Download Science - Rainhill High School

RAINHILL HIGH SCHOOL
MEDIA ARTS COLLEGE
YEAR 9
SCIENCE
HALF-TERM 3
This half term I will learn about:
Biology
Diffusion, Osmosis and active transport
Chemistry
The periodic table and elements
How reactivity is linked to atomic structure
How Atoms for ions and bond
The properties and reactions of group 1 and group 0 elements
Physics
Forces, speed and velocity
Pressures in fluid
Key Terms I will learn this
half term are:
Scalar
Vector
Alkali metals
Nobel gases
Electron configuration
Velocity
Upthrust
Friction
Diffusion
Osmosis
Active transport
Circulatory System
Call membrane
Assessment this term will be :
Past paper questions
Learning Outcomes
Homework
Week 1 & 2 – Combined Science and Chemistry
Describe the arrangement of the periodic table.
Describe that elements in the same group in the periodic table
have the same number of electrons in their outer shell (outer
electrons) and this gives them similar chemical properties.
Students should be able to:
• explain how the position of an element in the periodic table is
related to the arrangement of electrons in its atoms and hence
to its atomic number
• predict possible reactions and probable reactivity of elements
from their positions in the periodic table.
Worksheet on electron
configuration and one on
bonding diagrams
Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will
move through the curriculum at the same pace. Teachers will work together and use their professional judgement to
adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that
stated on the overview document.
Describe the early work on the periodic table and how before
the discovery of protons, neutrons and electrons, scientists
attempted to classify the elements by arranging them in order of
their atomic weights.
Describe the work done by Mendeleev
Describe the formation of metal and non-metal ions.
Students should be able to:
• explain the differences between metals and non-metals on the
basis of their characteristic physical and chemical properties.
• explain how the atomic structure of metals and non-metals
relates to their position in the periodic table
• explain how the reactions of elements are related to the
arrangement of electrons in their atoms and hence to their
atomic number.
Describe the elements in Group 0 of the periodic table and
explain why they arecalled the noble gases.
Students should be able to:
• explain how properties of the elements in Group 0 depend on
the outer shell of electrons of the atoms
• predict properties from given trends down the group.
Describe the structure and bonding of metals in group 1 of the
periodic table; the elements in Group 1 of the periodic table,
known as the alkali metals:
Students should be able to:
• explain how properties of the elements in
Group 1 depend on the outer shell of electrons
of the atoms
• predict properties from given trends down the
group.
Week 3 & 4 – Combined Science and Physics
Describe that an object that has been stretched has been
elastically deformed if the object returns to its original length
after the forces are removed. An object that does not return to
its original length after the forces have been removed has been
inelastically deformed.
Worksheet on
Scalars and vectors and
calculation questions on
elastic potential and
speed/velocity
Use evidence to show that the extension of an elastic object,
such as a spring, is directly proportional to the force applied,
provided that the limit of proportionality is not exceeded.
Recognise that this relationship also applies to the compression
of an elastic object,
A force that stretches (or compresses) a spring does work and
elastic potential energy is stored in the spring. Provided the
Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will
move through the curriculum at the same pace. Teachers will work together and use their professional judgement to
adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that
stated on the overview document.
spring does not go past the limit of proportionality the work done
on the spring and the elastic potential energy stored are equal.
Students should be able to:
• describe the difference between a linear and
non-linear relationship
• calculate a spring constant in linear cases
• interpret data from an investigation of the
relationship between force and extension
• calculate work done in stretching a spring using
the equation given in
Required practical 1: investigate the relationship between
force and extension for a spring
Physics candidates only - A fluid can be either a liquid or a gas.
The pressure in a fluid causes a force to act at right angles
(normal) to a surface.
The pressure at the surface of a fluid can be calculated
Students should be able to explain why, in a liquid, pressure
at a point increases with the height of the column of liquid above
that point and with the density of the liquid.
Students should be able to calculate the differences in pressure
at different depths in a liquid.
Explain why a partially (or totally) submerged object
experiences a greater pressure on the bottom surface than on
the top surface. This creates a resultant force upwards. This
force is called the upthrust and how the relationship between
upthrust and weigh determines whether an object floats or
sinks.
Describe speed and the relationship between speed, distance
and time. Distance is how far an object moves. Distance does
not involve direction. Distance is a scalar quantity.
Displacement includes both the distance an object moves,
measured in a straight line from the start point to the finish point
and the direction of that straight line. Displacement is a vector
quantity.
Speed does not involve direction. Speed is a scalar quantity.
Students should be able to recall typical values of speed for a
person walking, running and cycling as well as the typical values
of speed for different types of transportation systems.
Students should be able to make measurements of
distance and time and then calculate speed.
The velocity of an object is its speed in a given direction.
Velocity is a vector quantity.
This means that an object moving in a circle at constant speed
Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will
move through the curriculum at the same pace. Teachers will work together and use their professional judgement to
adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that
stated on the overview document.
The velocity of an object is its speed in a given direction.
Velocity is a vector quantity.
If an object moves along a straight line, how far it is from a
certain point can be represented by a distance–time graph.
The speed of an object can be calculated from the gradient of its
distance–time graph.
.
Week 5 & 6 – Combined Science and Biology
Be able describe diffusion across the cell membranes and that
some of the substances transported in and out of cells by
diffusion are oxygen and carbon dioxide in gas exchange, and
of the waste product urea from cells into the blood plasma
for excretion in the kidney.
Questions on diffusion.
Osmosis and active
transport
Identify factors which affect the rate of diffusion
Link SA:VOL to rate of diffusion and use this to explain rate of
diffusion in single-celled organisms.
Students should be able to explain how the small intestine and
lungs in mammals, gills in fish, and the roots and leaves in
plants, are adapted for exchanging materials.
Explain why multicellular organisms need adapted exchange
surfaces and transport pathways.
Describe osmosis
Required Prac 3. Osmosis Spec Investigate the effect of a
range of concentrations of salt or sugar solutions on the
mass of plant tissue.
Describe Active transport moves substances from a more
dilute solution to a more concentrated solution (against a
concentration gradient). This requires energy from
respiration.
Students should be able to link the structure of a root hair cell to
its function.
Describe the organisation of organisms in term of cells, tisues,
organs and organ systems
Due to the differing needs of individual pupils and classes and the often limited practical resources not all classes will
move through the curriculum at the same pace. Teachers will work together and use their professional judgement to
adapt the pace of delivery. This may mean that the work your child is currently doing is not exactly matched to that
stated on the overview document.