1 Place all your results in order. At the top of your list should be
those surfaces that provide most friction. Those that provide
least friction should be at the bottom.
2 Look carefully at your list. Write two sentences to explain
what you have discovered.
3 Use your results to explain the best braking conditions for a car.
4 Find out why rock climbers often carry a bag of chalk with them.
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1N
Force (N)
Questions
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A group of workers are loading a lorry with heavy wooden crates. The crates
are so heavy that it is impossible to lift them directly into the lorry. The
workers therefore push them up a ramp. Even so, because there is a lot of
friction between the crate and the surface of the ramp, it is very hard work.
The workers each believe they know how to make the work much easier.
Their suggestions are:
1 Wet the surface of the ramp with water.
2 Put crushed ice on the surface of the ramp
3 Put oil on the surface of the ramp.
4 Put rollers under the crate.
Write down a clear set of instructions that the workers should follow if they
are to discover in the laboratory whose suggestion is best. They can use any
apparatus they like, e.g. wooden runway, wooden block, newtonmeter etc.
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G7 Streamlining
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2 Fill the tube with water and hold it vertically using a retort stand and clamp.
3 Take a piece of plasticine and mould it into the shape you want to test.
4 Hold the shape so that it is just under the surface of the water.
5 Release the plasticine and at the same time start the stopwatch.
6 When the plasticine hits the bottom of the tube, stop the stopwatch.
7 Draw the shape of your plasticine in the table and record the time it took
to travel from the top of the water to the bottom of the tube.
Questions
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Information sheet
Calculating speeds
If we want to calculate the speed of an object we need two pieces of
information. We need to know
how far the object has travelled
how long it has taken to travel that distance.
To calculate the speed we now use the equation:
Speed = distance travelled
time taken
If the distance is measured in metres and the time in seconds, the speed is in
metres per second. This is usually written as m/s.
Example: A car travels 100 m in 5 s. Calculate the speed of the car.
Using
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G8 Measuring speeds
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You are going to measure the speeds of a variety of objects. Your teacher
will give you details about which activities you can carry out.
1 Draw a table similar to the one shown below. Some possible activities have
been included for you.
Activity
Distance travelled
Running
100 m
Walking
10 m
Time
Speed
Dropping a coin
Rolling a ball or toy car
2 Go outside and pace out a distance of 100 m. Using a stopwatch time how
long it takes for one of your classmates to run this distance. Put your
results in your table. Make sure you include the units for the distances and
times you record. You could repeat the investigation several times with
different classmates.
3 Inside the classroom, try to find a space between the desks that will allow
you to walk 10 m. Using a metre rule, measure out a distance of 10 m.
Perhaps your teacher will let you mark this on the floor with chalk, but be
sure to ask first. Using a stopwatch, time how long it takes for a classmate
to walk the 10 m. Put your results in your table. You could repeat the
experiment several times with different classmates.
4 Hold a coin as high as you can above the floor. Perhaps your teacher will
allow you to stand on a desk or chair but be sure to ask first. Using a metre
rule, measure the distance from the coin to the floor. Using a stopwatch,
time how long it takes for the coin to fall to the floor. Put your results in
your table.
5 Measure out with a metre rule a distance of 1 or 2 m. Using a stopwatch
time how long it takes for a variety of objects, e.g. a ball, a toy car etc., to
travel this distance. Put your results in your table.
Questions
6 Using a calculator, calculate the speeds of all your objects. For some of your
activities you may want to calculate the speeds in centimetres per second
(cm/s) rather than metres per second (m/s). Put your results in your table.
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Questions
13
13
24
18
37
22
65
26
75
30
98
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The diagrams below show lots of situations where forces are being applied
to objects. Study the Example. Then copy diagrams 1 to 7 into your
workbook and add force arrows. Say whether the forces are balanced or
unbalanced.
Example
Push
Trolley accelerating
Friction
Bobsleigh accelerating
Weight stationary
Parachutist
falling at
constant speed
Box stationary
6
Tug-of-war teams
moving to the left
Car decelerating
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T1
When objects are placed in water they experience a force trying to push
them upwards. This force is called an upthrust. In this experiment, you will
be measuring the size of this force.
1 You have been given several objects by your teacher. Look at them
carefully and decide which of them you think will float in water and which
of them will sink.
2 Draw a table similar to the one shown below.
Object
Weight of object
out of water (N)
Weight of object
in water (N)
Upthrust
(N)
e.g. Pebble
e.g. Block of wood
3 Select one of the objects you have been given and measure its weight
using a newtonmeter. Put your result in your table.
4 Slowly lower your object into a beaker or tank of water. What happens to
the reading on the newtonmeter as the object enters the
weight of object
water? Why does this happen?
5 Note the weight of the object when it is totally
immersed in water. Put this result in your table.
6 Now repeat steps 2, 3 and 4 for five more objects.
7 The last column in your table is for you to
record the upthrust exerted by the water on
each of your objects.
tank of
To calculate the size of the upthrust we use the
water
upthrust
equation:
Upthrust = weight of object in air weight of object in water
Questions
As you calculate the upthrust for each of your objects put the result in your
table.
1 What is the size of the upthrust for those objects that
a float
b do not float?
2 Write a sentence using the word dense to describe the
difference between an object that floats and an object that sinks.
3 Can you explain why a ship which is made of a dense material
like steel is able to float? (If you cant, try this simple experiment.
Take two milk bottle tops. Screw one of them into a small ball.
Then place both of them on the surface of some water.)
Extension
8 Repeat steps 2 to 7. But, instead of using water, use washing up liquid or
very salty water. Can you explain what happens to the upthrusts in these
experiments compared with those in pure water? Is it easier to float in
pure water or salt water? Explain your answer.
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PTE
(1)
b What force(s) oppose(s) the motion of the car?
(1)
c How large is the driving force compared with the opposing force in this
example?
(1)
2 The diagram below shows a train travelling along a flat track. The train is
accelerating. There are four forces A, B, C and D acting upon the train.
B
A
D
a What are the forces B and D?
(2)
b Which pair of forces are balanced?
(1)
c Which force would be decreased if the train was more streamlined?
(1)
d Name one other way in which the force you have chosen for answer c can
be decreased.
(1)
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(1)
b Will the stone float or sink in water? Explain you answer.
(1)
c Suggest what the stone might weigh if it was immersed in salt water.
(1)
4 Calculate the speeds of the following. Show all your workings.
a A man who walks 100 m in 50 s.
(4)
b A car that travels 50 km in 2 h.
(4)
5 a Explain what is meant by the phrase the braking distance of a car.
(1)
b Why is it important that drivers know the braking distances for their
cars travelling at different speeds?
(1)
c What effect will the following have on the braking distance of a car?
i Increasing the cars speed.
(1)
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(1)
iii Replacing old tyres with new ones.
(1)
iv The road surface becoming wet.
(1)
(Total marks: 25)
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Chapter 7 Answers
b Speed = distance/time = 600 km/4 h = 150 km/h
9 The cartoon character is not increasing his speed because the forces resisting
(opposing) his motion, e.g. friction/air resistance are as large as/are equal to
his pedalling force that is driving him forward. Two ways in which he could
increase his speed are to
pedal harder
crouch down so that he is more streamlined.
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Chapter 7 Answers
10
mass
a force that pulls an object
downwards is:
a force which
opposes motion is:
gravity
weight
friction
FORCE
balanced
forces
upthrust
movement
speed
Worksheet answers
G1 Measuring forces
1 When we want to measure a larger force we must use a newtonmeter that
has a stiffer/thicker spring. If we use a weaker/thinner spring it will stretch
the full length of the scale and then halt.
2 Approximate values for the following activities:
a Picking up an apple 1 N (accept 0.53 N)
b Pulling a sledge with a small person on it. This will vary enormously
depending on where the sledge is being pulled (uphill or downhill) and
the condition of the snow or ice. Any value between 10 N and 200 N
would be acceptable.
c Pulling a plate across a table approximately 1 N.
d Lifting a small baby approximately 30 N100 N.
e Pushing a bicycle along a flat road approximately 5 N.
f Pushing a car along a flat road approximately 200 N500 N.
3 In each of the activities the object will be made to move in the direction of
the force being applied to it.
G3 Newtonmeters
1
0.0
0.1
25.0
25.5
0.0
0.5
0.2
26.0
1.0
0.3
26.5
1.5
0.4
27.8
2.8
0.7
28.5
3.5
0.8
29.0
4.0
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Chapter 7 Answers
4.0
Extension (cm)
2 and 3
3.0
2.0
1.0
0.0
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
4 The point 0.4 N and 2.8 cm does not fit the pattern. This point should be
ignored when the line of best fit is drawn.
5 If a force of 0.5 N was applied to the spring it would extend by 2.5 cm (value
obtained from graph).
6 The pointer would point to a reading of 27.5 cm if a force of 0.5 N is applied
to it (reading = 25.0 cm + 2.5 cm).
7 If the pointer is pointing to 28.0 cm it has extended by 28.0 cm 25.0 cm
= 3.0 cm. From the graph we can see that a force of 0.6 N is needed to
create this extension.
8 Possible ways in which the students could improve the accuracy of their
experiment include
a taking more readings
b taking readings whilst increasing the applied force, then taking readings
as they decrease the applied force and finally taking an average of the
two readings for any one force
c making sure that they have their eyes level with the pointer when they
take their readings etc.
9 If the two students want to make a newtonmeter which will measure much
larger forces, they could use a thicker spring or one made from a different
material so that the spring is stiffer.
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Chapter 7 Answers
G7 Streamlining
1 Pupils should discover from this experiment that although the pieces of
plasticine are about the same size they do fall at different speeds. Those
pieces that have pointed or rounded fronts fall fastest. Large flat shapes fall
slowest. The pointed/rounded shapes are streamlined and cut through the
water. The flatter shapes are not streamlined.
2 To keep the test fair
plasticine pieces of equal mass were used
the same liquid was used each time
the same falling distance was used each time
the plasticine pieces were released in the same way each time.
3 Suggestions to improve the accuracy of the experiment might include the
following.
Repeat the experiment several times with the same piece/shape of plasticine
and then taken an average of the timings.
Use a longer tube. The further the plasticine falls the more accurate the
timing is likely to be.
4 Frictional forces increase with increasing speed, but buses in towns are
unlikely to be moving at high speeds. The frictional forces they feel due to
the air are therefore going to be small, so streamlining is not too important.
G8 Measuring speeds
1 To measure the time accurately it should be the person who is running or
walking who should tell the timer when they start and finish the activity.
This can be done more accurately using electronic clocks that start and stop
when someone crosses the start/finish line.
2 The experiment should be repeated at least 2 or 3 times so that an average
of the timings can be found. The farther the coin falls, the longer the time
measured on the stopwatch, and any inaccuracy will be a smaller proportion
of the time measured. So the experiment will be more accurate if the coin is
dropped over the largest possible distance.
As the coin falls it accelerates. The speed that is calculated is therefore the
average speed of the coin during its fall.
3 The total distance travelled by the man is 200 m and the time for his journey
is 30 s. His average speed is therefore 200/30 = 66.6 m/s.
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Chapter 7 Answers
90
80
70
60
50
40
30
20
10
0
b
c
d
e
6 8 10 12 14 16 18 20 22 24 26 28 30
Speed of car (metres per second)
The faster the car travels, the greater the braking distance it needs.
The results: 22 m/s and 65 m do not fit the pattern.
30 m (as graph)
The phrase ideal conditions refers to the braking system of the car being
efficient and the surface of the road being rough and each of the tyres not
being worn so that there is friction between them when the brakes are
applied. If the road surface is wet or icy or smooth and the tyres are bald,
i.e. they have little or no tread pattern to channel away water, the braking
forces will be much smaller and therefore braking distances will be larger.
Forces
Forces
Forces
Forces
Forces
Forces
Forces
are
are
are
are
are
are
are
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Chapter 7 Answers
3 Whether an object floats or sinks is determined by its overall density. If an
object contains lots of air its density will be low and it may therefore float.
A ship contain lots of air. This is why it floats. But if the object is reshaped so
that there is no air space inside, its average density will be much larger and
it will sink. This can be demonstrated with the milk bottle top experiment.
Extension answers
Washing up liquid and very salty water are both denser liquids than pure
water. As a result they create larger upthrusts. It is therefore easier for a
swimmer to float in very salty water, e.g. the Dead Sea, than it is in pure
water.
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P
HA T ER
8
8
TI
AC
MING
O
HER N
HRS
TE
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TE
Nocturnal
Dormant
Hibernation
Migration
Photosynthesis
Producers
Consumers
Herbivores
Carnivores
Predators
Prey
Chemical potential
energy
Food chain
Food web
Learning checklist
In this topic, pupils should learn:
how the environmental factors in different habitats vary
that plants and animals are adapted to live in a particular habitat
how environmental factors can affect the behaviour of animals
to plan and carry out a simple investigation into the effect of an environmental
factor on the behaviour of woodlice, including choosing an appropriate sample
size, controlling variables and appreciating that not all variables can be
completely controlled
that the environmental factors in a habitat vary with time
how to measure and record changes in some environmental factors over time
some ways in which animals and plants survive the winter
how to draw food chains and food webs to show feeding relationships
to think about food chains and food webs in terms of energy transfers
Links
Links with the Key Stage 2 Scheme of Work
Unit
4B
6A
298
Title
Habitats
Interdependence and Adaptation
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Title
Ecological Relationships
Inheritance and Selection
Cross-curricular links
ICT: Presenting and Measuring Environmental Data
acb?
Literacy
There is a literacy activity on p.124 of the Pupil Book on Clues from old snails.
Worksheet H3, Animal adaptations, involves making a short presentation.
Worksheet H6, Surviving the winter, involves writing a short, illustrated account.
Worksheet H8 (extension), A food web in a pond, involves picking out information
from a written passage and presenting it in a different form.
+2 8=
Numeracy
Worksheet H4, Measuring changes in environmental factors, involves drawing a graph.
ICT
ICT
Worksheet H3, Animal adaptations, could involve the use of word processing, image
processing and presentation software.
Worksheet H4, Measuring changes in environmental factors, could involve data-logging.
Learning outcomes
Most pupils
Scientific enquiry
Make a series of measurements of environmental variables appropriate to the
task
Identify a question to investigate about the activity of woodlice, suggesting a
suitable approach to sample size
Use their results to relate animal or plant activity to environmental changes
Life processes and living things
Identify the differences between different habitats and relate these to the
organisms found in them
Describe ways in which organisms are adapted to daily or seasonal changes in
their environment and to their mode of feeding
Describe food chains within an environment and combine these into food webs
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Worksheet H1, How do environmental factors affect the activity of woodlice? describes
a simple investigation into the effect of one environmental factor on the behaviour of
woodlice, and pupils can think about this before planning and carrying out a similar
investigation of their own in Worksheet H2, How does light affect the activity of
woodlice? In both cases, they are asked to think about sample size and how to control
variables. Here, as in many biological investigations, it is not possible to control all
variables completely, and they should be encouraged to accept this and think about
how this affects their intepretation of their results.
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Workseet H5, Daily changes in environmental factors, provides further data for
interpretation.
As well as daily changes, seasonal changes are very important in a temperate country
such as Britain. Changes which particularly affect plants and animals are day length,
light intensity and temperature. In Britain, the most difficult season for many
organisms is winter, and in Worksheet H6, Surviving the winter, pupils are asked to
find out how some animals manage to keep alive during this difficult time.
Feeding relationships
Pupils will probably already know about food chains, and some of the terminology
associated with them. They may have been taught to think of the arrows in a food
chain as meaning is eaten by, but now they can begin to understand that the arrows
are showing the direction of energy transfer. Food chains and energy transfer were
introduced in Chapter 5, Energy resources, so they should be comfortable with this
idea. The concept of a food web develops readily from food chains. Worksheet
H7, Adaptations for feeding, and Worksheet H8 (extension), A food web in a pond,
could be used here.
You may need to pay attention here to the current usage in the media of the term
food chain to mean the supply chain by which food arrives at a supermarket from a
farm. This is not at all the same as a food chain in the biological sense.
The section headed Competition begins to introduce ideas about how a rise or fall in
numbers of one organism in a food web may affect many of the others not only
the ones which it eats or is eaten by. This is not the place to go into any detail at all
about population sizes and what controls them (a much more complex topic than it is
often made out to be), but it can at least be dealt with at a very simple level.
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Finding woodlice
You should be able to find plenty of woodlice around the school. They tend to
hide under loose stones or under logs. If you find one, there are likely to be
many more nearby. You can collect them well before the lesson, and keep them
in a container with plenty of moist moss, wood and/or bark. It is important that
they are all kept in the same conditions before being used in the experiment
pupils may recognise that this is a variable they should keep constant.
Try to collect woodlice that all look approximately the same. In particular, it is
suggested you dont use the kind that roll up in a ball (they are darker than
ordinary woodlice, and are sometimes called pillbugs) as they not quite so
fussy about the environmental conditions they tend to remain in.
A few pupils may not be happy to handle woodlice. Try not to make much of this,
and let the ones who dont mind (probably most of them) just get on with it.
Apparatus
Choice chambers are not expensive, and it is probably worth investing in a few
rather than trying to make do with home-made versions. However, for this
dark/light investigation you could simply use containers such as semi-transparent
plastic sandwich boxes.
Pupils can easily make one side of the chamber dark by wrapping black paper
around it. Take care that this does not also cover the hole in the top. Some may
want to put drying agent into the chamber if this happens, discuss with them
why they want to do it and whether it is a good idea. Emphasise the need to
keep everything else the same, apart from the variable you want to test. So they
should either put drying agent in both sides of the chamber, or not use it at all.
Some may not see how they can count the woodlice in the dark area. Others will
immediately realise that they dont need to they can just count the ones in the
light and assume all the rest are in the dark.
Sample size
This is an opportunity to discuss sample size. In Worksheet H1, How do
environmental factors affect the activity of woodlice?, 10 woodlice were used. Let
students think about whether this seems reasonable, or whether they would like
to use fewer or more. In fact, 10 is probably about right. Fewer increases the
likelihood of a few rogue woodlice skewing the results, while more increases the
amount of interaction between them and could increase the likelihood of
huddling (see below).
Expected results
The woodlice should congregate mostly in the dark side of the apparatus. Note
that they do not simply head for the dark area they move around randomly,
but move less and turn more when in a dark area than in a light one. So the final
results should be collected at least 10 or 15 minutes after the woodlice have
been introduced. There isnt really any need to count them every minute, as was
done on Worksheet 1, but there is no harm in doing it this way, and it might help
the pupils to understand what was happening.
Woodlice, like all biological material, cannot be relied on to perform as expected!
They have a tendency to try to maintain contact with something, which could be
the side of the choice chamber (pupils will notice that they all walk round the
edges rather than across the middle) and each other. This can sometimes result in
a heap of them settling down on the wrong side of the chamber. Do make the
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Safety points
There are no particular risk factors involved in this investigation. However,
do watch out for some pupils who may decide to conduct other less
appropriate experiments with the woodlice!
Safety points
For safety reasons, ensure that pupils are always in groups of at least
two, rather than on their own, when taking measurements. You may
prefer to ensure that the whole group works together in one area, under
your supervision.
They need to behave responsibly if they are carrying glassware such as
thermometers around with them; a fall and breakage could cause injury.
It may be best if you carry the measuring equipment to the area to be
studied.
Sc2
Scientific Enquiry
Life Processes
and Living Things
Sc3
Materials and
Their Properties
Sc4
Physical Processes
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ST
When you know what these words mean, tick the box!
Checklist
Habitat
Environmental
factors
Adaptations
Diurnal
Nocturnal
Consumers
Herbivores
Carnivores
Predators
Prey
Dormant
Hibernation
Migration
Photosynthesis
Producers
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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ap
ter 8
Ch
306
Chapter 8 Lesson 1
Date
Class
Lesson Focus
Environmental factors in a habitat
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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Page 307
Differentiation
Learning Outcomes
10
In and register.
Referring to the pictures on Pupil Book p. 114, introduce the terms
environment, habitat, environmental factors, and through Q and A,
check that pupils understand them. Then ask the class to write down
definitions of these terms in their workbooks. Ask: What are habitats
A to D on p. 114?
10
Invite pupils to tell the class their answers. Does everyone agree?
Discuss the different answers.
Ask pupils to read Finding the best place, p.116, and the speech bubbles
on p.117 to introduce the idea of variation within a habitat.
15
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ap
ter 8
Ch
308
Chapter 8 Lesson 2
Date
Class
Lesson Focus
Experimental design
Introduction to adaptation
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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Page 309
Differentiation
Learning Outcomes
10
In and register.
Go over the woodlouse activity (H1) of Lesson 1, and pupils' responses
to the questions. Ask: How suitable was the sample size? Could all
variables be controlled? How far did the findings support the hypothesis?
Ask someone briefly to describe each part of the choice chamber set-up.
Introduce Worksheet H2 How does light affect the activity of
woodlice? Referring to the questions, hold a class discussion on the
design of the investigation.
25
Ask groups to carry out the investigation and record their results.
Safety: Pupils should wash their hands after the experiment, and
benches should be wiped down with disinfectant.
10
As a class, review the method each group used, their results and their
conclusion. Ask pupils to consider how confident they can be about
their conclusion. Were all variables but one kept constant?
Discuss with the class how the behaviour of woodlice helps them to
survive in their environment.
Homework: Complete your write up of H2, describing your method, results and conclusion. Describe any improvements that could be made to your investigation design.
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ap
ter 8
Ch
310
Chapter 8 Lesson 3
Date
Class
Lesson Focus
Adaptation (part)
Mixed Ability/Set
Expectations
Most Pupils
All of the above, plus understand and explain how habitats vary,
and how this relates to the adaptations of the organisms living
there.
Cross-curricular development
Room
Time 50 mins
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Page 311
10
In and register.
Remind pupils of their previous work on the behavioural adaptations
of woodlice: Which environmental factors affect their behaviour, and in
what way? Discuss adaptations other than in behaviour. By Q and A,
lead pupils to suggesting physical adaptations, and then ask them to
write down what they understand 'adaptation' to mean.
25
10
Invite two groups (more, if time) to present their work to the class.
Explain that other groups will give their talk in the next lesson.
Ask for the subject chosen by each group before their presentation
begins.
Differentiation
Learning Outcomes
Pupils have a record of the meaning of the term
adaptation.
Homework: Pupils in groups who have not presented their talk can find out more about their animal. Answer Q 3, Pupil Book 1 p.118, in their workbooks.
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ter 8
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312
Chapter 8 Lesson 4
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 46
Adaptation (continued)
Variation in environmental factors over time (part)
Expectations
Most Pupils
Know that environmental factors will vary with time, and that
these changes can be monitored by datalogging.
All of the above, plus predict how environmental factors will vary
with time.
Cross-curricular development
Room
Time 50 mins
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Page 313
Differentiation
Learning Outcomes
15
In and register.
Invite 1 or 2 groups to present their work on animal adaptations.
Discuss with the class the fact that environmental factors vary with time. Ask:
Which factors will vary over a short time (day and night)? Which factors will
vary over a longer time (a year)?
10
10
Take groups outside, and either set up datalogging equipment or take the first
set of measurements. Support groups as they work, ensuring that each member
of each group understands what they are doing, and what their responsibilities
are for continuing the measurements at set time intervals.
Return to lab.
10
Referring to Worksheet H4, instruct pupils to begin writing down what they are
doing, mentioning the place and the factor they are measuring, the method
they are using and when the measurements are being taken. Answer Qs 3 and
5 on Worksheet H4.
Pupils record their method and predict what they expect their
results to be.
Homework: Complete Qs 3 and 5 from Worksheet H4. Answer Qs 4 and 5 on Pupil Book pp.119 and 120.
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ap
ter 8
Ch
314
Chapter 8 Lesson 5
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 118120
Variation in environmental factors (continued)
Expectations
Most Pupils
Describe how environmental factors vary with time, and how these
changes can be monitored by datalogging.
Explain how environmental factors will vary with time, and the
significance of this to animals.
Handling data
Datalogging
Cross-curricular development
Room
Time 50 mins
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Page 315
10
In and register.
Discuss with the class their ongoing measurements of environmental
factors. If necessary, take groups outside to make a last measurement
and/or to retrieve equipment.
10
15
If no datalogging was used, provide each pupil with graph paper, and
help them to draw a line graph showing how the factor varied over time.
If datalogging was used, provide each group with a printout of the
graphed data.
Ask pupils to discuss in groups how well their predictions matched their
actual findings (Q 7 on H4).
15
Discuss the findings with the class. What patterns have they found?
Can they see any links between two or more factors (e.g. light intensity
and temperature) (Q 8 on H4)?
Would they expect their results to be the same if they made the same
measurements next week?
Ask pupils to write a summary of the patterns shown by the results that
their group collected, and then to write a short paragraph about how
their results compare and link with those of other groups.
Differentiation
Learning Outcomes
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ap
ter 8
Ch
316
Chapter 8 Lesson 6
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 119120
The survival of organisms through the winter
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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Page 317
10
In and register.
Briefly review groups data on how environmental factors vary over one
day. Ask pupils to suggest how these changes may affect animals and
plants. How could they check if their ideas are correct? Introduce the
terms diurnal and nocturnal.
10
Instruct pupils to write down the meanings of the terms diurnal and
nocturnal in their workbooks, and then to answer Q 4 on p. 119 in the
Pupil Book.
Those who finish quickly could answer Q 1 on p. 126.
Discuss with the class how environmental factors may vary over longer
periods of time, e.g. a year. Ask for oral answers to Q 5 on pp.119120
in the Pupil Book.
10
Discuss with the class how animals and plants are affected by these
seasonal changes. Introduce the terms dormancy, hibernating, migrating.
Instruct pupils to write down the meanings of these terms in their
workbooks, and then to answer Q 6 on page 120.
10
Ask one or two groups who have not yet made their presentation on
animal adaptations to do so.
Differentiation
Learning Outcomes
Pupils consider how daily variations in environmental
factors may affect the activity of animals and plants.
Homework: Answer the questions on Worksheet H6 Surviving the winter. All pupils should answer Q 1, plus Q 2 if time.
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ter 8
Ch
318
Chapter 8 Lesson 7
Date
Class
Lesson Focus
Feeding relationships
Food chains and food webs (part)
Mixed Ability/Set
Expectations
Most Pupils
Understand food chains, and can build these up from data given to
them.
Cross-curricular development
Room
Time 50 mins
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Page 319
Differentiation
Learning Outcomes
15
In and register.
Remind pupils of the concept of energy flow and food chains. Through
Q and A, elicit examples of food chains and write some of them on the
board. Introduce the terms producer, consumer, herbivore, carnivore,
predator and prey, in relation to the food chains on the board. Ask the
class to write down at least 3 food chains in their workbooks. Discuss
answers to Question 7 on Pupil Book p.122.
20
Ask the class to pack up. Safety! Pupils who have handled pond water
should wash their hands thoroughly.
As a class, review the food webs and, since they all look different, point
out the common elements. Discuss any links that don't match the H8
description, to clear up misunderstandings.
Homework: Answer the questions in the literacy activity Clues from old snails on Pupil Book p.124. Less able pupils can be given Worksheet H7 Adaptations for feeding as an alternative.
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ter 8
Ch
320
Chapter 8 Lesson 8
Date
Class
Lesson Focus
Food webs (continued)
Adaptation and competition
End of Unit test
Mixed Ability/Set
Expectations
Most Pupils
Know that food chains can be combined together into a food web.
Know that two or more species may compete for the same food.
Cross-curricular development
Room
Time 50 mins
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10
In and register.
As a class, go over the findings about food chains and food webs of
Lesson 7, looking at the food web on Pupil Book 1 p.122. Instruct pupils
to answer Q 9 Pupil Book 1 p.123 in their workbook.
10
Introduce the idea of competition for food. Ask: In the food web on
p.122, which animals compete for the same food? With the class,
discuss possible answers to Q 10 on p. 123 in the Pupil Book. Then ask
them to write down the meaning of the term competition, giving at
least one example.
30
Differentiation
Learning Outcomes
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8
WO
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R
R K SH EE
Jovanka decided to test one of her ideas about why the woodlice huddle
under the bark of logs. She thought it would be a good idea to test her
ideas one at a time. She began by testing this hypothesis:
Woodlice move around less when they are in more humid (damp) conditions
than when they are in dry conditions.
She used a choice chamber, like this.
woodlouse
humid air
drying agent
hole in lid
partition
lid
muslin
Jovanka couldnt test every single woodlouse, so she decided just to use a
sample of them. She collected ten woodlice and gently dropped them
through the central hole in the lid of the choice chamber. Each minute, she
recorded the number of woodlice on each side. These are her results.
Questions
Time/min
Number of woodlice
in the humid side
Number of woodlice
in the dry side
322
1
5
2
6
3
3
4
5
5
7
6
7
7
8
8
9
9
9
10
9
HA
8
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PTE
R
R KSH EE
Questions
1
2
3
4
5
6
7
8
When your teacher has checked your answers, you can do your experiment.
Record your results carefully.
Then write a sentence or two, saying whether or not your results support
Jovankas idea.
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H3 Animal adaptations
8
WO
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R
R K SH EE
You are going to find out how an animal is adapted to its habitat, and then
present your findings to your class.
Choose an animal.
Make sure that you will be able to find plenty of information about it. (It is
no use choosing a Lesser Spotted Grampus if you cant find out anything
about it.) You could use the school library, CD Roms and the Internet.
Then write short notes in each of these boxes:
Name of animal and its habitat (where the animal lives)
Now use your notes to construct a short talk no more than 5 minutes to
give to your class. Dont include everything you have found about the animal
just concentrate on how it is adapted to its habitat.
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H4 Measuring changes in
environmental factors
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WO
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PTE
R
R KSH E E
Environmental
factor:
12.00 2.00 4.00 6.00 8.00 10.00 12.00 2.00 4.00 6.00 8.00 10.00 12.00
(midnight)
a.m.
(noon)
p.m.
Time of day
Tip:
4 Decide how often you will take your measurements. Remember to take your
You should try to take at least six measurements
measurements in both
during one 24-hour period. If you can take more,
areas at the same time.
that is even better. If you can take your
measurements over several days, that is better still!
5 Draw a results chart in which to record your measurements. It will need to
have three rows, one for the time, one for the measurement in one area,
and one for the measurement in the second area. Each time you measure
your environmental factor, write it into your results chart.
6 Draw a graph to show your data clearly. It should have axes like the ones
in step 3 above.
7 Compare your actual measurements with the ones which you predicted.
Can you explain any differences between them?
8 Compare your data with the data collected by other groups. Can you see
any links between them?
325
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PTE
R
R K SH EE
H5 Daily changes in
environmental factors
This graph shows how the temperature of the water in a pond varied during
one 24 hour period.
10
Temperature of water/C
9
8
7
6
5
4
12.00 3.00 6.00 9.00 12.00 3.00 6.00 9.00 12.00
(midnight)
a.m.
(noon)
p.m.
(midnight)
Time of day
Light intensity
This graph shows how the light intensity at the surface of the pond varied
during the same 24-hour period.
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8
WO
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PTE
R
R KSH E E
The pictures show how some animals and plants change their appearance or
their behaviour when winter comes.
1 For each animal or plant:
Swallow
Hedgehog
Butterfly
Beech tree
2 For one other animal or plant of your choice, find out about how it uses a
different way to survive the winter. Write a short illustrated account of
how it does this. For example, in winter, some animals grow thicker fur, or
different coloured fur. Some plants spend the winter as seeds.
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8
WO
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PTE
R
R K SH EE
What do each of these birds feed on? From the list below, write down
underneath each diagram which of these foods you think the bird eats, and
how its beak is adapted to help it to feed efficiently.
Sunflower seeds
328
Fish
Mouse
Worm
Eagle
Heron
Blackbird
Parrot
HA
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PTE
R
R KSH E E
H8 (extension)
A food web in a pond
Here is some information about a
community of aquatic organisms
living in a garden pond. Read all
of the information about them,
and then construct a food web
for the pond.
Tip:
Make sure that the arrows in your food
web point the right way - they should
show the direction of energy flow.
Duckweed
Water boatman
Pond skater
Daphnia
Frog
tadpole
Newt
Water
beetle
Canadian
pondweed
Dragonfly nymph
Pond snail
Microscopic
plants
Microscopic
animals
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PTE
R
(2)
2 The animal has ................................................. which helps it to
(2)
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(2)
4 a Describe two ways in which the environment in Britain changes in winter
compared to summer.
1
(1)
2
(1)
b Choose one animal, and explain how it survives the winter.
Name of animal: ...........................
How it survives the winter:
(2)
stickleback
heron
tadpole
pondweed
insect larva
newt
a The food web contains many different food chains. Complete this diagram
by writing in the words of the organisms in one food chain.
pondweed (2)
b Name the producer in your food chain. (1)
c Name a predator in your food chain.
(1)
(3)
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Total: 25 marks
Extension questions
6 The arrows in a food chain or a food web represent energy transfer.
a In what form does energy enter a food chain?
(1)
b How is energy passed along a food chain?
(2)
7 a On the axes below, sketch a graph to show how light levels would change
in a grassy field during one 24-hour period.
(5)
You should
label both axes
put a scale on the axis showing the time of day.
b Using your graph, state at what times you would expect a diurnal animal
to be active.
(2)
Total: 10 marks
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PTE
R
8
A NS ER S
W
desert
tropical
rainforest
seashore/
rock pool
Some organisms
which live there
tadpole, newt,
pond skater,
water snail
gerbil, camel,
cactus
orang-utan,
hummingbird
Environmental
factors
little light
reaches the
bottom
heavy rainfall;
high
temperatures
(Some pupils may
also correctly
include: Little
light reaches the
bottom)
big changes in
the water level
twice a day
Habitat:
2 There is not enough light for them; like all plants, they need light for
photosynthesis.
3 Sea anemones, tadpoles, limpets, crabs, newts and water snails can live in
water/a pond/a rock pool because they are able to breathe under water.
Gerbils can live in a desert because they are able to burrow under the sand
to escape the hottest part of the day.
Pond skaters can live in a pond because they are able to walk on the surface
of water.
Tadpoles and newts can live in water/a pond because they can swim well.
Camels and gerbils can live in a desert because they are able to stop their
body drying out in the hot sun.
Orang-utans and hummingbirds can live in a tropical rainforest because they
are able to move around easily amongst the trees.
4 a Diurnal: squirrel, robin, possibly also fox (many foxes are active during the
day as well as at night)
Nocturnal: tawny owl, fox, bat, hedgehog.
Slugs, like foxes, could belong in either list.
b Tawny owls have excellent eyesight, and are able to see in very low light
levels. Bats use echo location. Hedgehogs hunt at night largely by smell.
c In hot places, it will be cooler at night. An animal may face less danger
from predators at night, as the predator may not be able to see its prey in
the dark. Predators may be able to find more prey at night for example,
slugs are more active at night when it is damper and cooler, so hedgehogs
are more likely to find them.
5 Winter snow on the ground, no plants growing on the woodland floor, no
leaves on the trees. Spring no snow, plants growing on the woodland floor,
leaves on the trees.
The trees are deciduous, which means that they drop their leaves all
together at a certain time of year in this case, winter. They do this because
they dont need leaves in winter, as it is too cold and too dark to
photosynthesise successfully. If leaves stayed on the trees, they would have
been damaged by freezing temperatures. Instead, new ones grow in spring.
Many of the plants that grow on the woodland floor die right back in the
autumn, and spend the winter as roots under the ground, safe from the cold.
6 a Being dormant: There are many different plants which do this any plant
which does not grow actively in winter can be said to be dormant.
b Hibernating: dormouse, hedgehog, bat.
c Migrating: many different birds; swallows may be the most familiar.
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Chapter 8 Answers
7
9
10
334
Environmental factor
Daytime
Night-time
temperature
higher
lower
light intensity
higher
lower
wind speed
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Chapter 8 Answers
3 b The arrows show the direction of energy transfer.
seagulls
oystercatchers
limpets
periwinkles
seaweed
4
5 a
b The oystercatcher population might rise, as there would be more limpets
and periwinkles to eat.
c The limpet population might increase, as they would have no predators to
eat them. However, at some point they might run out of space or food, in
which case the population would stop getting bigger.
Worksheet answers
H1 How do environmental factors affect the activity of woodlice?
1 It is impossible to know whether 10 is the right number! However, it is
clearly better than one, as one woodlouse might be unusual in some way. By
using 10, there is less chance that they will all be unusual. More than 10
might cause problems because they would begin to be crowded in the
choice chamber, which might affect their behaviour.
2 She was controlling variables. She wanted to know how the woodlice
responded to damp and dry, so she needed to keep everything else constant
(as far as possible), in this case, level position and lighting.
3 There are many uncontrolled variables, for example the age of the woodlice,
the gender of the woodlice, whether they had recently eaten or were
hungry and so on.
4 The results do support Jovankas hypothesis, because 9 of the 10 woodlice
did end up in the humid side of the chamber. However, results rarely prove
a hypothesis, and it is possible that other factors might be affecting the
behaviour of the woodlice. It is also possible that 9 of them ended up on the
humid side just by chance. So Jovanka would need to repeat her experiment
many times, and perhaps to do some different experiments as well.
a 6 p.m.
b 5 a.m. (allow any time from 4 to 6)
4 degrees Celsius
between 6 a.m. and 6 p.m. (allow range either side of this)
a 4 a.m.
b about 7 p.m.
The water temperature is lowest at the end of night-time. As day dawns and
the Sun heats the water, the water gradually warms until, by later afternoon,
it has reached its maximum and starts to cool. Then it cools more rapidly as
the light intensity reduces rapidly at dusk. The water reaches the same
temperature at midnight as it was 24 hours before.
Water warms and cools gradually, while light intensity changes rapidly at
dawn and dusk. Full darkness and maximum light take up most of the 24
hours, while water temperature changes more smoothly.
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Chapter 8 Answers
mouse. The beak is strong and curved with a pointed tip, to help it
to pierce and tear meat.
Heron:
fish. It uses its long, pointed beak to spear fish under water.
Blackbird: worms. Its short, pointed beak can push into the soil and capture
worms.
Parrot:
sunflower seeds. Its strong beak can crack open the tough seeds.
pond skaters
newts
water boatmen
frog tadpoles
Canadian pondweed
dragonfly nymphs
daphnia
pond snails
microscopic animals
duckweed
microscopic plants
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Chapter 8 Answers
5 a
b
c
d
Extension answers
6 a sunlight/light (1)
b as chemical (potential) energy; in food (2)
7 a Time on x-axis, light on y-axis (1)
x-axis has a regular and sensible scale (1)
fully labelled and covering 24 hours (1)
y-axis is labelled Light intensity (1)
curve goes up and down, reaching highest point at or after midday and
lowest point at night (1)
b At any time during daylight as shown by the graph: 1 mark for a suitable
start time and 1 for finish time (2)
Total marks for extension: 10
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A PT ER
9 Solutions
8
TI
AC
MING
HER NO
TE
HRS
Starting points
Evaporation
Filtrate
Filtration
Insoluble
Mixture
Residue
Saturated solution
Soluble
Solute
Solution
Solvent
Learning checklist
In this topic, pupils should learn:
how to separate a mixture of an insoluble solid from water, using filtration
that solutions look clear - and that this is not the same as colourless
what is happening, in terms of particles, when a solute dissolves in a solvent,
and understand that mass is conserved
how to separate a solute from a solution by evaporating to dryness
to devise an efficient method for obtaining dry salt from a sample of rock salt
to evaluate the success of the method they have used
how to separate a solvent from a solution using distillation
how to use chromatography to separate different solutes in a solution
to interpret data from a chromatogram
how to make a saturated solution
that different substances have different solubilities
that, in general, solubility increases as temperature increases
to identify patterns in data about solubility
to use construction lines to read values from a line graph
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9 Solutions
Links
Links with the Key Stage 2 Scheme of Work
Unit
4D
5C
5D
6C
6D
Title
Solids, liquids and how they can be separated
Gases all around us
Changing state
More about dissolving
Reversible and irreversible changes
Title
Particle model of solids, liquids and gases
Cross-curricular links
None for this Chapter
acb?
Literacy
There is a literacy activity in the Pupil Book on Dune Beetles.
Worksheet I9, Mining salt in Cheshire, is a comprehension and investigation
exercise.
Worksheet I6, Who polluted the river?, involves writing a newspaper article.
+2 8=
Numeracy
Question 4 in the Pupil Book entails using construction lines to read off values,
and then doing a simple calculation with these values.
Question 3 in the end of chapter questions also involves work with graphs.
Worksheet I3, How much salt is there in rock salt?, could be extended by asking
pupils to calculate what percentage of their original sample of rock salt they have
obtained at the end of the process.
ICT
ICT
Worksheet I9, Mining salt in Cheshire, involves internet research.
Website references can be found at www.collinseducation.com/absolutescience
Learning outcomes
Most pupils
Scientific enquiry
Make measurements of mass and volume
Describe observations and explain these
Identify patterns in data about solubility, and make predictions from these
Interpret data from chromatograms
Use scientific knowledge and understanding to plan how to separate pure salt
from rock salt
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What is a solution?
An explanation of what a solution is must, of course, be dealt with very simply at
this stage. The term particles is used throughout to mean molecules or ions, as
neither of these terms has yet been introduced. Moreover, it is also used to mean
the relatively enormous particles of mud or sand that can be seen in a
suspension of these substances in water. The term suspension has not been used
in the text, but you may like to introduce this here.
Pupils will almost certainly have used filtration before, but they may not have
related this to whether or not a mixture is a solution, nor used the terms filtrate
and residue. Worksheet I1, Filtering mixtures, provides an opportunity to try
filtering several different mixtures. The inclusion of copper sulfate solution should
help to get across the idea that whereas a solution is clear it is not necessarily
colourless a common error is to use these two words interchangeably.
Worksheet I2, Where does the solute go?, should help pupils to realise that the
solute is still there, even though not visible, when it dissolves. This can lead on to
thinking about solutions in terms of particles.
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9 Solutions
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Safety points
Keep water well away from the balances. Ensure that the salt is placed on
foil or some other container on the balance rather than directly onto the
surface of the balance.
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9 Solutions
potassium chloride
potassium bromide
potassium iodide
sodium chloride
36 g per 100cm3
sucrose
84 g per 100cm3
It is suggested that pupils can do this activity before they are introduced to the
term saturated solution.
If time allows, you could extend this work in another lesson to investigate how
the solubility of one solute in water varies with temperature. This is quite a timeconsuming piece of practical work however, and you may prefer just to use the
data provided in the pupils book and in the questions at the end of the chapter
to help pupils to understand that - for most solutes (but not all) solubility
increases with temperature.
This also provides an opportunity to revisit and practise drawing accurate
construction lines (a ruled, straight line at right angles to each axis) to read values
from a line graph. Many pupils are very careless about this, either not taking the
trouble to use construction lines at all, or drawing them freehand, so that the
coordinates read off are far from accurate.
Sc2
Scientific Enquiry
Sc3
Materials and
Their Properties
Sc4
Physical Processes
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Checklist
CHE CK LI
ST
When you know what these words mean, tick the box!
Chromatography
Filtrate
Saturated solution
Crystallisation
Filtration
Soluble
Dissolve
Insoluble
Solute
Distillation
Mixture
Solution
Evaporation
Residue
Solvent
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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ap
ter 9
Ch
346
Chapter 9 Lesson 1
Date
Class
Lesson Focus
The idea of solutions
Filtration, the technique (revision)
Mixed Ability/Set
Expectations
Most Pupils
Carry out filtration on at least one mixture. Make and record some
observations.
All the above, plus understand that solutions look clear and cannot
be separated by filtration.
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
10
In and register.
Distribute and introduce Worksheet I1 Filtering mixtures. Through
Q and A, draw out pupils previous knowledge of using filtration to
separate mixtures.
15
15
Hold a class discussion, asking pupils to identify patterns: Can you tell
which mixtures can be separated by filtration just by looking at them?
10
Homework: Complete the sentences in Q 3 of Worksheet I1, if not already done. Answer the question: Do all liquids contain water? Try to make a list of at least 5 liquids that do not contain
water.
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ap
ter 9
Ch
348
Chapter 9 Lesson 2
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 131139
Explaining dissolving in terms of particles
Expectations
Most Pupils
All the above, plus use the particle model to explain why the
volume of a liquid does not change when a solute dissolves in it.
Cross-curricular development
Room
Time 50 mins
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15
In and register
Go over the relevant terms: solute, solvent, solution, dissolving. Ask for
an explanation of each. Get pupils to put forward ideas on: Where does
sugar go when it dissolves in water?
20
Direct groups to do I2. Check that pupils know how to use the top pan
balance. Assist those who are unsure of this and of measuring out 10 g
of salt, including zeroing for the filter paper. They may also need help
in interpreting the two masses they measure. If necessary, explain that
the mass of the beaker is constant, and so is the mass of the water.
10
Differentiation
Learning Outcomes
Pupils understand the meaning of the terms solute,
solvent, solution, dissolving.
Homework: Complete Worksheet I2 if not already done, then do Qs 1 and 2 on Pupil Book p.131.
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ter 9
Ch
350
Chapter 9 Lesson 3
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 132133
Separating a solute from a solution by evaporating to dryness
Expectations
Most Pupils
All the above, plus can explain, in terms of particles, what happens
when water evaporates from a salt solution. Suggest a method
which will obtain most of the salt present in a piece of rock salt.
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
15
In and register.
Ask pupils: How can you get salt from salty water? In an introductory
discussion, show photos of salt pans and elicit a description of the process of
evaporation. Help the class to understand that only the water evaporates, while
the solutes remain behind.
15
Carry out the demonstration of evaporation used to obtain salt from salty
water by following the procedure illustrated on Pupil Book p.133, drawing
attention to the safety points you employ.
Ask the class to try answering Q 3 on Pupil Book p.133 in their workbooks.
15
Show the class a lump of raw rock salt, and ask pupils to think about how they
could get some pure salt out of it.
Organise them into mixed-ability groups and give out Worksheet I3 How
much salt is there in rock salt? Direct groups to plan a method for extracting
the salt from the rock salt. Encourage abler pupils to explain their ideas in
terms of particles.
Homework: In your workbook, under the heading Method for extracting salt from a sample of rock salt, write out the method you agreed on in your group for activity I3.
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ter 9
Ch
352
Chapter 9 Lesson 4
Date
Class
Lesson Focus
Getting salt from rock salt
Mixed Ability/Set
Expectations
Most Pupils
All the above, plus obtain a good sample of relatively pure salt.
Make a realistic evaluation of their method, and suggest two or
more ways in which their method could be improved.
Room
Comparing the mass of salt obtained from rock salt; calculating as a percentage.
Cross-curricular development
Time 50 mins
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Differentiation
Learning Outcomes
In and register.
Pupils should retrieve Worksheet I3 How much salt is there in rock
salt? and the method written in their workbooks, and form the groups
they had in Lesson 3.
30
15
Write on the board the results of the groups for initial mass of rock salt
and final mass of salt obtained. Encourage abler pupils to copy other
groups results, in order to work out percentages of pure salt from the
rock salt (see Homework).
Homework: Write up the evaluation of your method for I3, and alter the method accordingly. Abler pupils: Work out your groups mass of salt as a percentage of the rock salt you used.
If time, do this for other groups results and work out an average percentage if you can.
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ter 9
Ch
354
Chapter 9 Lesson 5
Date
Class
Lesson Focus
Distillation
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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10
In and register.
Ask pupils to tell you how they could get pure water from a salt solution.
Prompt: water condensing on a cold window.
20
10
Talk through the questions on I4, then ask pupils to write their answers
in their workbooks. Less able pupils will need help with this.
10
Ask pupils to read (or ask one pupil to read aloud) the Literacy activity
passage, Dune beetles, p.138. Get pupils thinking and talking about
what the Namib Desert must be like, and how strange it must be to be
so close to so much water but not have anything to drink.
Differentiation
Learning Outcomes
Homework: Answer the questions on Dune beetles. More able pupils: Construct a flow chart to show how sea water becomes part of a beetle's body.
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ter 9
Ch
356
Chapter 9 Lesson 6
Date
Class
Lesson Focus
Separating solutes by chromatography
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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10
In and register.
Draw out pupils previous experience of using chromatography to
separate solutes. Introduce Worksheet I5 Separating the colours in
ink and go through it to ensure that all pupils understand each step
and its purpose.
20
Instruct pupils to do I5. Check that they set up the apparatus correctly.
10
Ask the class to give oral answers to Qs 1 and 2 from End of chapter
questions, p.140.
Homework: Read Worksheet I6 carefully and answer the questions in your workbook.
Differentiation
Learning Outcomes
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ter 9
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358
Chapter 9 Lesson 7
Date
Class
Lesson Focus
Factors affecting solubility
Mixed Ability/Set
Expectations
Most Pupils
Know and use the terms soluble, insoluble, saturated solution. Can
name some substances that are soluble and insoluble in water.
Know that liquids other than water can be solvents. Can find the
mass of a solute that will dissolve in a given volume of a solvent.
Know and use the terms soluble, insoluble. Can name some
substances that are soluble and insoluble in water. Find the mass of
a solute that will dissolve in a given volume of a solvent. Know
that some substances dissolve in water more easily than others.
Cross-curricular development
Room
Time 50 mins
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Differentiation
10
In and register.
Introduce the terms soluble and insoluble. Ask pupils to name some
substances in each category. Are some substances more soluble than
others? How could we compare solubilities?
10
Organise the class into groups and ask them to discuss and decide on
what they will do and measure. Check that the methods are suitable.
How will they avoid an undissolved residue in the beaker? Less able
pupils may need to be told that:
Amount dissolved = initial mass mass not dissolved.
15
Reconvene the class and review the results. Introduce the idea of a
saturated solution. Discuss what happens in terms of particles.
Homework: Complete Worksheet I8 in your workbook. More able pupils can do the Extension question.
Learning Outcomes
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Ch
360
Chapter 9 Lesson 8
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 136137
How solubility varies with temperatures
End of Unit test
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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10
In and register.
Ask: Do you think more solute will dissolve in a solvent when it is hot
or when it is cold? Relate this back to Worksheet A2 Growing crystals
of copper sulfate of Chapter 1 (see p. 6).
10
30
Differentiation
Learning Outcomes
Pupils know that solubility often increases with
temperature.
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i1 Filtering mixtures
9
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R
R KSH EE
Your teacher will give you five different mixtures. Each of them contains
water and at least one other substance.
1 Look carefully at each mixture, then complete this table.
Mixture
Appearance
Is it clear or cloudy?
Mixture
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R
R KSH EE
solute go?
T
1 Partly fill a beaker with water. Use a balance to measure the mass of the
beaker plus water.
Mass of beaker with water = ................. g
2 Using the balance, measure out 10 g of salt.
3 Add the salt to the water in the beaker, and stir it until it has all dissolved.
4 Find the mass of the beaker with the salty water.
Questions
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PTE
R
9
WORKSH
EE
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RKSHEE
This apparatus can be used to get water from a mixture of water and ink.
thermometer
cooling
water out
round
bottomed
flask
condenser
cooling
water in
heat
conical
flask
Questions
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i5 Separating the
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PTE
R
R K SH EE
colours in ink
Ink is a solution of several different coloured substances in water. We can
separate the different solutes in ink using chromatography.
1 Your teacher will give you a piece of
filter paper. Using a pencil and ruler,
draw a straight, horizontal line near
one end of the paper, like this:
Tip:
Try to hold the filter paper only by
the edges dont touch it any
more than you have to. However
clean your fingers are, they could
leave greasy marks on the paper
that will spoil your chromatogram.
2 Find out what colours of ink you are
going to be using. Write in pencil the
names of their colours (or just a letter)
underneath the line you have drawn,
as shown on the right.
red
blue
black
adding ink to
the first spot
red
blue
black
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R
R K SH E E
One day, the water in the river was red. One of the factories had polluted
the river with dye. A scientist was asked to find out which factory had
polluted the river.
He took some samples of polluted water from the river, and also some
samples of the red dyes that the factories made. He carried out
chromatography on all of these samples. This is what the chromatograms
looked like.
Questions
R
A1
A2
B1
B2
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PTE
R
9
WO
RKSHEE
You are going to try to find out the answer to this question:
How much of a particular solute will dissolve in 100 cm3 of a
particular solvent?
Your teacher will give you some different solutes. Write down their names.
Your teacher will give you some different solvents. Write down their names.
Choose one of the solutes and one of the solvents. Think about how you will
find out how much of the solute will dissolve in 100 cm3 of the solvent. Write
down what you are going to do, and what you will need to measure under
the heading:
What I am going to do and what I am going to measure
Check your ideas with your teacher. Then carry out your experiment.
If you have time, you can try the same thing with a different solute or a
different solvent.
Tip:
Remember to record your
results clearly!
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i8 Comparing solubilities
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Sally measured out 100 cm3 of water into five beakers. She stirred in sodium
carbonate to the first beaker, until no more sodium carbonate would
dissolve. She recorded the mass of sodium carbonate that she had added.
Then she did the same with five other substances in the five other beakers.
Here are her results.
Substance
sodium carbonate
copper sulfate
7.1
31.5
0.0
potassium nitrate
13.3
sodium chloride
35.7
Questions
calcium carbonate
1
2
3
4
5
Extension question
6 Sally had a balance that she could use to measure masses. She
thought of two different ways she could measure the mass of
solute that would dissolve.
First way
Sally measured out 100 g of the substance she was going to
dissolve. When she had dissolved as much as she could in the
water, she measured the mass of what she had left.
Second way
Sally measured the mass of the beaker containing 100 cm3 of
water. When she had dissolved as much solute as she could in
the water, she measured the mass of the beaker and its
contents.
a Explain how Sally could use her results from the first way,
to find the mass of solute that would dissolve in the water.
b Explain how Sally could use her results from the second way,
to find the mass of solute that would dissolve in the water.
c Which method do you think is better? Explain your answer.
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Between about 255 and 190 million years ago, a huge, shallow sea covered
what is now Cheshire. Enormous deposits of salt built up. Today, they are
deep underground, between 40 m and 100 m below the surface.
Water in the ground dissolves some of the underground salt, and it comes up
to the surface as a salt solution, called brine. People have been collecting salt
from the brine for thousands of years, at least since the Iron Age. The
Romans, too, obtained salt from the Cheshire salt deposits. Containers made
of lead, called salt pans, have been found at Nantwich, a town in Cheshire.
The salt pans were filled with brine and then heated to obtain dry salt.
Salt was always a valuable substance, and Roman soldiers were paid partly
with salt. The Roman word for salt was sal, and this is where our word
salary comes from.
Salt is still mined in Cheshire in the 21st century. The earliest known mine
was dug in 1627. For centuries, dry salt was obtained by the old method of
making brine and then evaporating the water, but the last producer of salt
using this method closed down in 1986. There are now problems of land
subsidence (collapsing) in several places in Cheshire, because of the huge
caverns that have been left underground after salt was extracted.
Questions
Today, more than 4 500 000 tonnes of rock salt are dug out each year from
Britains last remaining salt mine, at Winsford in Cheshire. Most of this is used to
spread onto the roads in winter. A mixture of salt and water freezes at a lower
temperature than water alone. So spreading rock salt on the road means that,
even at temperatures below 0 C, any water on the road does not turn to ice.
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PTE
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IN
TI
Solutions
1
A
B
(1)
(1)
(1)
(1)
filtrate
solvent
(3)
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(4)
(1)
b 6.2 g of salt are added to the beaker
and stirred until the salt has all dissolved.
What will the balance reading be now?
c
(1)
Describe how you could get back all of the salt that was added to the
water in the beaker.
(2)
(1)
b Which colour ink contained three different coloured substances?
(1)
c
The purple ink was made by mixing the blue and red ink. On the
chromatogram, draw the results you would expect for the purple ink.
(2)
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(1)
80
Solubility of potassium chloride/
g per 100 g water
70
60
50
40
30
20
10
0
0
10 20 30 40 50 60 70 80 90 100
Temperature (C)
(1)
d Suggest why the temperatures on the graph do not go below 0 C or
above 100 C.
(2)
e When David made his saturated solution, the temperature of the water
was 20 C. He used 100 cm3 of water.
Use the graph to find out how much potassium chloride he would be
able to dissolve in the water.
g
(1)
(Total marks: 25)
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Extension
6
Emma had a glass jar containing sugar. She dropped the jar and it broke.
The sugar got all mixed up with the pieces of glass.
Describe what Emma could do to get some dry sugar from the mixture of
sugar and pieces of glass. For each step you describe, explain what would
happen. You may draw diagrams to help you to explain your answers.
(10)
Tip:
For question 6, think about using three of these
processes but not necessarily in this order!
filtering
dissolving
evaporating
distilling
374
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PTE
R
IN
Solutions
TI
ANS ER S
W
Text answers
1
2
3
4
5
True: A, B False: C, D
a water
b sugar
c The sugar particles fit between the water particles.
a Thoroughly mix the sample of rock salt with water. Then pour the
mixture through filter paper. The mud will stay on the filter paper (as
the residue) while the salty water will flow through (as the filtrate).
b Heat the salt solution so that it evaporates to dryness.
Soluble: sugar, salt and copper sulfate. Insoluble: chalk and mud.
a about 40
b 2 40 = 80
c Approximately right, but not quite. At 100 C, about 75 g of copper
sulfate will dissolve, while about 240 g of potassium nitrate will
dissolve. So the potassium nitrate is more than 3 times as soluble as
copper sulfate at this temperature.
a
c
a
c
e
a
residue, filtrate
b distillation, evaporation
solution, solute, solvent
evaporating to dryness
b chromatography
filtration
d filtration
distillation
Some ammonium sulfate would remain visible at the bottom of the
container, no matter how much she stirred it.
b a saturated solution
c 85 g It is important to include the unit in the answer.
d 70 C It is important to include the unit in the answer.
Note: Encourage pupils to use a ruler to draw careful and accurate
construction lines when answering questions such as c and d.
a Grease is not soluble in water, so it will stay attached to the clothes.
However, if you rub the stain with ethanol, the grease particles will
dissolve in the ethanol, and can be washed away.
b He could stir the mixture of salt and sugar into some ethanol. The sugar
would dissolve, but the salt would not. So if he filtered the mixture, the
salt would remain on the filter paper as a residue.
He could then heat the solution of sugar in ethanol until all the ethanol
had evaporated.
Note: If you decide to demonstrate this technique, then obviously great care
is needed when heating ethanol. This should only be done over a water bath.
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Chapter 9 Answers
Worksheet answers
I1
Filtering mixtures
1 a solvent, solute
I4
b the same as
3 Water being a liquid, the forces between water particles hold them together (but
allow them to slide over each other). Heating the water gives its particles more
energy, and the particles move more vigorously until they break away from each
other and become a gas.
4 As gaseous water cools, its particles lose the energy that made them move
vigorously, and the forces between water particles attract them together
again. Eventually, there are enough particles to form droplets of liquid.
5 Ink has a much higher boiling point than water, so when all the water is
boiled off, the ink stays behind in the distillation flask.
I6
1 Factory B: one of the spots for Dye1 matches the positions of the spot from
the river.
2 a water
b one
3 In case an error had occurred with one of them.
I8
1
2
3
4
5
6
I9
Comparing solubilities
She should keep adding solute until some remained visible even after stirring.
calcium carbonate
sodium chloride
There is no room for the solute particles in between the solvent particles.
a saturated solution
a She would subtract the mass of what she had left from 100 g.
b She would subtract the original mass of the beaker plus water from the
final mass of the beaker plus water plus solute.
c There are difficulties with both methods; you could give credit to any
answer backed up by a reasonable explanation. In both methods, there will
be some undissolved solute in the beaker, which will not be accounted for.
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Chapter 9 Answers
Extension answers
6 add the mixture to water;
to make a solution/to dissolve the sugar;
stir to speed this up;
filter;
description of filtration given/apparatus drawn;
the glass will stay on the filter paper/the residue is glass;
the sugar solution will flow through/the filtrate is sugar solution;
put the filtrate/sugar solution into an evaporating dish;
heat it;
description of how this is done/apparatus drawn;
until all the water has evaporated/to dryness;
what is left is sugar
(max. 10)
Total marks for Extension: 10
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10 Electrical circuits
HRS
AC
MING
TI
TE
HER NO
Starting points
Complete circuit
Component
Conductor
Current
Fuse
Incomplete circuit
Insulator
Junction
Parallel circuit
Resistance
Series circuit
Learning checklist
In this topic, pupils should learn:
to recognise some of the dangers associated with electricity and how to deal
with it safely
how to plan, build and explore circuits which include cells, bulbs and switches
how to draw circuit diagrams
how to plan, build and explore series and parallel circuits and be able to give
some advantages and disadvantages of these circuits
how to measure the current in a circuit and be able to identify that the electric
current is the same at all points in a series circuit, and divides along the
branches of a parallel circuit
how the voltage of a battery or cell relates to the energy transfer in the circuit
about resistance
about the work of Galvani on nerves
Links
Links with the Key Stage 2 Scheme of Work
Unit
6G
4F
378
Title
Changing circuits
Circuits and conductors
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10 Electrical circuits
Title
Magnets and electromagnets
Energy and electricity
Cross-curricular links
None for this Chapter
acb?
Literacy
There is a literacy activity within the pupil book on Luigi Galvini
Worksheet J10, Forbidden, involves re-writing definitions of electrical terms in
the pupils own words
+2 8=
Numeracy
Identify the link between the current flowing into a junction and the current
flowing out of the junction.
ICT
ICT
Website references can be found at www.collinseducation.com/absolutescience
Learning Outcomes
Most pupils
Scientific enquiry
Select and use appropriate equipment to investigate circuits which include cells,
bulbs and switches
Measure current
Identify patterns in their results and draw conclusions about series and parallel
circuits
Physical processes
Construct a range of working electrical circuits and represent these in circuit
diagrams
State that electric current is the same at all points in a series circuit and divides
along the branches of a parallel circuit
Use a flow model to describe resistance and to distinguish between electric
current and energy transfer in a circuit
Compare and contrast the advantages of series and parallel circuits in use e.g.
ring main circuits
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Measuring current
The first part of this section introduces pupils to the concept of current and how it
can be measured using an ammeter. The Pupil Book shows two series circuits
which the pupils could be asked to build. They should be helped to appreciate
that the number, and type, of components in a circuit affects the current that
flows within that circuit. They should be encouraged to move the ammeter
around the circuit to prove that the current does not change. Pupils should then
be able to distinguish between the current and the energy in a circuit.
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10 Electrical circuits
In the second part of this section, pupils can be introduced to the idea of fuses
using the Pupil Book. They should be helped to explain how the electrical energy
from the battery is turned to heat or thermal energy which melts the fuse if too
much current flows and so protects the circuit.
Circuit models
In this section pupils are asked to reflect on their observations of circuits using a
model. The Pupil Book uses the idea of a train collecting and dropping off coal
(energy). Other models could be substituted and work equally well. Pupils should
be asked to discuss the strengths and weaknesses of the models.
There may also be time in this section to complete the literacy activity on
Galvanis work on nerves.
Pupils may also be given access to other sources of information about nerves and
should be helped to explain the effects of electrical currents on the body.
Resistance
The concept of resistance could be introduced by asking pupils about what
resistance means in everyday life. They could also be reminded of dimmer
switches which they may have some experience of from home. Pupils should be
helped to define resistance as the opposition to the flow of electricity.
Pupils may also be given the opportunity to use a variable resistor. Instructions
are given on Worksheet J8, Resistance. A summary of this section is given in the
Pupil Book.
If time allows, the activity on Worksheet J9, Forbidden could be used as a
reinforcement/literacy exercise.
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Circuit diagrams
Throughout this chapter pupils should be encouraged to draw all circuits they
build and use as circuit diagrams. There is a list of the most common components
and their symbols on page 144 in Pupil Book 1.
Complete circuits
Most pupils have already met the idea that circuits will only work if the circuit is
complete. Useful phrases here include The circuit has no gaps and The
electricity can leave the cell/battery, go all the way around the circuit and back
again to the cell/battery. Building the circuits suggested in Worksheet J1 should
help to reinforce this idea. Be aware of the misconception that if the gap is after
the bulb the electricity can still reach it and therefore it should glow. Making and
then breaking the circuit in lots of different places should confirm to pupils that
the position of the gap in a series circuit is unimportant.
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10 Electrical circuits
indicating which way around they should be placed. In everyday life we often
refer to cells and batteries as batteries but in science we must be more precise. It
is cells that are put into a radio and together they make a battery.
Whilst these simple circuits are being constructed we can at the same time
introduce the idea that a switch turns a circuit on and off by making it complete
and incomplete i.e. when the switch is in the off position there is a gap in the
circuit. When the switch is in the on position there is no longer a gap. Sometimes
the analogy of a switch to a drawbridge helps pupils to visualise what is
happening.
Electrical energy
One of the outcomes of investigating the sizes of currents in different parts of all
circuits is that pupils should notice that the current leaving a cell or battery is
equal to the current that returns. Current is not used up as it travels around a
circuit. The current is in fact the carrier of energy. It receives this energy from a
cell or battery and then carries it to various parts of the circuit where it is
changed into other forms e.g. When current passes through a light bulb some of
the energy it is carrying (electrical energy) is changed into heat and light energy.
There is a description of a railway circuit on page 151 of Pupil Book 1 which may
help pupils grasp the concept.
Resistance
Using Worksheet J8, pupils should notice that as they increase the number of
bulbs they have in a simple series circuit the current flowing decreases. This can be
explained by using the idea that the electricity has to struggle to get through the
bulbs i.e. the bulbs are hindering the flow of current. We say that the bulbs offer
resistance to the flow of current. All components in a circuit offer some resistance
to the flow of current. Sometimes this resistance is very low for example in
connecting wires. Sometimes as in the case of a bulb it is much higher.
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The idea that we can use resistance to control the size of a current can then be
introduced. For example if too large a current flows through a bulb it will break.
To stop this from happening we can connect a component into the circuit called a
resistor. This reduces the current flowing in the circuit and so prevents the bulb
from breaking. We can go one step further by introducing into the circuit a
component called a variable resistor by twisting a knob or pushing a sliding
contact we can alter how much the variable resistor opposes the flow of current.
This in turn alters the brightness of the bulb, i.e. the variable resistor is being
used as a dimmer switch. As an extension pupils could be asked What do you
think is happening when you alter the loudness or brightness of your TV sets?
The answer is of course they are changing the currents that are flowing by
altering the resistance in the circuit using a variable resistor.
Sc2
Scientific Enquiry
384
Sc3
Materials and
Their Properties
Sc4
Physical Processes
1a, 1b, 1c, 5a
CH
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A PT ER
10
Checklist
CH E C KLIS
4 Reproduction
When you know what these words mean, tick the box!
Ammeter
Component
Insulator
Amp
Conductor
Junction
Battery
Current
Parallel circuit
Cell
Fuse
Resistance
Complete circuit
Incomplete circuit
Series circuit
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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ap
0
ter 1
Ch
386
Chapter 10 Lesson 1
Date
Class
Lesson Focus
Simple circuits
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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Page 387
Differentiation
Learning Outcomes
In and register.
Ask pupils to write a list of as many electrical devices as posssible.
This can be made into a competition.
Explain that all these devices contain electrical circuits. Ask pupils for
their ideas on what the word circuit means.
Draw a simple pictorial representation of a cell and a single bulb on the
board, and ask a volunteer to add in the connecting wires to complete
the circuit. Draw attention to the fact that these things are termed
components.
The component collectors should now read p.144 and the others
acquaint themselves with the components. If groups are using a power
pack, they should spend some time becoming familiar with the basic
controls.
10
Direct groups to carry out the steps in J1, noting down findings in their
workbooks.
15
Direct groups to tidy away the equipment and then hold a class
discussion of results, recapping the main principles of circuits.
Homework: Complete the questions in Worksheets J1 and J2. Answer Qs 1 and 2, Pupil Book pp.142 and 143.
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0
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388
Chapter 10 Lesson 2
Date
Class
Lesson Focus
Circuit diagrams, cells and batteries
Mixed Ability/Set
Expectations
Most Pupils
Recognise and use circuit symbols. Know that switches can be used
to can stop electricity flowing around a circuit.
All the above, plus make predictions about the effect of additional
cells on the brightness of bulbs, and consider links to the energy in
the circuit.
Cross-curricular development
Room
Time 50 mins
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3:24 pm
Page 389
In and register.
Display components and ask one pupil to draw on the board a simple
(series) circuit including a battery, bulb and switch. Evaluate the
drawing, then explain how the circuit could be represented much more
quickly and simply using symbols. Draw the circuit diagram.
Ask pupils for their ideas for circuit symbols for basic components,
such as bulbs, switches, cells etc. There are no 'right' answers; all ideas
for circuit symbols are valid.
Hand out Worksheet J3 Circuit components and ask the class to begin
doing it.
Introduce the idea that more than a single cell constitutes a battery, and
remind the class that a current is electricity flowing. (No comprehensive
understanding is required at this stage.)
15
Direct groups to carry out J4. Visit each group in turn, asking for ideas
and explanations for the number of cells and, for step 5, the effect of
the switch.
Abler pupils can be asked to make and test predictions about the effect
of adding more cells.
10
Direct groups to clear away the equipment. Pupils could either complete
the questions in J4 or, if time is short, do Q 5 on Pupil Book p.145.
Differentiation
Learning Outcomes
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390
Chapter 10 Lesson 3
Date
Class
Lesson Focus
Measuring current
Fuses
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
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3:24 pm
Page 391
In and register.
Direct pupils to begin reading Pupil Book p.146.
As a short recap, ask pupils for their ideas about switches, and remind
them of the circuit model involving water being pumped around pipes.
The pupils who set up the circuits now copy the circuit diagrams. If time,
those who have completed their diagrams can dismantle and then
rebuild the same circuits.
10
Direct pupils to change the position of their ammeter and record the
current at different points in the same circuit.
Then ask pupils to consider the brightness of the bulb if the single bulb
is replaced by several bulbs. Ask them to share ideas with the class, then
demonstrate the effect on bulb brightness of adding more bulbs,
with the ammeter showing a smaller current.
Ask one pupil from each group to return apparatus and the others to
read Fuses on p.147.
10
Differentiation
Learning Outcomes
Pupils know that fuses are safety devices, and that fuse
wire will melt when too much current passes along it.
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0
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392
Chapter 10 Lesson 4
Date
Class
Lesson Focus
Series and parallel circuits
Mixed Ability/Set
Expectations
Most Pupils
All of the above, plus can give examples of the usefulness of series
and parallel circuits in different devices.
Cross-curricular development
Room
Time 50 mins
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3:24 pm
Page 393
Differentiation
Learning Outcomes
In and register.
Direct pupils to read Pupil Book p.148 and decide what they would
say to Bill.
Draw a simple series circuit and parallel circuit on the board. Ask for
two volunteers to come and trace their finger around the circuit, showing
the path that the electricity would take.
Instruct pupils to draw a simple series circuit and parallel circuit in their
workbooks, indicating clearly in the parallel circuit that there are
branches.
20
Homework: Write down answers to Qs 1 to 3 on Worksheets J5A and J5B, and think about Q 4 on each. If time, complete Worksheet J6.
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394
Chapter 10 Lesson 5
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 p.150
Measuring current in series and parallel circuits
Expectations
Most Pupils
Can measure current in series and parallel circuits. Know that there
is a difference in how current behaves in each.
Cross-curricular development
Room
Time 50 mins
18/9/02
3:24 pm
Page 395
In and register.
In advance, draw on the board a simple series circuit containg a cell,
two bulbs, and three ammeters placed before (A), between (B) and
after (C) the bulbs. Ask pupils to copy this diagram in their workbooks.
Say that ammeter B reads 2 amps and ask the class to write in their
books what the reading should be on ammeters A and C. Pupils can
discuss their ideas amongst themselves before making a prediction.
18
Direct pupils to carry out the work of J7, spending between 5 and 10
minutes on each type of circuit and on working out answers to the
questions. Point out that pupils should pay particular attention to
measuring current in the branches of a parallel circuit, as mistakes can
easily be made. Then instruct groups to clear away the apparatus.
10
Use group answers to the J7 questions as the basis for a class discussion
on patterns found in the current. Guide pupils to formulate ideas on
trends and patterns in the current of series and parallel circuits and,
after discussion, instruct them to write these ideas in their workbooks.
Hold a brief review of the main findings, including the fact that current
is not used up in a circuit. As an introduction to models for electrical
circuits, the analogy of water being pumped round a loop can be
introduced.
Differentiation
Learning Outcomes
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ap
0
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396
Chapter 10 Lesson 6
Date
Class
Lesson Focus
Circuit models
Mixed Ability/Set
Room
Time 50 mins
Expectations
Most Pupils
All of the above, plus can evaluate the strengths and weaknesses of
circuit models.
Cross-curricular development
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Page 397
In and register.
Revisiting the model introduced at the end of Lesson 5, ask pupils to
reflect on the idea of a circuit as a loop of water, being pumped around.
As a class, discuss this model and suggest others such as the lorries/trains
dropping off coal (as Pupil Book p.151). Ask pupils to identify the
strengths and weaknesses of these models.
Differentiation
Learning Outcomes
10
In order to get the electricity moving, direct two pupils to model the
cell (or battery or powerpack). They stand one in, and one outside the
circle, giving a gentle push to the others as they pass between them.
The teacher should activate the cell and pupils should practise moving
around the circuit at a steady pace.
Ask pupils how they can tell that a current is flowing in a real circuit
(ammeter, bulb, other component). Ask a pair of pupils to model a bulb.
They stand like the cell. When the pupils move between them, they flap
their arms to indicate that a current is going through the bulb, lighting
it up. Some pupils may find the idea of energy transfer more tangible if
the cell hands the pupils forming the current some Energy Tokens, to be
dropped off at the bulb.
10
Pupils then return to their seats and use the role play as a stimulus for
discussing energy transfers in the circuit. Instruct pupils to make brief
notes in their workbooks on energy transfers from the information on
p.152.
10
Through Q and A, ask pupils to explain the key features of the role play:
the function of the cell, the current at different points in the circuit,and
energy transfers
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398
Chapter 10 Lesson 7
Date
Class
Lesson Focus
Electrical resistance
Mixed Ability/Set
Expectations
Most Pupils
All the above, plus: Can make predictions about the relationship
between resistance and current in series and parallel circuits.
Cross-curricular development
Room
Time 50 mins
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Page 399
In and register.
Direct pupils to read Electrical resistance on Pupil Book pp.152153
as an introduction to the demonstration to follow.
Ask pupils to explain why the bulbs get dimmer, as more are added in
series. Introduce the concept of resistance and discuss it. Use the
analogy of pupils running (current) along a corridor (wire), and being
slowed down by teachers (resistance). Through Q and A, get the class to
define resistance, e.g. as opposition to the flow of electricity, and ask
pupils to write it in their workbooks.
Ask pupils (discussing in pairs) to predict what the effect of adding more
bulbs in parallel would be. Test these ideas by adding bulbs, one at a
time, to the demonstration circuit.
Note that not all pupils find analogies helpful. Pupils reinforce understanding of the concept of
resistance through analogy.
Organise a resistance roleplay: Clear space in the lab and ask about
20 pupils to form two lines facing each other, two arms lengths apart.
These pupils represent the wire through which the remainer of the pupils
(the current will flow).
10
Ask the current to flow down the wire, with different amounts of
resistance in each turn. Resistance in the wire is modelled by pupils
holding their arms out into the space between the two lines, thus
making it harder for the current to flow. Switch pupils around to give
them a different perspective. Revisit the idea of conductors and
insulators to remind pupils of different materials having different
conducting ability.
15
Differentiation
Learning Outcomes
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400
Chapter 10 Lesson 8
Date
Class
Lesson Focus
Revision of electrical circuits topic
Mixed Ability/Set
Expectations
Most Pupils
Room
Extended comprehension task (Luigi Galvani), identification and definition of key words.
Cross-curricular development
Historical aspect of Luigi Galvani's work.
Time 50 mins
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Page 401
In and register.
This lesson can be run as a circus of four tasks, each of which can be
attempted by a quarter of the class in a given time period (10 mins)
before moving on to the next activity. Explain this to the pupils and
briefly describe the activities. Tell the class that all activities are limited
by time and therefore completion in full of each task is not essential.
10
10
10
Activity 3: Mind map. Ask pupils in pairs (more able and less able
paired) to use the Key ideas and Key words on p.155 to construct a
mind map of the topic on large sheets of paper.
10
Direct the class to clear away, then discuss any major points raised
during the activities.
Differentiation
Learning Outcomes
401
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10
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Page 402
PTE
R
R KSH EE
J1 Complete and
incomplete circuits
1 Build the circuit shown above. What happens to the bulb when the circuit
is complete?
2 Starting from the positive side of the cell, trace with your finger the path
followed by the electricity as it flows around the circuit.
3 Now remove one of the wires to the left of the bulb. What happens to the
bulb?
4 Again, starting from the positive side of the cell, try to trace the path the
electricity should follow around the circuit.
5 Reconnect this wire and disconnect a wire which is to the right of the bulb.
What happens?
Questions
6 Repeat instruction 4.
402
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PTE
R
R K SH EE
J2 Conductors and
insulators
1 Build the circuit shown above. What happens to the bulb? Explain your
answer.
2 Place a piece of metal foil between the crocodile clips. What happens to
the bulb? Explain what happens.
3 Remove the piece of metal foil and instead place a piece of paper between
the crocodile clips. What happens to the bulb? Explain your answer.
4 Draw a table similar to that shown below.
5 Select 10 objects and use your circuit to see if the materials from which
these objects are made are conductors or insulators.
Conductor
Insulator
Questions
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J3 Circuit components
10
WO
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PTE
R
R KSH EE
Below you can see the symbols for several circuit components, together with
their names and a short description of what they do. Unfortunately the
names and descriptions have become muddled. Only the ammeter symbol, its
name and description are correct.
In your book, draw each of the other symbols. Then write beneath each
symbol what it represents, and what that component does in a circuit.
404
Ammeter
Connecting wire
Fuse
Switch
Instrument used to
measure the size of
a current.
Changes electrical
energy into heat
and light energy.
Several cells
connected
together.
Battery
Cell
Bulb
Opening or closing
makes circuits
complete or
incomplete.
A very good
conductor.
Gives current
energy.
HA
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R K S H EE
Circuit A
Circuit B
Circuit C
Circuit D
Questions
5 Build the circuit shown above. Open and close the switch. Explain what
happens to the bulb.
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PTE
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10
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R KSH E E
Questions
5 Lastly, place one of your fingers on the positive side of the cell, then trace
the path followed by the electricity as it flows around the circuit.
406
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PTE
R
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R KSH EE
(a)
(a)
(b)
(b)
(c)
(c)
Questions
5 Lastly, place one of your fingers on the positive side of the cell, then trace
the different paths the electricity can follow.
407
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J6 Switches
10
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R KSH EE
You are given 8 bulbs, one switch, a cell and some connecting wires.
1 Draw a circuit diagram showing how the switch could be used to turn all 8
bulbs on and off.
2 Draw a circuit diagram to show how the switch could be used to turn 7
bulbs on and off. Bulb 8 is included in the circuit and remains on the
whole time.
3 Draw a circuit diagram to show how the switch could be used to turn 6
bulbs on and off. The other two bulbs are included in the circuit and
remain on the whole time.
4 Draw a circuit diagram to show how the switch could be used to turn 5
bulbs on and off. The other three bulbs are included in the circuit and
remain on the whole time.
Extension questions
There are probably lots of switches in your home, but if you have a staircase
there may be two special ones to control the lights on the stairs. The circuit
diagram below shows how these switches might be connected.
2-way switch
power
supply
2-way switch
5 Why are the switches that control the lighting on stairs different from
most of the other switches in the house?
6 Copy the circuit diagram shown above. Explain how this arrangement of
switches works.
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PTE
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J7 Measuring currents in
series and parallel circuits
Series circuits
Circuit A
Questions
Parallel circuits
Circuit B
Questions
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J8 Resistance
10
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Circuit A
Circuit B
Circuit C
Questions
Circuit D
Questions
variable resistor
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PTE
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J9 Forbidden!
T9
Conductor
Cell
metal
copper
easily
current
Series
Insulator
pump
electricity
move
circuit
path
junctions
one
current
current
plastic
non-conductor
allow
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PTE
10
(1)
2 a What do we call a material that allows electricity to flow through it
easily?
(1)
b Give one example of a material that allows electricity to flow through it
easily.
(1)
3 In which circuit will the bulbs glow brightest?
(1)
4
reading
0.2 A
ammeter B
a What is the reading on ammeter B?
(1)
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(1)
5 Explain why the bulb in the circuit shown below is not glowing.
(1)
6
reading
0.5 A
ammeter C
reading
0.4 A
a What is the reading on ammeter C?
(2)
b Explain your answer to part a.
(2)
7 The diagram shows a simple cartridge fuse.
a Explain what happens if too much current passes through the fuse.
(2)
b Why is it a good idea to have a fuse in a circuit?
(1)
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(2)
b Draw a parallel circuit containing two bulbs and a cell.
(1)
c Write an X on your diagram for answer b to indicate where you would
put a switch to turn just one of the bulbs on and off.
(1)
9 Electric current carries energy around a circuit.
buzzer
motor
a What happens to some of this energy when current passes through the
buzzer?
(1)
b What happens to some of this energy when current passes through the
electric motor?
(1)
c What happens to some of this energy when current passes through the
bulb?
(2)
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a What happens to the bulb when the knob of the variable resistor is
turned?
(2)
b Give one example of a circuit where a variable resistor might be used.
(1)
(Total marks: 25)
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PTE
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IN
10
Electrical circuits
TI
ANS
WERS
Text answers
1
a A complete circuit is one which has no gaps. Current can flow all the
way around it.
b An incomplete circuit is one which has a gap. Current cannot flow.
a An electrical conductor is a material that allows electric currents to
flow through it.
b An insulator is a material that does not allow electric currents to flow
through it.
c Materials that are good conductors are all metals and graphite.
d Materials that are insulators include all plastics, wood, paper, rubber
and ceramics such as glass and pottery etc.
4
5
6
9
10
11
12
13
a series
b stops
c parallel
d circuit
a Ammeters A2 and A3 will read 0.3 A.
b The currents flowing in all parts of a series circuit are the same size.
a Ammeter A3 will read 0.2 A.
b A current of 0.6 A returns to the battery.
An electric current carries energy around a circuit.
a resist
b wires; small/low
c resistance; current
d voltage
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Page 417
Chapter 10 Answers
Worksheet answers
J1 Complete and incomplete circuits
1 A complete circuit is one which has no gaps.
2 An incomplete circuit is one which has a gap.
3 If the circuit is complete, the bulb will glow as current is able to flow all the
way around the circuit.
4 If the circuit is incomplete, the bulb will not glow. Current will not flow if
there are gaps in the circuit.
J3 Circuit components
Ammeter
Instrument used to
measure the size of
a current.
Cell
Gives current energy.
Bulb
Changes electrical
energy into heat and
light energy.
Switch
Closing or opening
makes circuits complete
or incomplete.
Battery
Several cells connected
together.
Fuse
Turns the circuit off if
too much current
flows.
Connecting wire
A very good conductor.
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Chapter 10 Answers
J6 Switches
1
There are many other possible answers/circuits, but the one shown is the
most straightforward solution for each of them.
Extension answers
5 The switches on stairs allow you to turn the stair lighting on and off using
the switch either at the top or at the bottom of the stairs.
6 If the switches begin in the position shown on the worksheet, the circuit is
complete and the light is turned on. Moving either of the switches will make
the circuit incomplete and the light is turned off. But if one switch is moved
and then the other also moved, the light is turned off and then back on again.
J8 Resistance
1 As more bulbs are added to the circuit the size of the current flowing
decreases.
2 As more bulbs are added the resistance to the flow of current increases.
3 As more bulbs are added, the current flowing decreases and the bulbs glow
less brightly.
4 The brightness of the bulb changes. When the resistance of the variable
resistor increases the current decreases and the bulb glows less brightly.
When the resistance decreases the current increases and the bulb glows
more brightly.
J9 Forbidden!
1 Conductor: A metal such as copper is a good conductor because it allows
current to flow through it easily.
Series: In a series circuit, there is only one path for the current to follow.
There are no junctions.
Cell: A cell is a kind of pump which is used to move electricity around a circuit.
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Chapter 10 Answers
Insulator: A material such as plastic which does not allow current to flow
through it is called a non-conductor or insulator.
2 Conductor: A material which has a low resistance is a good conductor.
Series: A series circuit has no branches. The electricity flows around a single
loop.
Cell: A cell gives energy to charges as they pass through it.
Insulator: An insulator is a material which does not let electricity pass
through it.
Circuit C (1)
a A conductor (1)
b Any metal or graphite (1)
Circuit B (1)
a 0.2 A (2) (1 for quantity, 1 for unit)
b The current in a series circuit is the same everywhere. (1)
The cells are connected the wrong way round/pushing against each other. (1)
a 0.1 A (2) (1 for quantity, 1 for unit)
b The current entering a junction must equal the current leaving the
junction/0.5 A 0.4 A = 0.1 A (2)
a The fuse will become too hot/melt/break the circuit/make the circuit
incomplete; the bulb will go out (any 2).
b To protect the components in a circuit/to protect against fire (1)
a
b
(2)
10
c
a
b
c
a
b
(2)
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Page 420
7.5
HRS
AC
MING
TI
TE
O
HER N
Starting points
Fossil
Gene
Invertebrate
Kingdom
Plant kingdom
Primate
Species
Variation
Vertebrate
Learning checklist
In this topic, pupils should learn:
that individual members of a species vary in many different ways
more about collecting data about variation, handling it, displaying it and
looking for patterns in it
that variation is caused partly by genes, and partly by environment
that living things are sorted into groups according to how closely related we
think they are
about Carl Linnaeus and the beginning of the modern classification system
the major differences between the plant kingdom and the animal kingdom
how vertebrates are classified
how some invertebrates are classified
Links
Links with the Key Stage 2 Scheme of Work
Unit
5B
6A
Title
Life Cycles
Interdependence and Adaptation
420
Title
Cells
Ecological Relationships
Inheritance and Selection
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Cross-curricular links
PSHE & Sex Education: Physical and Emotional Changes at Puberty
acb?
Literacy
There is a literacy exercise within the pupil book entitled The fieldmouse
Worksheet K4, Carl Linnaeus, is an extension literacy-type activity
+2 8=
Numeracy
Worksheet K2, Variation in leaves involves calculating averages.
Worksheet K3, Is black hair thicker than blonde hair, is an extension activity which
involves converting from one unit to another, calculating averages and drawing a
bar chart.
ICT
ICT
Worksheet K1, Variation within my class, can involve the use of spreadsheets for
displaying data and looking for correlations.
Learning outcomes
Most pupils
Scientific enquiry
Use observation to identify questions to investigate about variation between
individuals
Suggest data to collect to answer the questions
Present and analyse the data
Identify associations or correlations in their data
Life processes and living things
Identify similarities and differences in organisms of the same species and begin
to attribute these to environmental or inherited factors
Explain the importance of classifying living things
Identify some of the main taxonomic groups of animals and describe some
features of these
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422
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423
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424
Sc1
Sc2
Scientific Enquiry
Life Processes
and Living Things
4a, 4b, 4c
Sc3
Materials and
Their Properties
Sc4
Physical Processes
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P
HA T ER
11
Checklist
CHE CK LI
ST
When you know what these words mean, tick the box!
Animal kingdom
Gene
Primate
Classification
Invertebrate
Species
Environment
Kingdom
Variation
Fossil
Plant kingdom
Vertebrate
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
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426
Chapter 11 Lesson 1
Date
Class
Lesson Focus
Variation within a species
Mixed Ability/Set
Expectations
Most Pupils
All the above, plus use data to identify correlations between two
features.
Use of spreadsheets.
Cross-curricular development
Room
Time 50 mins
Ab Sci InX Tch lesson plan u.11 1/10/02 5:52 PM Page 427
Differentiation
10
In and register.
Introduce the idea of variation within a species, e.g.dog breeds,
different plants of one species, humans. Invite ideas of features which
vary in each of these groups. Which characteristics vary amongst
members of the class?
15
Instruct groups to plan and carry out the activity. Check that they can
measure correctly, so that results are comparable between groups. If
available, a computer spreadsheet can be used to record data. Ask
groups to note and discuss trends and patterns.
20
Homework: Complete the answers to Worksheet K1. Abler pupils can draw bar charts for class measurements of height and arm length.
Learning Outcomes
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Chapter 11 Lesson 2
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 159160
Genetic and environmental causes of variation
Planning an investigation; sample size; reliability
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
Ab Sci InX Tch lesson plan u.11 1/10/02 5:52 PM Page 429
Differentiation
Learning Outcomes
10
In and register.
Remind the class of the previous lesson's work on variation. Using Q
and A, discuss the fact that both genes and environment can cause
variation. Ask: which features that you recorded last lesson showed
variation that may be caused by genes? by environment? by both?
25
15
Homework: Write up answers to questions in Worksheet K2. If time, do the Extension: tally chart and histogram.
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Chapter 11 Lesson 3
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 159160
Genes and environment
Correlation between different characteristics
Expectations
Most Pupils
All the above, plus understand that genes and environment interact
in complex ways to create variation. Analyse their data in some
detail, and suggest how strong is any correlation.
Cross-curricular development
Room
Time 50 mins
Ab Sci InX Tch lesson plan u.11 1/10/02 5:52 PM Page 431
15
In and register.
Remind the class of findings in Lesson 2 on variation in leaf size, and revisit the
ideas on the effects of genes and environment on variation.Then ask pupils to
answer Pupil Book Qs 2, 3 and 4 on p.160. They should write answers in their
workbooks.
Distribute Worksheet K3: Is black hair thicker than blonde hair?, and go
through it with the class. Explain the term micrometre, and how to write this
unit. Remind pupils of positive correlation in K1. In the first paragraph of K3,
what positive correlation is Kim looking for? Demonstrate on an OHT how the
bar chart is drawn.
1520
Instruct pupils to work through K3, assisting those unsure about averaging (Q 2).
510
Display a completed bar chart as an OHT, and then discuss the answers to the
questions on K3.
Differentiation
Learning Outcomes
Pupils record that variation has genetic and environmental
causes (with examples).
Homework: Complete your write-up of answers to questions in K3. Then answer Q2 on p.168 in the Pupil Book.
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Chapter 11 Lesson 4
Date
Class
Lesson Focus
Inherited variation
Mixed Ability/Set
Expectations
Most Pupils
All the above, plus suggest reasons why similarities and differences
occur within families. Consider early attempts to classify living
organisms.
Cross-curricular development
Room
Time 50 mins
Ab Sci InX Tch lesson plan u.11 1/10/02 5:52 PM Page 433
10
In and register.
With Q and A, remind pupils of the idea that variation depends on both
genes and environment. Link genes to inheritance and how
characteristics run in families.
10
Invite pupils to make their own family trees (23 generations), noting
down in words characteristics (eye colour, height, etc.) of individuals.
The example of a fictional family can be displayed.
25
Homework: Faster pupils can complete K4. All pupils: Read p.162 in the Pupil Book.
Differentiation
Learning Outcomes
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434
Chapter 11 Lesson 5
Date
Class
Lesson Focus
The variety of life different species
Introduction to classification
Mixed Ability/Set
Expectations
Most Pupils
Cross-curricular development
Room
Time 50 mins
Ab Sci InX Tch lesson plan u.11 1/10/02 5:52 PM Page 435
10
In and register.
Remind the class of earlier work on variation and the concept of a
species.
Introduce the idea of differences between species, and the need for
classification. Why is it useful to classify organisms? What information is
used?
Ask pupils to write down what they understand by classification.
15
Clear away. Safety! Ensure that pupils wash their hands after handling
animal and plant materials.
15
Differentiation
Learning Outcomes
Pupils have written down the meaning of the term
classification, and understand the need to classify
organisms.
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Chapter 11 Lesson 6
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 163164
Classifying vertebrates and invertebrates
Expectations
Most Pupils
All the above, plus are able to list characteristic features of each
group.
Cross-curricular development
Room
Time 50 mins
Ab Sci InX Tch lesson plan u.11 1/10/02 5:52 PM Page 437
Differentiation
Learning Outcomes
10
In and register.
Briefly review last lessons work on putting animals and plants into
groups. Ask pupils: what are the important characteristics that distinguish
all plants from all animals?
Discuss with the class what does the word animal mean? Would they
use it to describe a person? an insect? Ensure that all pupils understand
the biological meaning of the term animal.
10
10
With the class, discuss the features that they used to classify the animals
into vertebrates and invertebrates. Were they able to use any of the
features they decided on last lesson? How can they know if an animal
has a backbone just from a photograph?
15
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Chapter 11 Lesson 7
Date
Class
Lesson Focus
Vertebrates and invertebrates
Mixed Ability/Set
Expectations
Most Pupils
All the above, plus understand why invertebrates are divided into
groups.
Cross-curricular development
Room
Time 50 mins
Ab Sci InX Tch lesson plan u.11 1/10/02 5:52 PM Page 439
In and register.
Remind pupils of their table (answer to Q 9) summarising the
characteristics of the five vertebrate groups.
10
10
20
Differentiation
Learning Outcomes
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440
Chapter 11 Lesson 8
Date
Class
Lesson Focus
Invertebrates
End of Unit test
Mixed Ability/Set
Room
Expectations
Most Pupils
All the above, plus know the features of some of the main
invertebrate groups.
Cross-curricular development
Time 50 mins
Ab Sci InX Tch lesson plan u.11 1/10/02 5:52 PM Page 441
10
In and register.
Ask pupils to look at Q 8, Pupil Book p.164, answered in Lesson 6.
Which were the invertebrates? What are their characteristics? Can they
now put each invertebrate into a further group?
10
With the class, talk through the literacy activity, The Fieldmouse, on
p.166 in the Pupil Book. Ask two pupils to read the poem and
description aloud. Discuss the answers to questions a to d.
25
Distribute the End of Unit test and ask the class to do it.
Differentiation
Learning Outcomes
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Tip:
You may be able to record
all of this information in a
spreadsheet on a computer.
You could arrange things so that you work in groups. Each group measures
one feature, and then you can all share your results.
2 Before you begin measuring, make sure you know how you are going to
record your results. Using a spreadsheet on a computer is best, but if you
cannot do this you will need to draw a results chart. It could look rather
like this.
Person
Height (cm)
Eye colour
Hair colour
Tom
Phil
3 When you have recorded all of the data, try to find patterns in them. Can
you see any two features that seem to go together with others? For
example, do people with blue eyes tend to have blonde hair? Or do tall
people tend to have long feet?
If two features do go together like this, then we say that there is a positive
correlation between the features.
Write down any pairs of features that seem to show a correlation.
4 If you have been able to record your data on a spreadsheet, you can use it
to draw graphs for you. Your teacher will help you to do this. Do the
graphs agree with your answer to question 3?
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K2 Variation in leaves
11
WO
R KSH EE
You are going to investigate the variation in the length of the leaves on a tree.
etc.
Length (cm)
You should record the results for the sunny side leaves in one table, and the
results for the shady side leaves in a second table.
Extension
Questions
Your teacher may ask you to record your results in a tally chart, and sort the
measurements into groups. Then you can draw a histogram to display the
results for the sunny side leaves, and another one for the shady side leaves.
443
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Diameter (m) 77
54
85
54
47
53
Kim then collected six hairs from two other people with blonde hair, and
from three people with black hair. She measured each hair and then
calculated the average diameter of each persons hair. These were her results.
Person
Hair colour
blonde
52.7
blonde
61.7
blonde
59.6
black
66.3
black
54.9
black
80.2
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K4 (extension)
Carl Linnaeus
In the 18th century, biologists had not really begun to classify living things in any
logical way. Each kind of organism had its own name, but these names were
different in different countries, and even in different parts of the same country.
Carl Linnaeus was born in Sweden in 1707. He had a very orderly mind, and
he wanted to try to sort out all living things in a systematic way.
At this time, people were travelling much more widely than they had in the past.
They found new plants and animals in distant parts of the world, and brought
them home to study them. Linnaeus was fascinated by the huge variety of living
organisms. He decided to try to classify them so that organisms that shared
similar features were put into the same group. He also gave each species its
own unique name, in Latin, that people all over the world could use.
Here is an extract from a book that he wrote, called System of Nature,
through the Three Grand Kingdoms of Animals, Vegetables and Minerals.
VEGETABLES clothe the surface [of the Earth] with verdure, imbibe
nourishment through bibulous roots, breathe by quivering leaves, and
continue their kind by dispersion of seed.
ANIMALS adorn the exterior parts of the earth, respire and generate eggs; are
impelled to action by hunger and pain; and by preying on other animals and
vegetables, restrain within proper proportion the numbers of both. They are
bodies organised, and have life, sensation, and the power of locomotion.
Questions
Each of these groups was then broken down into smaller groups. For example,
mammals were classified into seven groups including:
primates, brutes (which included cattle), ferae (which were the
carnivores) and cete (the whales).
1 Apart from simply having things neat and tidy, suggest why it is useful to:
a classify living organisms into groups,
b give each species its own unique name.
2 Today, we call Linnaeuss vegetables plants.
a Linnaeus does not mention the structure of their cells. Why do you
think this is?
b Find out the meaning of these words:
verdure
imbibe
bibulous
impelled
c Do you think that Linnaeuss description of the characteristics of
plants uses features which we would use today to decide whether
an organism should be classified as a plant? Explain your answer.
3 Suggest what Linnaeus meant when he said that animals by preying
on other animals and vegetables, restrain within proper proportion
the numbers of both.
4 How does Linnaeuss classification of animals differ from the system
that we use today?
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K5 Classifying vertebrates
11
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dolphin
flounder
badger
oryx
dodo
frog
cobra
triceratops
mallard
Write the name of each animal underneath the name of the group it
belongs to.
Group
Fish
Amphibians
Reptiles
Birds
Mammals
Animals
that
belong
in this
group
446
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K6 Classifying invertebrates
11
WO
R K SH E E
E
D
1 Use these descriptions to decide which group each animal belongs to. Then
complete the sentences by writing in the name of one of these groups.
Annelid worms have long, soft bodies made up of rings.
Cnidarians have round, soft bodies with tentacles.
Arthropods have a body covered with a tough outer skeleton, and they have
jointed legs.
Molluscs have a soft body which is often covered by a shell.
Animal A is a
Animal B is a
Animal C is a
Animal D is a
Animal E is a
2 Write down two other animals that belong to each of these groups.
a
arthropods
molluscs
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A
B
F
D
E
(5)
(4)
(1)
b How can you tell from the drawing that a tortoise is a reptile?
(1)
448
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(1)
d Where would you expect the tortoise to lay its eggs?
(1)
e State one feature that the horse and the tortoise have in common, but
that a beetle does not have.
(1)
4 The drawings (overleaf) show eight holly leaves. They are drawn life size.
a Measure the length of each holly leaf, from its tip to the beginning of the
stalk. Make your measurements in mm. Record your measurements in this
chart.
Leaf
Length (mm)
(2)
b Calculate the average length of the holly leaves. Show your working.
mm
(2)
c State one feature of the holly leaves, other than length, which varies
between them.
(2)
d Ben wants to know if longer holly leaves tend to have more prickles than
shorter ones. Complete these sentences by ticking the box next to the
best words to fill each space.
Ben measures the length of (one
ten
He records his results in a chart that shows these features of each leaf:
(the length and the number of prickles
449
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length
450
Ab Sci InX EUT and Ans Unit 11 2/10/02 11:06 AM Page 451
a What evidence is there that the kittens have inherited their fur length
from their parents?
(1)
b The information about fur length was passed on to the kittens from the
sperm and eggs of their parents.
Which part of a sperm cell or egg cell carried this information?
(1)
(Total marks: 25)
Extension
6 Faiza wanted to find out if limpets that lived on rocky shores exposed to
strong waves were any larger or smaller than limpets that lived on rocky
shores where the water was usually calm. She decided to test this hypothesis:
Limpets living on a sheltered shore tend to be taller than limpets
living on an exposed shore.
She measured the heights of the shells of 10 limpets on an exposed shore.
Then she did the same on a sheltered shore nearby. These are her results for
the exposed shore.
Exposed shore
Limpet
10
Height (mm)
12
16
15
17
21
14
14
19
16
19
Faiza made a tally chart for the exposed shore. It looked like this:
Size range (mm)
12 to 13
14 to 15
16 to 17
18 to 19
20 to 21
Tallies
///
///
//
Number of limpets
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0
12
14
16
18
Size range of limpets (mm)
20
22
10
Height (mm)
20
23
25
19
21
29
13
28
20
19
a Make a tally chart and draw a histogram, just as Faiza did for the exposed
shore. (You will need a piece of graph paper to draw the histogram.)
(6)
b Do Faizas results support her hypothesis? Explain your answer.
(2)
c Faizas friend said, I dont think you needed to measure so many limpets.
Why didnt you just measure one or two on each shore?
Faiza said, Look at the measurements I made. If Id only measured one or
two, I might have got completely the wrong idea.
Who was right? Use Faizas results to explain your answer.
(2)
(Total marks for extension: 10)
452
HA
PTE
R
Ab Sci InX EUT and Ans Unit 11 2/10/02 11:06 AM Page 453
11
ANS
WERS
Fish
Amphibian
Reptile
Bird
Mammal
skin
covering
scales
smooth skin
scales
feathers
hair or fur
limbs
no proper
limbs have fins
usually
have four
legs
four limbs
453
Ab Sci InX EUT and Ans Unit 11 2/10/02 11:06 AM Page 454
Chapter 11 Answers
Type of
vertebrate:
Fish
Amphibian
Reptile
Bird
Mammal
eggs
soft, laid in
the water
soft, laid in
water
eggs are
small and
soft and
develop
inside the
females
body
how they
breathe
with gills
through
their skin,
and with
lungs
with lungs
with lungs
with lungs
454
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Chapter 11 Answers
Worksheet answers
K3 (extension) Is black hair thicker than blonde hair?
This worksheet addresses a very common difficulty in analysing biological data
the very wide variation that they frequently show. This often makes it unsafe
to draw firm conclusions. This is a very important concept, but one that is
often not familiar to students even when they reach AS or A level. There is no
reason why pupils who are progressing relatively quickly should not begin to
think about this during year 7.
1 The lines on the scale were 0.001 mm apart. To convert this to m, multiply
by 1000. The answer is therefore 1 m.
2 The average width of one of Kims hairs was 370 6 = 61.7 m. So Kim is
person B. (This is an opportunity to help pupils with the concept of
rounding up the answer that a calculator will give is 61.666666. In fact,
the averages should really be given to the nearest whole number, as this is
the accuracy to which the individual measurements were made.)
3 There is some evidence that black hair is thicker than blonde hair. The two
thickest hairs (D and E) are both black, while the thinnest hair (A) is blonde.
However, person Es black hair is thinner than both Bs and Cs blonde hair.
Pupils should also be encouraged to look at the very wide variation in the
width of the six hairs taken from Kims head. The average diameters shown
in the table are hiding the fact that the widths of individual hairs from each
person are likely to vary greatly. This wide variation makes it very unsafe to
try to draw any conclusions from these data.
4 Kim needs to make more measurements:
of more individual hairs from each persons head, and also
of hairs from the heads of more people.
(She should also carry out a statistical analysis of her data - but this will not
be addressed by most pupils until they are studying at A2 level.)
455
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Chapter 11 Answers
He states that they continue their kind by dispersion of seed. This is also
generally true.
(Pupils in Year 7 cannot be expected to understand the breadth of the
plant kingdom, nor to know that some plants do not have roots, leaves or
seeds. Nor can they be expected at this stage to understand the correct
use of the term breathe.)
3 Linnaeus is referring to the fact that animals eat other living organisms, and
so stop populations from growing too large.
4 Linnaeus does not seem to have a group called vertebrates. He does not
seem to include reptiles in his classification. He seems to be lumping
together many kinds of invertebrates which today we would put into
separate groups.
K5 Classifying vertebrates
Fish: flounder; Amphibians: frog; Reptiles: triceratops, cobra; Birds: dodo,
mallard; Mammals: oryx, badger, elephant, dolphin
K6 Classifying invertebrates
A arthropod; B cnidarian; C mollusc; D arthropod; E annelid worm
Extension answers
6 Pupils may use the same type of size range as before, which will result in a
rather large tally chart:
Size range 12 to 13 14 to 15 16 to 17 18 to 19 20 to 21 22 to 23 24 to 25 26 to 27 28 to 29
(mm)
Tallies
Number of
limpets
//
///
//
0
Some may want to use a smaller number of larger size ranges, for example:
Size range 10 to 15 16 to 20 21 to 25 26 to 30
(mm)
456
Tallies
///
////
//
Number of
limpets
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Chapter 11 Answers
As Faiza is trying to compare results from the two shores, she should group the
size ranges in the same way, so the first chart is better. However, you should
also give credit for the second type (or, indeed, other choices of size range).
a Tally chart drawn with rows for size range in mm + tallies + number. (1)
Equal size ranges used, e.g. 10 to 15, 16 to 20, not 10 to 13, 14 to 20. (1)
Tallies and numbers correctly recorded. (1)
Axes drawn and fully labelled. (1)
Suitable scales on both x- and y-axes. (1)
All bars plotted and drawn accurately. (1)
b yes (no mark); Histogram for the sheltered shore is shifted further right
than that for the exposed shore; No limpet on the sheltered shore is taller
than 21 mm, but on the exposed shore some are taller than this; The
mean height on the sheltered shore is 21.7 mm; The mean height on the
exposed shore is 16.3 mm. (max. 2)
c It was important to measure at least that many limpets (no mark) because if
she had only measured limpet 5 on the exposed shore and limpet 4 on the
sheltered shore, it would have given the opposite idea (allow other examples)
(1); there is a great deal of variation (in height) on both shores. (1)
(Total marks for Extension: 10)
457
TE
MING
ACHER
TI
TE
HRS
Starting points
Leap year
Luminous
Lunar eclipse
Lunar month
Meteorite
Non-luminous
Orbit
Partial eclipse
Satellite
Solar eclipse
Total eclipse
Learning checklist
In this topic, pupils should learn:
to appreciate that our models of the movement of the Earth, Moon and the
other bodies in the Solar System have changed and evolved over time
to describe, using a model how the Moon orbits the Earth and how this
produces the phases of the Moon
to describe, using a model how the Earth spins while orbiting the Sun and how
this gives us days, nights and years
to explain why Britain experiences seasons
to explain how eclipses occur
to recognise that the Sun (and other stars) are luminous objects that emit light
and that the planets (and other objects) in the Solar System merely reflect light
to compare the conditions on Earth with the conditions on other planets in the
Solar System
know the relative positions of the planets in the Solar System
Links
Links with the Key Stage 2 Scheme of Work
Unit
5E
6F
458
Title
Earth, Sun and Moon
How we see things
Title
Light
Gravity and Space
Cross-Curricular Links
History: From Aristotle to the atom
acb?
Literacy
There is a literacy activity on Sirius in the Pupil Book
+2 8=
Numeracy
Interpreting numerical data about the Sun and planets in the Solar System and
calculating the speed at which the planets orbit the Sun.
ICT
ICT
Visit www.absolutescience.co.uk for relevant website links and further information.
Learning Outcomes
Most pupils
Scientific enquiry
Describe and explain a phenomenon in the Solar System, e.g. solar eclipse
Describe ways in which evidence about the Solar System has been collected
Interpret patterns in data with respect to a model of the Solar System e.g. the
tilt of the earth causing seasonal variation
Select information from secondary resources to present a report about a planet
and evaluate the strength of evidence from data
Physical processes
Relate eclipses, phases of the Moon and seasonal changes to a simple model of
the Sun, Earth and Moon system
Describe the relative positions of the planets and their conditions compared to
the Earth
State that the Sun is a star and that stars are light sources, while planets and
other objects in the solar system reflect light
459
The Moon
This section could be introduced using the Pupil Book. Pupils should be shown
the phases of the Moon and be helped to explain that the Sun, as a star, is a
luminous object, and that the Moon merely reflects light. Pupils should be
reminded never to look directly at the Sun. Pupils may be given the opportunity
to use models to improve their understanding of the Moons phases.
460
Eclipses
This section can be introduced by reminding pupils of the solar eclipse that
occurred in 1999. Pupils should be told that the orbit of the Moon is at a slightly
angle to the orbit of the Earth. The Pupil Book can then be used to explore how
solar and lunar eclipses occur. There may be an opportunity for pupils to research
the 1999 solar eclipse. As a summary pupils could carry out the activity based on
the visitor from another planet (Q 8) in the Pupil Book which covers the main
points of the chapter explained so far.
461
The Moon
All pupils know that the Moon shines at night so it is easy for the misconception
of the Moon being luminous to be accepted by pupils. One way to get the
correct idea across is to use an analogy such as how we see a shiny tin can on
the floor? The light may be really bright and dazzle us but the can is not giving
off its own light. It is reflecting sunlight.
Again pupils are aware that the Moon changes shape and these changes follow a
regular, repetitive pattern. The pattern arises for two reasons.
a) The Moon is orbiting the Earth and it takes 28 day to make one orbit.
b) As the Moon orbits the Earth because its position changes so too does the
amount of light that we can see reflected from its surface.
This can be demonstrated in a darkened room using a torch which produces a
bright beam, and a football. A pupil represents an observer on the Earth, the
torch is shone from several metres away at the pupil and the football
462
Eclipses
Eclipses are simply shadows. A solar eclipse occurs when the Moon casts a
shadow over part of the Earth i.e. the Moon blocks off the light from the Sun. A
lunar eclipse occurs when the Earth casts its shadow over the Moon i.e. the Earth
prevents sunlight from reaching the Moon.
Stars
Stars are really massive objects just like our Sun. They are very hot (several
million degrees Celsius at their centres) and give off lots of energy. They are
luminous objects. Many stars are much bigger and brighter than the Sun but they
seem when we look into the sky to be very small and quite dim. This is because
they are a long way from Earth. How far? The light from the Sun reaches us on
Earth just 8 minutes after it left the Sun. The light from our nearest star travels for
over 4 years before it reaches us. The light from many stars has been travelling
for thousands of years before it arrives here thats how far away the stars are
and why they look small and dim.
Stars have always fascinated man so it is no surprise that they gave them names.
Some stars were seen as part of a pattern (constellation). Pupils should be
encouraged to look at the night sky and try to identify some of the more
common constellations such as the Plough, Orions belt etc. Some pupils may
notice that the stars/constellations move during the evening/night. This provides
an opportunity to reinforce the idea that these movements like the movement of
the Sun across the sky are caused by the rotation of the Earth.
463
Space Quiz
Most pupils like general knowledge-type quizzes. The Space quiz can be used to
provide an opportunity for pupils to do some research using books, the internet
etc.
Sc2
Scientific Enquiry
464
Sc3
Materials and
Their Properties
Sc4
Physical Processes
CH
A PT ER
12
Checklist
CH E C KLIS
When you know what these words mean, tick the box!
Asteroid
Lunar eclipse
Orbit
Constellation
Lunar month
Satellite
Ellipse
Meteorite
Solar eclipse
Leap year
Non-luminous
Total eclipse
I know this
topic very
well
I may need
some
revision on
this topic
I need some
more help
on this topic
465
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Chapter 12 Lesson 1
Date
Class
Lesson Focus
Day and night
Mixed Ability/Set
Expectations
Most Pupils
Know that the Earth rotates on its axis once in 24 hours. This time
is called a day. The Sun lights the planet from one side. Daylight
time can vary and sunrise is at different times around the planet.
Know that we have daylight from when the Sun rises in the east
until it sets in the west. The Sun casts shadows which can be used
to tell the time.
Room
Time 50 mins
Cross-curricular development
Geography: Time zones.
History: Development of accurate time-measuring devices.
Ab Sci InX Tch lesson plan u.12 1/10/02 5:53 PM Page 467
Differentiation
Learning Outcomes
10
In and register.
Remind the class that they have done a lot of work already at KS2 on this topic.
They are passengers on a huge spherical planet somewhere in space. They are
going to review what they know and take it a little further. In the past, what
did people think the world was like? Why do we think it is a sphere?
Ask the class to write their address as they might have done in a diary or new
book at the beginning of a new year, e.g. after town and country, they might
write the name of the continent, hemisphere, planet, then Solar System, Galaxy,
Universe.
15
Present the following ideas. When we write a letter we add a date and discuss
things that have happened over time. How do we split time up? What is
happening to our planet to give us units of time called days?
Demonstration on day and night. Use the illustration on Pupil Book p.170,
the Planetarium and the globe + the bench lamp to demonstrate light and
dark, day and night on the planet, as the Earth spins anticlockwise on its axis.
Encourage less confident pupils to help with the demo and to suggest
explanations, then allow all pupils to experience the exercise first hand in
small groups.
Go through Qs 1 and 2 on p.171 to make sure that pupils understand what
they have seen. They should record responses in their workbooks.
Optional: Set up a sundial on the globe, so that the class can see how the
shadow changes throughout daylight hours and is absent at night!
15
Hand out Worksheet L2 Time zones 1 and use it and the globe and lamp,
to show how the Earth receives light from the Sun in a sequence. If we view it
from the North pole, it rotates anticlockwise, and so the Sun rises in the east and
sets in the west. All the places marked on the Earth (places A, B, C and D on L2)
consider themselves to be at different hours in the day at the same time. So,
when accurate time measurers (clocks) were first made, the world was divided
into time zones and the countries in each zone agreed to use the same start
and finish times for their day. Distribute and refer to the map on Worksheet
L3 Time Zones 2 (for Homework) to explain time zones on a global scale.
Ask pupils to look back at L2, to confer with a neighbour and answer each part
of Q 1 in turn. Then check answers with the whole class. Pupils should write
correct answers down.
Ask someone to read out the second part of L2 and check that pupils understand t
he difficulties caused by using local time within a country.
Pupils record how the Earth moves and how this movement
affects the real time of day, and understand that time is
made relative in order to improve communications within and
across time zones.
Ask pupils to name and explain what time it is here, now, and to explain why.
Extension: Ask What is British Summer Time (BST)? (This is also called light
saving time.) Why is it used? When does it start and end? What do we do to
our clocks when it starts and when it ends?
Pupils relate time to their own position on the planet and will
have an understanding of British Summer Time (BST).
Homework: Do as many questions on Worksheet L3 as you can. If you haven't an atlas at home, put the question number on the country (or countries) you choose as your answer.
467
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Chapter 12 Lesson 2
Date
Class
Lesson Focus
Seasons and years
Mixed Ability/Set
Expectations
Most Pupils
Know that the Earth is tilted at 23.5 to its axis and moves around
the Sun in 3651/4 days. Understand that the Earth experiences
seasons as a result of this movement because light distribution and
warming is uneven over the surface of the globe.
All the above, plus can appreciate that the energy reaching the
planet is fairly constant, but in winter the energy is spread over a
greater area (because the Sun is lower in the sky), so each hectare
gets less heat and light than in summer.
Cross-curricular development
Room
Time 50 mins
Ab Sci InX Tch lesson plan u.12 1/10/02 5:53 PM Page 469
In and register.
With Q and A, remind pupils about day and night and time zones
(Lesson 1). Refer back to the way the Earth spins on its axis and then
lead on to the movement of the Earth with respect to the Sun.
Use the diagram in Pupil Book p.172 to show how the Earth moves
round the Sun along an almost circular path an ellipse. This gives us
the unit of time, the year. The Earth spins 3651/4 times as it makes one
complete orbit, so there are four quarter days to add on every fourth
year, called a leap year.
12
Demo: Years. Use the planetarium to show how different parts of the
surface of the Earth get more or less light and heat energy from the Sun
at different points along the orbit. Get pupils to hold the spinning
Globe at an angle of 23.5 to the orbital path, to show how in May to
July more light from the bench lamp Sun reaches the Northern
hemisphere, making its 'day' is much longer than its 'night'; whereas in
the same months the Southern hemisphere receives less light, and has a
short day and long night. The opposite occurs in November to January.
In March and September there are equal lengths of days and nights in
both hemispheres.
Encourage less confident pupils to help with the demo and to show and
explain what they have done to others.
Ask pupils to answer Qs 3 and 4 on p.172 and Q 5 on p.174 and go
through their responses, one question at a time, directing pupils to
writen down the correct answers in their workbooks.
22
With the class, sum and calculate the average of both temperatures,
which pupils should write down. Using Q and A, reach a class conclusion
for the investigation, Again, ask pupils to write this down.
Differentiation
Learning Outcomes
469
Homework: For Worksheet L1, check your working of average temperatures and the conclusion. Answer L1 Qs 1 to 3.
Pupils understand why the Earth moves and how the tilt
to the orbital path results in seasons where daylight
hours vary with time of year.
All have a record of their observations.
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Chapter 12 Lesson 3
Date
Class
Lesson Focus
The Moon
Mixed Ability/Set
Expectations
Most Pupils
Know that the Moon is a natural satellite of the Earth which we see
in the night sky because it reflects sunlight. Know that the rate it
rotates on its axis is the same as the rate it moves round the Earth,
so that we always see the same side.
Know that the Moon is seen because it reflects the Sun's light.
What we 'see' changes shape because we do not always face the
whole side of the Moon which is facing to the Sun.
All the above, plus know that the Moon influences the Earth in
many ways: its gravity is the major cause of tides.
Room
Cross-curricular development
Time 50 mins
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Differentiation
Explain that Earth has a smaller satellite the Moon, which has a great
influence on our planet, causing tidal movements of water twice a day.
We see the Moon in the night sky, and sometimes in the day.
If pupils are unfamiliar with tides, you could show them Tide tables, or
other tide information, indicating that there are two tides per day and
that they do not always rise to the same height.
10
Demo on tides, the Earth and the Moon: show that the Moon travels
round the Earth in an orbit held in place by the Earths gravitational
force. The Moon exerts a gravitational force on the Earth, too. The water
on the Earths surface nearest the Moon is pulled towards the Moon
most, and least on the opposite side of the Earth, where the water bulges
away from the Moon. Hence two high tides per day. The two low tides
are on the half-way points between the highs.
Extension, introducing the Sun: Spring tides are very high tides when the
Sun, which also exerts a (smaller) gravitational force, is in line with the
Moon and their gravitational forces add up. Neap tides are very low
high tides when the Sun's and Moon's gravities are opposing each other.
10
With the diagram on Pupil Book p.175, explain the lunar month
(between 27.3 and 29.5 days), but we always see the same side. Why?
It also turns on its axis, and it turns at the same rate as it orbits. It will
turn once on its axis as it travels once round the Earth. To clarify this, two
pupils can role play the Moon and the Earth. Encourage less confident
pupils to take part and so experience the movements of both the Earth
and the Moon. The Earth turns on the spot slowly about 28 times,
while the Moon orbits it once and always keeps looking at it. The class
will see that the Moon has turned round once and has also moved in
one complete orbit. Every time the Earth is facing the Moon it sees
the Moons face. Time permitting, other pupils can repeat this.
15
Next, deal with how the Moon looks in the sky. It is always changing,
increasing in area (waxing) and reducing in area (waning). The Moon is
only seen at all because it reflects light from the Sun. The Sun lights the
side facing it diagram on p.176. The Earth always sees the same side
of the Moon, so it doesnt always see the whole of the lit side.
Demonstrate this in the role play on phases of the Moon, with a ball
(Moon) held by a pupil, and light (Sun) and/or with the planetarium.
Ensure that pupils record the different shapes of the Moon in sequence,
so that they can relate what is seen to what causes the changes.
Review with Q and A all that the class has covered in this lesson.
Learning Outcomes
471
Homework: Sketch the upper diagram on Pupil Book p.176 in your workbook, leaving space round it. Omit the labels. Then, alongside each of the eight Moon positions, draw in the correct
phase chosen from the lower drawing on p.176.
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Chapter 12 Lesson 4
Date
Class
Lesson Focus
Eclipses of the Sun and Moon
Mixed Ability/Set
Expectations
Most Pupils
Know how solar eclipses occur and why they are rare. Understand
why they move slowly over part of the Earth's surface. Understand
how lunar eclipses occur.
Know that solar eclipses occur when the Moon moves between the
Sun and the Earth, and they are very rare.
All the above, plus understand how scientists can use the
opportunity of a total solar eclipse to see the activity at the surface
of the Sun.
Room
Cross-curricular development
Time 50 mins
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Differentiation
Learning Outcomes
In and register. With Q and A, review the Moon and its movement round the Earth.
Explain that, as the Moon and Earth move all the time, their positions from the
point of view of the Sun are also always changing. Light comes only from the
Sun, and the Earth or the Moon can block its path. We quite often see the Moon
in the sky during the day but, very occasionally, the Moon goes exactly between
the Earth and the Sun. See the diagram on Pupil Book p.177.
15
Demo of a solar eclipse: Cast the shadow of the small round object on the
screen, then invite pupils to make shadows on the screen to confirm that they
are always object-shaped. Draw a circle on the screen to represent the Earth and
move a round object the Moon between light and screen. Ask pupils to
imagine they are observers at a point on the Earth seeing a solar eclipse.
Explain that, in real life, from the Earth, the size of the Moon looks exactly the
size of the Sun, so in a solar eclipse, the Moon just completely covers the Sun.
Ask pupils to look at the light. Move the Moon to a distance from the lamp
where the viewer sees the lamp just covered by the Moon.
Explain that the eclipse demonstrated is called a total solar eclipse. The Sun is
200 times bigger than the Moon, but the Moon is 200 times closer, so at any
time during the eclipse, it blocks out all the sunlight over a small part of the
Earths surface. The last time this happened in the UK was summer 1999, in
Cornwall. In areas from where the Moon was observed to cover only part of the
Sun (up to Northampton in 1999), there was a partial shadow, forming the
partial solar eclipse, as shown on p.177.
15
To review the demo, draw a diagram on the board to show how the light rays
can travel from the Sun outwards in 360. Then another to show how a small
tube of light rays reaches the Earth (the rays travel in straight lines). Next show
how putting a Moon in the path of the rays can cause a dark shadow on the
Earth. Ask pupils to imagine themselves in the various positions on the surface.
What would they see if they looked through a safe filter towards the Sun?
Now ask the class to copy the diagram on p.177, and then to answer Q 7,
starting with shape G.
Extension: When there is a total solar eclipse, scientists can see evidence of the
Sun's activity (huge plumes of glowing gas above the surface of the Sun).
Normally, the brilliance of the Sun prevents observers or their instruments from
seeing the detail.
With Q and A, check that pupils understand how a solar eclipse forms. What was
seen in the sky in Cornwall and in Northampton during the eclipse of 1999?
What is the Earth doing as the Moon is moving into position? (It is moving too,
so the eclipse moves along a path over the Earth's surface.) There is also an
eclipse when the Earth moves between the Sun and the Moon at night, and the
Earth's shadow is cast on the Moon. What do you think this is called? (a lunar
eclipse) What would you see if you watched a lunar eclipse at night?
473
Homework: Draw a diagram of an eclipse of the Moon, with straight lines showing the position of the Sun's rays.
Pupils who have seen the 1999 solar eclipse (and a lunar
eclipse) can relate the description of an eclipse to their own
experience.
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Chapter 12 Lesson 5
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 179181
The Solar System: Data about the planets
Expectations
Most Pupils
Know that there are nine planets in the Solar System which all
orbit the Sun. Know that there are patterns in their properties such
as that the further they are from the Sun the longer the time for
one orbit.
Know that Nine Planets including the Earth orbit the sun.
Appreciate why mankind used to think that the planets orbited the
Earth, and why we now believe that they orbit the Sun . Know
why we can only see some of them and then only in the night sky
with the aid of telescopes.
Cross-curricular development
Room
Time 50 mins
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In and register.
Review with Q and A the topic so far, putting the Earth, Moon and Sun in their
relative positions.
Our other neighbours in the Solar System are the planets with their satellites and
the asteroids, as shown on the poster or diagram of the Solar System. The
planets have kept us company for millions of years and people throughout
history have watched them move through the sky along regular pathways.
In the past, they were thought to travel round the Earth, but when the work of
the Polish astronomer Nicolaus Copernicus was published in 1543, it became
accepted that the Earth and the other known planets travelled in elliptical orbits
around a central star the Sun.
15
A lot of information about the planets has come from using very sophisticated
telescopes and from space exploration. Distribute Worksheet L4 Data on the
planets in the Solar System and graph paper, and guide pupils through the
table of information on the worksheet. Then ask pupils to work out answers to
Qs 1 to 15 in groups of five at a time, then check them with the class. Ask the
class to write down answers in their workbooks.
As an aid to remember the correct order of the planets out from the Sun, direct
pupils either to compose a mnemonic or learn the one on p.180.
Tell the class that patterns in the properties of the planets can be seen by
drawing graphs. An example is seen by plotting the surface temperature of the
planets against the distance from the Sun. Ask the class to look at the data in L4
for distance and temperature, and make a prediction about a pattern.
15
Homework: Answer Q 9 on Pupil Book p.180, using data from the table on Pupil Book p.179.
Differentiation
Learning Outcomes
475
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HarperCollins Publishers Ltd 2002
Date
Class
Mixed Ability/Set
Lesson Focus
Pupil Book 1 pp. 179181
The Solar System: Projects on a planetary travel brochure and model
Expectations
Most Pupils
Can access the internet, extract data with which to produce a travel
brochure for a planet using a word processing or desktop
publishing package.
Can access the internet with support, and locate information about
a planet. Appreciate where their planet fits in the Solar System.
All the above, plus appreciate the scales of sizes and distances in
the Solar System.
Cross-curricular development
Room
Time 50 mins
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Differentiation
Learning Outcomes
In and register.
With Q and A, remind pupils of the patterns they discovered in Lesson 5. Divide
the class into small mixed-ability groups.
at least
5060
Direct groups to carry out the project work. Give guidance where groups are
uncertain about calculations or brochure writing.
Instruct all pupils to share the data they find with others in the group, and for
everyone to write this down in their workbooks.
To pupils who work quickly, supply Worksheet L5 Calculating the speeds of
the planets and the Information sheet. Feed this information back to the rest of
the class via the board to copy into their workbooks.
20
With pupil help, assemble the Solar System model. Then ask groups to do a
presentation to the class, displaying and describing their brochure and
explaining what they have found out about their planet.
Invite pupils to comment on the work of their and other groups and for them
all to be appropriately congratulated.
Extension: Feed the data from all the planets on to a spreadsheet and ask the
computer to find the patterns.
Homework: Complete the workbook summary of data on the planets. Do as many of the questions on Worksheet L6 Space quiz as you can.
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Chapter 12 Lesson 8
Date
Class
Lesson Focus
Life on other planets
Mixed Ability/Set
Expectations
Most Pupils
Know that humans used to believe that there was life on Mars and
on the Moon, because of surface structures they saw through
telescopes. Now, most people do not believe there is life elsewhere
in the Solar System.
All the above, plus appreciate that there is the possibility that
planets like ours exist in other parts of the Universe.
Cross-curricular development
Room
Time 50 mins
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In and register.
With Q and A, remind the class of the work they have already done on
the Solar System. Refer to the model they made and the data they have
collected about conditions on the planets.
10
Through Q and A, quickly elicit the conditions that forms of life on Earth
need: food, water, a hospitable atmosphere, a reasonable temperature
range, sunlight, gravity and others. How does the design of Earths
plants and animals fit in with Earth conditions?
Introduce the project on life on another planet. Explain that groups
will be using the internet, other references and data from previous
lessons, to make a poster describing conditions on a planet other than
Earth, and the kinds of life they imagine could survive on it. They can
choose a Solar System planet; or they can make up an imaginary planet
outside the Solar System with conditions they choose (not Earths).
Organise the class into mixed ability groups who should quickly decide
on their planet. Before they start working out the details, ask for a few
ideas on the following questions: What adaptations (changes of design,
etc) would plants and animals from Earth need to survive on that planet?
Alternatively, how could conditions be adapted on that planet for Earth
plants and animals to survive there, and so what would space travellers
need to take there to help plants and animals survive?
Say that when they have worked out answers to these questions they
should draw and describe a plant or an animal designed to survive on
the planet.
20
15
Ask groups to present their poster to the class, describing conditions and
life on their planet. At the end of each presentation encourage the rest
of the class to ask questions about the ideas.
Differentiation
Learning Outcomes
Homework: Write an account of an alien from a distant planet on holiday on Earth who writes a report back to its home planet about life on Earth.
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Chapter 12 Lesson 9
Date
Class
Lesson Focus
Stars and constellations
Mixed Ability/Set
Expectations
Most Pupils
Know that the Universe contains many millions of stars like our Sun
which emit light, they are arranged in Galaxies, and we can see the
closest stars to us in the night sky. They appear different at
different times and in different seasons.
All the above, plus understand why the constellations move and
that their movement is relative to the movements within the Solar
System and of the Solar System.
Room
Time 50 mins
Recording own idea about where they fit into the Universe.
Using the internet for research.
Cross-curricular development
History: Recent space exploration and ancient observers' models of space (conflict with the Christian Church).
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Differentiation
Learning Outcomes
In and register.
Remind the class with Q and A that the only body in our planetary
system which emits light is the Sun; the planets and moons merely
reflect light.
Explain that since the Sun emits light it is by definition a star a fairly
small star by star standards, but one which seems extremely bright to us.
Why? Why can we see other stars only at night, even though they are
much brighter than our Sun? Ask Q 11 on Pupil Book p.182.
Ancient peoples used to watch the stars in the night sky and noted the
patterns they made. They gave the star groups, or 'constellations', the
names of their gods or the names of objects they resembled. They
watched them over many years and used them to predict forthcoming
events.
15
20
As a class, review the questions in the quiz allowing pupils to mark their
answers and correct any they didnt get right or didnt complete.
Homework: Write down answers to Worksheet L6 in your workbooks. Find out who made Galileo Galilei 'change his mind' about believing that the Earth went round the Sun, and why they
were bothered to persuade him.
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HarperCollins Publishers Ltd 2002
Chapter 12 Lesson 10
Date
Class
Lesson Focus
Revision
Literacy
Mixed Ability/Set
Room
Expectations
Most Pupils
Appreciate that our perception of the stars and how they move is
different from the way they were seen by ancient peoples.
Understand why stars and constellations were given their names
and why people thought the Earth was the centre of the Universe.
Know that the sky looks different at different times of the night
and different times of the year because the Earth has moved.
All the above, plus are able to relate our Sun to the other stars and
recognise that they may have similar solar systems. Also appreciate
the vastness of the Universe.
Time 50 mins
Developing comprehension and constructing answers using information from the text.
Cross-curricular development
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Differentiation
Learning Outcomes
In and register.
Review the chapter topic, especially an overview from the last lesson of
where we fit into the Universe.
Expand on the fact that the sky has long been a source of wonder and
intrigue for humankind. Explain that the literacy exercise about Sirius on
Pupil Book p.184 gives us a small taste of some ideas which have been
used to explain what we see.
15
Ask pupils to read aloud the passage on p.184, then you may choose to
reread it to the class while commenting on it and asking comprehension
questions.
Then lead the class through the questions a to g, asking for suggestions
for the answers. Direct pupils to copy the correct answers into their
workbooks.
15
Quickly take the class through the Checklist (in the Teacher Pack) to
remind pupils of the important points they need to know.
Extension: Students could complete any questions they have not yet
done and review the whole topic.
Homework: Complete questions in the End of Chapter questions. Review the chapter to be sure you can answer all the questions in it.
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The axis around which the Earth rotates is tilted as shown in the diagrams
below. As a result rays from the Sun strike the surface of the Earth at different
angles at different times of the year, as you can see in the diagrams below.
In the summer, the northern hemisphere is tilting towards the Sun and the
Suns rays strike parts of the surface at close to 90, as shown by angle A.
In the winter, when the northern hemisphere is tilting away from the Sun,
the heat and light energy strikes the surface at an angle much less than 90,
as shown by angle B.
B
Summer
Winter
Questions
484
1 When is the energy from the Sun spread out over the largest
area? What effect does this have on the climate at this time of
year?
2 When is the energy from the Sun spread out over the smallest
area? What effect does this have on the climate at this time of
year?
3 Explain what would happen if the Earths axis was not tilted.
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North
Pole
A
D
B
C
Questions
SUNLIGHT
As the Earth rotates, places on its surface move into and out of the sunlight.
Places such as A, B, C and D shown on the diagram below are at different
times in their day.
1 Approximately what
time is it at
a
Place A
b
Place B
c
Place C
d
Place D?
Since the Earth rotates anticlockwise, the eastern-most part of a country has
its sunrise before other parts, and the western-most point in a country is the
last part to have sunrise. Likewise, noon in the eastern-most part of a
country happens before noon in the west.
Questions
When times shown on clocks in different places were based upon the
movement of the Sun across the sky, local times on clocks were all different.
Hundreds of years ago when people travelled slowly, these differences in
clock time created few problems. But when the railways were built, a
national timetable was needed with common times for everywhere in the
country given for the same point in any day. So local times could not be used
any more.
2 When countries had local time, was it in the east or the west
of a country that clocks showed
a
the earliest time
b
the latest time?
3 Explain in your own words why local time made it impossible
to construct a national railway timetable.
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RKSHEE
In 1884, governments of different countries decided to divide the world into 24 time
zones. Every town and village within the same time zone would have the same time,
meaning that their clocks would show the same time. This time would be one hour
behind the time zone to the east and one hour ahead of the zone to the west. The
diagram below shows some time zones.
3
10
11
12
13
14
15
Greenwich meridian
Equator
Questions
Greenwich Mean Time is the time in London, and so it is the time in our zone.
To answer the questions, you will probably need an atlas.
486
1 Name two countries that are in the same time zone as London.
2 If it is 2.00 pm in London what time is it in the places you have chosen
for your answers to question 1?
3 Name one place which is 2 hours ahead of the time in London.
4 Name one place which is 3 hours behind the time in London.
5 How far behind the time in London is the east coast of the USA?
6 What is the time difference between Egypt and Sweden?
7 A passenger takes off from London at 8.00 am and flies to New York.
The flight takes 7 hours. What time is it in New York when she arrives?
8 A second passenger makes the same journey in Concorde. When he
arrives in New York the time there is earlier than his take off time in
London. Explain how this is possible.
9 Find out what is meant by the term jet lag, and its effect on passengers.
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Look carefully at the data in the table below, then answer the following questions.
1 Name the planet which is fifth furthest from the Sun.
2 Name the planet which is seventh furthest from the Sun
3 Name the planet which has the largest diameter.
4 What is the diameter of the smallest planet?
5 Which planet has the second smallest diameter?
6 How much greater is the mass of Saturn compared with the mass of Earth?
7 How much larger is the mass of the Earth compared with the mass of Pluto?
8 Which three planets have the most moons?
9 Which is the second coldest planet in the Solar System?
10 Which planet is rotating about its axis most slowly?
11 What is the diameter of the planet which takes the longest time to orbit the Sun?
12 How many moons are there in total orbit the two largest planets?
13 Give one reason why Pluto is the coldest planet.
14 What is the diameter of the planet that has the same length of day as the Earth?
15 Which two planets have surface temperatures that suggest that life could or
could have existed there?
16 Draw a bar chart show the temperatures of the different planets.
17 Draw a graph of the temperatures of the different planets (y-axis) against their
distances from the Sun. Can you see a pattern? Which planet does not fit the
pattern? Find out why this planet does not fit the pattern.
18 Find out which planets are visible to the naked eye and which are not. Is there a
pattern? If so, what is this pattern?
19 There is a belt of asteroids between the orbits of Mars and Jupiter.
Approximately how far are these asteroids from the Sun?
20 What is the total mass of all the planets in the Solar System compared with the
mass of the Earth? Find out the mass of the Sun.
Planet
Distance from Sun
(millions of km)
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
58
108
150
228
779
1427
2670
4496
5906
Diameter (km)
5000
12 000
12 800
7000
140 000
120 000
52 000
52 000
3000
Mass compared
with the Earth
0.05
0.80
1.0
0.1
318
95
15
17
0.1
16
23
15
Length of day
compared with
the Earth
59
243
1.0
1.0
0.4
0.4
0.5
0.7
6.4
Length of year
compared with
the Earth
0.24
0.6
1.0
1.9
11.9
29.5
84
165
248
Average
temperature (C)
350
460
15
25
120
180
200
220
240
Number of moons
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Information sheet
Calculating the speeds of the planets
The planets move around the Sun in orbits that are almost circular. We can use this
idea to calculate their orbital speeds.
We can calculate the speed of any object provided we have two pieces of
information:
The distance it has travelled.
The time it has taken to travel that distance.
With these two pieces of information, we can use the equation:
Speed = distance travelledmm
time takenmm m
planet
Sun
2r
where r is the radius of the
circle, i.e. the distance from
the planet to the Sun.
The distances from the Sun
and the time it takes each
planet to complete one orbit
of the Sun are given in the
table.
Planet
58
0.24
Venus
108
0.6
Earth
150
1.0
Mars
228
1.9
Jupiter
779
11.9
Saturn
1427
29.5
Uranus
2670
84
Neptune
4496
165
Pluto
5906
248
Mercury
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58
0.24
Venus
108
0.6
Earth
150
1.0
Mars
228
1.9
Jupiter
779
11.9
Saturn
1427
29.5
Uranus
2670
84
Neptune
4496
165
Pluto
5906
248
Questions
Mercury
Orbital speed of
planet (km per h)
Orbital speed of
planet (km per s)
107 589
29.9
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L6 Space quiz
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How many of these questions can you answer? You should be able to find
the answers to most of them in books about space or on the internet.
1 What was the name of the first object launched into space?
2 When was the first object launched into space?
3 What was the first animal sent into space?
4 Who was the first man to orbit Earth.
5 When was this first manned launch?
6 Who was the first woman sent into space?
7 When was this launch?
8 Who was the first man to walk in space, and when?
9 Who was the first man to walk on the Moon, and when?
10 Who was the second man to walk on the Moon?
11 What was the name of the first space station established in orbit around
the Earth?
12 What is the Hubble telescope used for, and where is it?
13 Which man-made probe has travelled the furthest distance away from
Earth?
14 How far has the probe mentioned in question 13 travelled?
15 Why is Pluto sometimes not the furthest planet from the Sun?
16 Which planet is named after the Roman god of war?
17 Which planet is named after the Roman god of the underworld?
18 Which three planets have rings?
19 What is a constellation?
20 Which constellation is named after a fish?
21 Why do stars twinkle?
22 What is the name of our nearest star after the Sun?
23 How far away is our nearest star after the Sun?
24 What is a light year?
25 Why do astronomers use light years as a measure of distance?
26 What is the name of the brightest star in the sky?
27 Which star does not change its position as the Earth rotates?
28 What is a galaxy?
29 What is the name of our galaxy?
30 How did the Universe begin?
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b non-luminous.
(2)
2 Copy this diagram.
a Mark with the letter A a place
where it is daytime.
b Mark with the letter B a place
where it is night-time.
c Mark with the letter C a place
where it is sunrise or early morning.
Sun
North
Pole
(3)
3 The diagrams below show images of the Sun during a solar eclipse.
(2)
b Explain in your own words what happens during a solar eclipse.
(2)
c What happens during a lunar eclipse?
(2)
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a How long does it take the Earth to make one complete orbit of the Sun?
(1)
b What shape is the Earths orbit around the Sun?
(1)
c In which position A, B, C or D is it summer in Australia?
(1)
d Describe two changes that happen to our climate in Britain when it is
summer in Australia.
(2)
5 a What are asteroids?
(2)
b What are comets?
(2)
c What are natural satellites?
(1)
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(1)
b Why is it unlikely that there is life on Pluto?
(1)
7 The diagrams below show a group of stars called the Plough taken at
different times during the night.
(1)
b What is the name of our nearest star?
(1)
(Total marks: 25)
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5
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8
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a One day is 24 hours long because this is the time it takes the Earth to
complete one rotation.
a Drawing as in the Pupil book: midday is at any point on the edge of the
lit hemisphere.
b The middle of the night is at any point on the edge of the lit
hemisphere.
c Drawing as in the Pupil book: early evening is at any point on the
central vertical band between night and day.
1
One year is 365 4 days long as this is the time it takes the Earth to make
one complete orbit of the Sun.
An elliptical orbit is one which has the shape of a slightly squashed circle.
a When we are having our winter in the UK it is summer in Australia.
b When it is autumn in the UK it is spring in Australia.
c When it is spring or autumn in the UK, the northern hemisphere of the
Earth is tilted neither towards nor away from the Sun.
a A satellite is an object that orbits a planet.
b A month is about 28 days long because the Moon takes this time to
complete one orbit around the Earth.
The correct order of the diagrams showing a solar eclipse is G, B, H, D, A,
F, C, E.
The main points to include in the report about the aliens planet are:
It has a longer year, shorter day and no seasons.
Its months are longer than ours on Earth.
The aliens moon appears smaller in the sky than our moon and solar eclipses
will be less frequent on the aliens planet than they are on the Earth.
a Pluto, Mercury, Mars, Venus, Earth, Uranus, Neptune, Saturn and Jupiter.
b Pluto, Mercury,Mars, Venus, Earth, Neptune, Uranus, Saturn and Jupiter.
c Saturn has the most moons.
d Mercury has the shortest year.
e Mercury has the second longest day.
f Pluto is not always the furthest planet from the Sun because its
elliptical orbit sometimes takes it inside the orbit of Neptune.
a Our nearest star is the Sun
b We only see stars at night because during the day the brightness of the
Sun prevents us from seeing them.
c A star is a luminous object. It emits its own light. A planet is a nonluminous object which orbits a star.
a A constellations is a group of stars which, seen from the Earth, form a
pattern.
b The most commonly known constellations include: Aries the Ram,
Taurus the Bull, Gemini the Twins, Cancer the Crab, Leo the Lion,
Virgo the Virgin, Libra the Scales, Scorpio the Scorpion,
Sagittarius the Archer, Capricorn the Goat, Aquarius the Water
Carrier, Pisces the Fish, the Great Bear or the Plough.
c The stars appear to change their position during the night because of
the rotation of the Earth.
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Chapter 12 Answers
Sirius is one of the brightest stars in the sky because it is close to the Earth.
Compared with the Sun,Sirius is 23 times brighter.
Sirius is the Greek word for sparkling.
The Pup Star is also known as Sirius B.
The light from Sirius passes through a large amount of the Earths
atmosphere. As a result this light appears to flash and change colour.
f Canis Major and Canis Minor follow the constellation of Orion the Hunter
across the sky.
g The ancient Egyptians used the movement of Canis Major around the night
sky as the basis for their calendar.
Worksheet answers
L1 The heating effect of the Sun, and the seasons
1 The energy from the Sun is spread over the largest area when that part of
the Earth is tilted away from the Sun, i.e. during winter. Because the energy
is spread out, its heating effect is less and so the weather is colder.
2 The energy from the Sun is spread over the smallest area when that part of
the Earth is tilted towards the Sun, i.e. during summer. Because the energy is
concentrated on a smaller area, its heating effect is greater and so the
weather is warmer.
3 If the Earths axis was not tilted, we would have no seasonal changes.
L2 Time zones 1
1 a At A it is early morning.
b At B it is the middle of the night.
c At C it is evening.
d At D it is midday.
2 Because the Sun rises in the east, those places in the east had clocks that
showed the latest times. Places in the west showed the earliest times.
a The earliest local time was in the far west of the country.
b The latest local time was in the far east of the country.
3 At any time, the local clocks in different places east or west of each other
showed different times. So it was impossible to choose one local time to put
in a timetable for any train arrival or departure.
L3 Time zones 2
1
2
4
6
Any country in the 12 time zone (with the same shading as the British Isles).
2.00 p.m.
3 Any countries in the 14 time zone.
Any country in the 9 time zone.
5 5 hours
1 hour
7 10 a.m.
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Chapter 12 Answers
8 New York time is 5 hours behind London time. So the flight must have taken
less than 5 hours.
18
19
20
Jupiter
2 Uranus
Jupiter
4 3000 km
Mercury
6 95 times greater
10 times larger
8 Jupiter, Saturn and Uranus
Neptune
10 Venus
3000 km
12 39
Pluto is furthest from the Sun.
14 7000 km
Earth and Mars
The further a planet is from the Sun the colder it is. The exception is Venus.
It has an atmosphere of carbon dioxide. This traps the heat from the Sun
making it the hottest planet, even though Mercury is closer to the Sun.
The planets furthest from the Earth are the ones that cannot be seen with
the naked eye, e.g. Pluto and Neptune.
The asteroid belt is approximately 500 million kilometres from the Sun.
The total mass of all the planets is approximately 450 times the mass of the
Earth. The mass of the Sun is 330 000 times the mass of the Earth.
Orbital speed of
planet (km per h)
Orbital speed of
planet (km per s)
58
0.24
173 337
48.1
Venus
108
0.6
129 106
35.9
Earth
150
1.0
107 589
29.9
Mars
228
1.9
86 071
23.9
Jupiter
779
11.9
46 953
13.0
Saturn
1427
29.5
34 695
9.6
Uranus
2670
84
22 799
6.3
Neptune
4496
165
19 544
5.4
Pluto
5906
248
17 081
4.7
Mercury
4 As the distance from the Sun increases, the orbital speeds of the planets
decrease.
L6 Space quiz
1
3
5
7
9
11
12
13
14
15
16
496
Sputnik 1
2 October 1957
A dog called Laika
4 Yuri Gagarin
1961
6 Valentina Tereshkova
1963
8 Alexei Leonov 1965
Neil Armstrong 1969
10 Buzz Aldrin
Skylab
The Hubble Space telescope is a telescope designed to look deep into
outer space. It is orbiting the Earth.
Voyager 1 (it has been travelling for over 20 years
Voyager 1 is at the edge of the Solar System.
Plutos orbit sometimes brings it inside the orbit of Neptune.
Mars
17 Neptune
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18
19
20
21
22
24
25
26
28
29
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11
12
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Technician Notes
Equipment and Resources
The particle model of solids, liquids
and gases
When using any chemicals for any Lesson please refer to appropriate
CLEAPSS, Hazcards and Recipe Cards.
Lesson 1
Lesson 4
States of matter
Lesson 2
Solids are dense
Demo: Ideas about the density of solids.
Wood, Blu-tak, glass, metals, plastic, foam, etc.
Worksheet A1 Density.
Examination of crystals
Crystals prepared in Lesson 3 (Worksheet A2)
Per pupil: Magnifying glass.
Lesson 5
Are the particles in solids moving?
Demo: Worksheet A4 Expansion and
contraction of solids
Lesson 3
Demo: Density.
A cube of metal and a same-volume cube of
polystyrene, tank of water to immerse each in.
Lesson 6
Are the particles in liquids and gases
moving?
Demo: Expansion of liquids.
Round-bottomed flask brim-full of coloured
water (food colouring). Bung with 40 cm
capillary tube into the coloured water. Bunsen
burner. Stand and clamp. Ruler to measure
height of water in tube.
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Lesson 7
Changing state
Optional: Particle theory computer models
Computer(s), CD-ROM resources.
Activity 1 Snowflakes
Lesson 8
Revision and consolidation of
Chapter 1
Pupil Book p.16. Dictionaries.
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Technician Notes
Equipment and Resources
Cells
Lesson 1
Lesson 5
Cell specialisation
Lesson 6
Lesson 2
Lesson 3
Animal cell structure
Lesson 7
OHT (optional)
Animal cell images.
Lesson 4
Differences between plant and
animal cells/Drawing biological
specimens
Worksheet B5, Making drawings of
biological specimens.
Lesson 8
Review of cell biology
Chapter 2 End of Unit test
One set of sheets per pupil
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Equipment and Resources
Acids and Alkalis
Lesson 1
Lesson 5
Set out as a circus: Samples of common nonhazardous acids and alkalis, e.g. vinegar, lemons,
sour milk, toothpaste, indigestion remedy, etc.
Mark where appropriate: Sample not to be
tasted.
Recording acids in foods and household goods.
Examples of labels from food and other
household materials (that do not have hazard
warnings).
Lesson 2
Safety with acids and alkalis
Mystery liquids activity.
Per group: Beaker marked A and beaker marked
B, both containing water.
Safety exercise.
To pass round the class: One or more sets of
Hazard cards (refer to Pupil Book p.36). Samples
of empty bottles with hazard symbols.
Lesson 6
Neutralisation
Simulated wasp sting.
Vinegar to neutralise
Demo: Worksheet C4 Neutralisation
100 cm3 beaker, 100 cm3 measuring cylinder,
thermometer, dilute hydrochloric acid and dilute
sodium hydroxide solutions. Phenolphthalein (or
universal indicator).
Worksheet C5 (extension) Neutralisation (Demo)
Titration apparatus: Burette, funnel, beaker. pH
meter and, if available, datalogger. Dilute
hydrochloric acid and dilute sodium hydroxide
solutions. Optional: indicator (as for Worksheet C4).
Lesson 7
Lesson 3
Is it an acid or an alkali?
Lesson 4
Using indicators
Worksheet C2 Using indicators.
Per group: Three dropping pipettes and labelled
beakers. In each, a small amount of indicator:
red litmus; blue litmus; methyl orange. Reagent
bottles of diluted hydrochloric acid and diluted
sodium hydroxide. Beaker of distilled water.
Rack and 9 test tubes. Labels for test tubes.
Lesson 8
Revision and consolidation of acids
and alkalis topic
End of Unit test
Activity 1: Acid rain
Pupil Book p.44. Dictionaries
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Technician Notes
Equipment and Resources
Reproduction
Lesson 1
Lesson 5
Introductory discussion
Lesson 6
Lesson 2
The human reproductive organs
OHT Demo: Human reproductive systems
OHTs and other illustrative material of human
male and female reproductive systems.
Lesson 3
Fertilisation and early development
of the embryo
Developing human fetus
Video and OHT diagram
(for discussion and Q and A exercise)
Lesson 4
Pregnancy, birth and care of the
baby
Worksheet D4 (extension) Birth
One sheet per more able pupil (paper exercise).
Lesson 7
Menstrual cycle
The menstrual cycle
OHT
Lesson 8
Review of work on reproduction
Literacy activity on test tube babies
End of Unit test
Test tube babies
Literacy activity Pupil Book p. 63. Graph paper
for bar chart.
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Technician Notes
Equipment and Resources
Energy Resources
Lesson 1
Energy and energy resources
Circus of 5 energy conversion activities
One circus for every 5 pairs of students, so, for a
class of 30 students working in pairs:
Three sets each of 5 energy conversion activities
(or suitable alternatives): power pack circuit with
bulb (light); electric bell with battery (sound);
clockwork toy (movement); pendulum
(potential/kinetic); candle (heat).
Hold spares of apparatus in reserve in case of
breakage or failure.
For each activity, prepare an Instruction card
giving simple written instructions under
headings: What to do with the apparatus; What
to observe and record.
Paper on which to draw table.
Lesson 4
Fossil fuels
Lesson 2
Samples of coal, oil and natural gas (or mockups labelled as such). Some fossil remains.
Lesson 3
Energy in different fuels
Worksheet E2 Planning a fair test Energy
from different fuels
Lesson 5
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Technician Notes
Items required:
Dynamo generator, connecting leads, croc clips,
low voltage filament bulb, string, weight on
hanger, pulley and belt to connect to dynamo.
Lesson 6
Investigating solar panels
Worksheet E5 Investigating solar panels
Per group:
Two shallow glass or plastic trays, cooking foil,
black paper (or silver and black takeaway
containers), 10 to 110 C thermometer, 100 cm3
measuring cylinder. Timer. Access to sunlight, or
use a bench lamp as a back-up if poor weather
conditions.
Lesson 7
Energy from food
Lesson 9
Food chains
Optional visual aids
Plants or pictures of plants.
Pictures of herbivores, e.g. grazing sheep, and
carnivores, e.g. a bird with a worm.
Lesson 8
Lesson 10
Revision of the energy topic
Display of these words, from Pupil Book p. 82
and any others.
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Equipment and Resources
Simple Chemical Reactions
Lesson 1
Lesson 3
Per group:
Test tube rack and 3 test tubes. Small quantity of
lemon juice. Small quantity of sodium
hydrogencarbonate. Spatula, glass rod. UniversaI
indicator paper and chart.
Access on request to:
Thermometers, 0110 C.
Lesson 2
Investigating how metals react with
acids
Testing for hydrogen
Demo: Testing for hydrogen
Test tube containing 3 cm depth of diluted
hydrochloric acid. Strip of magnesium ribbon.
Splint and Bunsen burner.
Per group:
Small piece of ribbon of magnesium, iron,
copper, lead, zinc. Emery paper to clean ribbon.
Test tubes and rack. Spills. Bunsen burner (access
to flame).
Access on request:
1 mol dm3 HCl. For extension, dilute sulfuric
acid.
Lesson 4
Per group:
Magnesium ribbon and copper ribbon. Emery
paper. Tongs. Bunsen and mat. Goggles.
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Technician Notes
Lesson 5
Lesson 7
Lesson 6
Burning kerosine
The products of burning fuels in air
Demo: Worksheet F6 What is produced
when a fuel burns?
See F6 diagram:
Tripod, gauze, crucible lid, glass funnel. Three
clamp stands. Delivery tubing and glass tubing.
Condenser: U-tube with ice, 2 bungs, beaker to
hold U-tube. Side-arm test tube. Lime water.
Suction pump.
Lesson 8
Debrief of investigation F8 (burning
candle)
End of Unit test
For results to Worksheet F8
Graph paper
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Technician Notes
Equipment and Resources
Forces and their effects
Lesson 1
What are forces?
Demo of newtonmeters
A wide variety of newtonmeters which will
measure in the ranges 0 N1 N; 0 N5 N;
0 N10 N; 0 N25 N, and a few which will
measure up to 50 N and 100 N, etc.
Lesson 5
Lesson 2
Worksheet G7 Streamlining
Making a newtonmeter
Worksheet G2 Making your own
newtonmeter
Per group:
A spiral spring which will show a measurable
extension for loads of 0.1 N up to 1.0 N or wire
for the pupils to wind their own spiral springs.
A retort stand, a hanger and 10 masses of 10 g
(total mass = 100 g, so total force = 1 N). A 50
cm ruler, scrap paper, scissors, Sellotape, plain
paper. Small objects weighing under 1 N that
can be attached to a spring, e.g. a boiled sweet,
an eraser etc. Goggles.
Lesson 3
Newtonmeters: Extension
Worksheet G3 Newtonmeters
Per pupil:
Graph paper; sharp HB pencil. An example of
the Extension/Load force graph for less able
pupils to copy.
Lesson 4
510
Reducing friction
Worksheet G6 Trying to reduce friction
Per pupil: Pencil and paper
Per group:
One or more long Perspex or glass tubes with a
rubber bung to seal the lower end. Retort stand
to support it. Water (or more viscous fluid) to
nearly fill the tube. A metre ruler, and tape or
markers to mark the distance the plasticine
shapes will fall. 510 small equal pieces of
plasticine approx 2 g (for pupils to form into
shapes), a hand-held timer. For the class if
available: An electronic probe timer attached to
a recorder.
Lesson 6
Movement and speed
Information sheet: Calculating speeds
One per pupil
Friction
Per group:
1 wooden block, string, newtonmeter in the
appropriate range. A wide variety of materials
with different surfaces, e.g. sandpaper, carpet
off-cuts, foam back, cushion floor or floor tiles,
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Technician Notes
Lesson 7
Lesson 9
Lesson 8
Class investigation:
Density exercise:
Polystyrene, plasticine and a metal, all samples
labelled with their volume and mass. Also, 100
cm3 sample of water.
Lesson 10
Topic revision and Sky diving
Sky diving: Literacy passage p. 110 of Pupil
Book
Extension:
Strong salt solution (brine).
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Technician Notes
Equipment and Resources
Environment and feeding relationships
Lesson 1
Lesson 5
Lesson 2
Experimental design
Introduction to adaptation
Worksheet H2 How does light affect the
activity of woodlice?
Per group:
Choice chamber, moist kitchen towel, muslin. 1015 woodlice. Opaque card or other blackout
material.
Lesson 3
Lesson 6
The survival of organisms through
the winter
Worksheet H6 Surviving the winter
One sheet per pupil (paper exercise)
Resources from which pupils can research how
animals and plants survive the winter, e.g.
books, illustrations, CD-ROMs.
Adaptation (part)
Lesson 7
Feeding relationships
Food chains and food webs (part)
Lesson 4
Adaptation (continued)
Variation in environmental factors
over time (part)
Worksheet H4 Measuring changes in
environmental factors
Identify outdoor locations in advance
One sheet per pupil; graph paper. Datalogging
equipment if available. Selection of sensors for
environmental factors (one sensor per group):
for example, thermometer, (temperature), light
meter (light intensity), hygrometer (humidity),
decibel meter (noise level).
Lesson 8
Food webs (continued)
Adaptation and competition
End of Unit test
One sheet per pupil
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Technician Notes
Equipment and Resources
Solutions
Lesson 1
Lesson 5
Distillation
Per group:
5 mixtures (2 suspensions and 3 solutions) of
water with: mud; salt; sugar; chalk; copper
sulfate. Filter funnel, at least 5 filter papers.
Beaker. Clamp stand.
Lesson 2
Lesson 3
Separating a solute from a solution
by evaporating to dryness
Introductory discussion
If available:
Photos, slides or video of salt pans.
Lesson 4
Getting salt from rock salt
Worksheet I3 How much salt is there in
rock salt?
(Sheet distributed in Lesson 3)
Per group:
Samples of rock salt. Pestle and mortar. Access to
top pan balance. Filter paper. Funnel. Beaker.
Bunsen, mat, tripod and gauze. Evaporating dish.
Lesson 6
Worksheet I5 Separating the colours in ink
Per group:
4 or 5 different colours of water-soluble inks.
See diagram on I5: length of filter paper to fit
container when rolled into a cylinder. Ruler.
Paper clips. Pointed stick (to apply ink). Beaker
(in which chromatogram can run).
Lesson 7
Factors affecting solubility
Worksheet I7 How much dissolves?
Per group:
At least two solutes: e.g. sodium chloride,
potassium chloride, potassium bromide,
potassium iodide, sucrose.
Butter or margarine (small quantity).
Solvents: access to water, and also to ethanol if
you plan to let some groups try this. Measuring
cylinder. 2 beakers and stirring rods. Watch glass
and top pan balance (to weigh solute).
The teacher may wish to use ethanol in a demo
for some solutes.
Lesson 8
How solubility varies with
temperatures
End of Unit test
One set of sheets per pupil
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Technician Notes
Equipment and Resources
Electrical circuits
Lesson 1
Lesson 4
Simple circuits
Per group:
Cell (or power pack), bulb, connecting wires.
Lesson 2
Circuit diagrams, cells and batteries
Display of components
Cells/batteries, bulbs, switches, connecting wires.
Worksheet J6 Switches
One sheet per pupil (paper exercise, optionally
for Homework)
Lesson 5
Measuring current in series and
parallel circuits
Per group:
3 cells, 1 bulb, 1 switch, connecting wires.
For faster pupils: more cells.
Per group:
Powerpack, switch, ammeter, 3 bulbs, crocodile
clips, connecting wires.
Lesson 3
Lesson 6
Measuring current
Fuses
Circuits on Pupil Book p. 146
Per group:
2 cells, 3 bulbs, 2 switches, connecting wires,
crocodile clips, ammeter.
Circuit models
Role play: Circuit model
Energy Tokens to be handed by the cell to the
current and then dropped off at the bulb.
Lesson 7
Electrical resistance
Demo on resistance: Adding bulbs to a
series circuit, then a parallel circuit
Cells, bulbs, connecting wires, crocodile clips.
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Technician Notes
Worksheet J8 Resistance
This can be an Extension activity, or the
questions can be answered as a Homework
exercise.
One sheet per pupil.
Circuits A, B and C:
Cell, ammeter, 3 bulbs, connecting wires,
crocodile clips.
Circuit D:
Cell, bulb, variable resistor
Lesson 8
Revision of electrical circuits topic
Circus of tasks:
Activity 1 Reading comprehension: Luigi
Galvani
Dictionaries.
Worksheet J9 Forbidden!
One sheet per pupil (paper exercise, for
Homework)
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Technician Notes
Equipment and Resources
Variation and classification
Lesson 1
Lesson 5
Lesson 2
Genetic and environmental causes of
variation
Planning an investigation; sample
size; reliability
Worksheet K2 Variation in leaves
Per group:
Access to a tree with leaves in sun and shade.
Two plastic bags marked: Shady; Sunny. Ruler
Results table as appropriate
Graph paper (for homework)
Lesson 6
Classifying vertebrates and
invertebrates
Classifying animals as vertebrates or
invertebrates
Range of samples (living, preserved,
photographs) of vertebrates and invertebrates.
Lesson 3
Lesson 7
Lesson 8
Lesson 4
Inherited variation
Fictional family tree
of 3 generations, giving characteristics for
members, drawn or in words.
516
Invertebrates
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12
Technician Notes
Equipment and Resources
The Solar System and beyond
Lesson 1
Lesson 4
Lesson 5
Lesson 2
Seasons and years
Demo: Years
Planetarium, as Lesson 1.
Per group if available, or in demo:
Globe on a stand at an angle of 23.5. Bench
lamp.
Lesson 3
The Moon
Tide tables or tide information (optional)
For coastal regions of Britain.
Demo: Tides, the Earth and the Moon
Planetarium with Earth, Moon and Sun.
Lesson 6 and 7
The Solar System: Projects on a
planetary travel brochure and model
Project 1: Planetary travel brochure
Per group:
Paper. Illustrating materials. One or more
computers with internet access + word
processing or desktop publishing package. Sites:
Nine Planets at http://www.nineplanets.org and
Views of the Solar System at
http://solarviews.com/eng/homepage.htm. Travel
brochures to get ideas from. Worksheet L4 and
Pupil Book p. 179 for data.
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Per group:
Access to the internet and to reference books
about the Universe, the Solar System and space
exploration.
Lesson 10
Lesson 8
Per group:
One or more computers with internet access.
Paper and materials for making a poster.
Optional: illustrations of strange organisms
which inhabit Earth and strange aliens which
have been imagined to inhabit other planets.
518
Lesson 9
Revision
Literacy
Interpretation of the stars
Pupil book p.184.
A few horoscopes from newspapers or
magazines.
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Cells
Absolute Science
Pupil Book 1
QCA SoW
p. 24
The structure of cells
7A
Worksheet B8
p. 30
Where do new cells
come from?
7A
p. 27
Special kinds of cells
7A
p. 28
Cells, tissues and
organs
7A/7B
7B
p. 50
Development
p. 52
Eggs, sperms and
fertilisation
p. 59
Growth
519
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Interdependence
Absolute Science
Pupil Book 1
QCA SoW
p. 159
Variation within a
species
7D
7C
7C
p. 160
Sorting living things
into groups
p. 121
Food chains
p. 122
Food webs
p.118
How do habitats
vary with time?
p.119
Seasonal changes
p. 123
Competition
520
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Particles
Absolute Science
Pupil Book 1
QCA SoW
p. 5
Gathering the
evidence
7G
p. 8
The particle model
7G
p. 12
The behaviour of
particles
7G
7G
pp. 1213
The behaviour of
particles
7G
pp. 1013
The behaviour of
particles
7G
pp. 1213
The behaviour of
particles
7G
p. 14
Changing state
7G
p. 130
What happens
when a solution is
made?
7H
p. 136
Solubility
7H
p. 135
Saturated solutions
7H
Worksheet I2
Where does the
solute go?
521
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Energy
Absolute Science
Pupil Book 1
QCA SoW
pp. 7075
Fuels
7I
pp. 7075
Fuels
7I
p. 70
Fossil fuels
7I
pp. 7172
Will fossil fuels last
forever?
7I
p. 75
Energy from the Sun
7I
p. 75
Energy from the Sun
7I
p. 75
Energy from the Sun
7I
p. 145
Cells and batteries
7J
p. 145
Cells and batteries
7J
p. 148
Series and parallel
circuits
7J
pp. 6768
Types of energy and
their sources
p. 70
Fossil fuels
p. 72
Renewable energy
resources
522
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Forces
Absolute Science
Pupil Book 1
QCA SoW
p. 106
Balanced forces
7K
p. 106
Balanced forces
7K
pp. 106108
Balanced forces
pp. 106108
7K
pp. 106108
Balanced forces
7K
pp. 106108
Balanced forces
7K
pp. 103104
Streamlining
7K
pp. 106108
Balanced forces
7K
pp. 103104
Streamlining
7K
p. 108
Mass and weight
7K
p. 98102
Friction
7K
pp. 106108
Balanced forces
523
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