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Scheme of work Cambridge IGCSE® Co-ordinated Sciences (Double Award) 0654 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Double Award) 0654 Contents Overview (Biology) .................................................................................................................................................................................................................................... 4 Unit 1: Cells and cell processes ............................................................................................................................................................................................................... 9 Unit 2: Animal nutrition ........................................................................................................................................................................................................................... 17 Unit 3: Plant nutrition and transport ...................................................................................................................................................................................................... 24 Unit 4: Respiration and gas exchange .................................................................................................................................................................................................. 32 Unit 5: The human transport system ..................................................................................................................................................................................................... 38 Unit 6: Coordination, response and homeostasis ............................................................................................................................................................................... 44 Unit 7: Reproduction in plants ............................................................................................................................................................................................................... 50 Unit 8: Human reproduction ................................................................................................................................................................................................................... 54 Overview (Chemistry) .............................................................................................................................................................................................................................. 58 Unit 1: Experimental techniques ............................................................................................................................................................................................................ 64 Unit 2: Particles, atomic structure, ionic bonding and the Periodic Table ........................................................................................................................................ 67 Unit 3: Air and water ................................................................................................................................................................................................................................ 74 Unit 4: Acids, bases and salts ................................................................................................................................................................................................................ 80 Unit 5: Reaction rates .............................................................................................................................................................................................................................. 84 Unit 6: Metals and the reactivity series ................................................................................................................................................................................................. 87 Unit 7: Covalent bonding ........................................................................................................................................................................................................................ 91 Unit 8: Organic chemistry ....................................................................................................................................................................................................................... 94 Unit 9: Amount of substance ................................................................................................................................................................................................................ 101 Unit 10: Redox, electrochemistry and Group VII ................................................................................................................................................................................ 104 Overview (Physics) ................................................................................................................................................................................................................................ 109 Unit 1: Motion ......................................................................................................................................................................................................................................... 113 v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 2 Unit 2: Matter and forces....................................................................................................................................................................................................................... 115 Unit 3: Energy, work and power ........................................................................................................................................................................................................... 119 Unit 4: Simple kinetic molecular model of matter .............................................................................................................................................................................. 124 Unit 5: Matter and thermal properties .................................................................................................................................................................................................. 127 Unit 6: Transfer of thermal energy ....................................................................................................................................................................................................... 130 Unit 7: Waves ......................................................................................................................................................................................................................................... 133 Unit 8: Light ............................................................................................................................................................................................................................................ 135 Unit 9: Electromagnetic spectrum ....................................................................................................................................................................................................... 139 Unit 10: Sound ....................................................................................................................................................................................................................................... 141 Unit 11: Magnetism ................................................................................................................................................................................................................................ 143 Unit 12: Electricity ................................................................................................................................................................................................................................. 145 Unit 13: Electric circuits ........................................................................................................................................................................................................................ 150 Unit 14: Electromagnetic effects .......................................................................................................................................................................................................... 153 Unit 15: Radioactivity ............................................................................................................................................................................................................................ 158 v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 3 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Biology) 0654 Overview (Biology) This scheme of work provides ideas about how to construct and deliver a course. The syllabus for 0654 has been broken down into teaching units with suggested teaching activities and learning resources to use in the classroom. The aim of this scheme of work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant internet websites. The progression through these units has been designed to build on learners’ own experiences, and to ensure that learners have sufficient basic knowledge and understanding to tackle the more challenging issues. Recommended prior knowledge It is recommended that learners who are beginning this course should have previously studied a science curriculum or equivalent national educational framework. Candidates should also have adequate mathematical skills for the content contained in this syllabus. Outline There are many activities described throughout this scheme of work. They are only suggestions, and there are many other useful activities to be found in the materials referred to in the learning resource list. The scheme of work is intended to give ideas to teachers upon which they can build. It is certainly not intended that teachers undertake all of the activities shown in the various units but rather to offer choices which could depend on the unique location, learners and resources in each school. There are opportunities for differentiation by resource, length, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation. Suggestions for assessment are included in each unit. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 4 The units within this scheme of work are: Unit Topic Content Unit 1 Cells and cell processes Characteristics of living organisms Cells Cell Structure 1 Cells in living organisms 2 Size of specimens Movement in and out of cells 1 Diffusion 2 Osmosis Enzymes Syllabus sections B1, B2, B3 Unit 2 Animal nutrition Nutrients Animal nutrition 1 Diet 2 Human alimentary canal 3 Mechanical and physical digestion 4 Chemical digestion 5 Absorption 6 Assimilation Syllabus section B4 Unit 3 Plant nutrition and transport Plant nutrition 1 Photosynthesis 2 Leaf structure 3 Mineral requirements Transport in plants 1 Xylem and phloem 2 Water uptake 3 Transpiration 4 Translocation Syllabus sections B4 and B5 v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 5 Unit Topic Content Unit 4 Respiration and gas exchange Aerobic and anaerobic respiration 1 What is respiration? 2 Aerobic respiration Gas Exchange Syllabus section B6 Unit 5 The human transport system Transport in humans 1 The circulatory system 2 The heart 3 Arteries, veins and capillaries 4 Blood Syllabus section B5 Unit 6 Co-ordination, response and homeostasis Nervous control in humans Hormones Tropic responses Homeostasis Syllabus section B7 Unit 7 Reproduction in plants Asexual and sexual reproduction Sexual reproduction in plants 1 Flowers and pollination 2 Germination 3 Dispersal Syllabus section B8 Unit 8 Sexual reproduction in humans Human reproduction Syllabus section B8 v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 6 Teacher support Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past question papers, mark schemes and a resource list. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online. An editable version of this course outline is available on Teacher Support. Go to http://teachers.cie.org.uk. The course outline is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org Resources The up-to-date resource list for this syllabus can be found at www.cie.org.uk. Textbooks: Teaching and Assessing Practical Skills in Science, D Hayward, Cambridge University Press, 2003 ISBN 9780521753593 This book is endorsed by Cambridge International Examinations. Biology for IGCSE, Williams, G., Fosbery, R. and Adams, J. Nelson Thornes 2009. ISBN: 9781408500170 An Atlas of Histology, Freeman and Bracegirdle. Heinemann Educational. ISBN: 9780435603113 Cambridge IGCSE Biology Coursebook with CD-ROM, Jones, M. and Jones, G. Cambridge University Press, 2009. ISBN: 9780521147798 Cambridge IGCSE Biology Teacher's Resource CD-ROM, Jones, M. and Jones, G. Cambridge University Press, 2010. CD-ROM ISBN: 9780521176170 Cambridge IGCSE Biology Workbook, Jones, M. and Jones, G. Cambridge University Press, 2010. ISBN: 9780521124430 Complete Biology for Cambridge IGCSE, Ron Pickering. Oxford University Press, 2011. ISBN: 9780199138760 Complete Biology for Cambridge IGCSE Teacher's Resource Kit (with CD-ROM), Ron Pickering. Oxford University Press, 2011. ISBN: 9780199138791 Experiment Simulator CD-ROM: Experiments for IGCSE, GCSE and A Level. Cambridge Assessment, Cambridge Hitachi, 2005. ISBN: 9781845651404 IGCSE Biology, Mackean, D G. Hodder Education, 2009.ISBN: 9780340981863 IGCSE Biology, Jones, M. Heinemann, 2009.ISBN: 9780435966805 IGCSE Biology for CIE, Clegg, J. and Smith, M. Collins Educational, 2006.ISBN: 9780007755424 IGCSE Biology Revision Guide, Pickering, R. Oxford University Press, 2009. ISBN: 978019915265-0 IGCSE Biology Study Guide, Hayward, Dave. Hodder Education, 2005. ISBN: 9780719579042 Websites: This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or of the site’s owners (or their products/services). The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended. Cambridge IGCSE Biology webpage www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=837 v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 7 IGCSE Bitesize Biology – BBC www.bbc.co.uk/schools/gcsebitesize/biology/ SAPS (Science and Plants for Schools) www.saps.org.uk/ Practical Biology www.practicalbiology.org/ Society of Biology www.societyofbiology.org/home Learning and Teaching Technology http://lgfl.skoool.co.uk/ v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 8 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Biology) 0654 Unit 1: Cells and cell processes Recommended prior knowledge Learners can come to this unit with very little prior knowledge. This unit can provide an introduction to the Biology course. The seven characteristics of living things form a basis from which the themes underlying many biological concepts can be developed. In order to understand diffusion and osmosis and properties of enzymes, they will need some understanding of particle theory. For the section on enzymes some knowledge of catalysts will be helpful, and learners should know a little about simple chemical reactions and how to represent these by word equations. The concept of pH should also be understood at a simple level. Context This unit covers some fundamental topics that will be drawn on in all the units that follow. The basic structure of cells provides essential basic knowledge which will be used and developed in future units. Knowledge of diffusion and osmosis provides the foundation for understanding transport, digestion and gaseous exchange. Knowledge of enzymes and their action is required before digestion is covered in Unit 2. Outline The unit considers the special features that make living things different from non-living objects. The structure and functions of animal and plant cells is studied. Some particular examples of specialised cells are then considered, which introduces the idea of structural adaptations for particular functions. Movement of substances within, and into living organisms by diffusion and osmosis is studied. The basic nature and properties of enzymes, including the effects of temperature and pH on their action, concludes this unit. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives B1 Characteristics of living organisms B1 1 List and describe the characteristics of living organisms v0.7 3Y06 Suggested teaching activities Learning resources Activities can include: 1. The comparison of the characteristics of living organisms with those of non-living things – for example, what are the characteristic of life shown by a petrol engine. The comparison is clear when written in a table. 2. The mnemonic, MRS GREN is useful to remember the seven characteristics. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p2–3 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 9 Syllabus ref Learning objectives Suggested teaching activities Learning resources 3. Learners should understand that single-celled organisms, plants and animals all have these characteristics. B1 2 (S) v0.7 3Y06 Define the terms: nutrition as taking in of nutrients which are organic substances and mineral ions, containing raw materials or energy for growth and tissue repair, absorbing and assimilating them excretion as removal from organisms of toxic materials, the waste products of metabolism (chemical reactions in cells including respiration) and substances in excess of requirements respiration as the chemical reactions that break down nutrient molecules in living cells to release energy sensitivity as the ability to detect or sense changes in the environment (stimuli) and to make responses reproduction as the processes that make more of the same kind of organism growth as a permanent increase in size and dry mass by an increase in Activities can include: 1. The characteristic of nutrition could be extended to include autotrophic and heterotrophic nutrition and the terms parasite and saprophyte. 2. If models or specimens are available, learners could discuss the importance of having a large surface area in relation to volume for diffusion. The importance of diffusion of gases in respiration will be understood more easily when Unit 4 is studied. 3. Growth could also be explained as an increase in size due to cell division. There might be a change in shape with growth. 4. Examples to explain the need for energy to carry out each of the characteristics should be discussed. Learners will appreciate that energy is required for movement and this can be extended to show that energy is needed for growth, nutrition and sensitivity. Extension – learners could perform a search of the characteristics of life. Do all scientists use the same list? How do we classify viruses? For formative assessment learner progress could be assessed using past paper examination questions. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Learner activity – Characteristics of living things: www.exploratorium.edu/imaging_station /activities/ Including video clips and learner worksheet. Revision – Characteristics of life: www.scool.co.uk/gcse/biology/cells/reviseit/characteristics-of-life Past paper question: Core: Jun 2012 Paper 21 Q9(a) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk 10 Syllabus ref Learning objectives Learning resources Palisade cells can be seen using prepared slides or transparencies of leaf sections. Biology for IGCSE, Williams et al. Nelson Thornes 2009. p18 Learners can make their own slides of freshwater filamentous algae, Elodea or moss that can be mounted in a drop of water on a slide and viewed with a microscope. PowerPoint presentation – Cells and tissues: www.biology-resources.com/biologyCD.html Liver cells are difficult to observe, but it may be possible to make temporary mounts of wrist cells. Wash the inside of the wrist and place a piece of scotch tape onto this part of the wrist. Pull off the scotch tape and view the cells under the microscope. Illustrations of cells: www.cellsalive.com/ cell number or cell size or both movement as an action by an organism or part of an organism causing a change of position or place. B2 Cells B2 2.1 Cell structure B2 2.1.1 1 Cells in living organisms State that living organisms are made of cells B2 2.1.2 Identify and describe the structure of a plant cell (palisade cell) and an animal cell (liver cell) as seen under a light microscope B2 2.1.3 Suggested teaching activities Describe the differences in structure between typical animal and plant cells Extension – Learners can also make models of a plant cell and / or an animal cell to gain an idea of the orientation of the main structures of each type of cell. A shoe box can represent the cell wall of a plant cell and a plastic bag inside, the cell membrane. This can be filled with ‘cytoplasm’, wallpaper paste. Organelles can then be made and floated in the ‘cytoplasm’ Show video clip – cell structure: www.bbc.co.uk/learningzone/clips/parts-of-plant-and-animalcells/10602.html v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 An Atlas of Histology, Freeman and Bracegirdle. An excellent reference book for teachers. Cell structure: www.exploratorium.edu/imaging_station /activities/classroom/elodea_exploration s/ca_elodea_explorations.php Revision – Cell structure: www.scool.co.uk/gcse/biology/cells/reviseit/plant-and-animal-cells 11 Syllabus ref Learning objectives Suggested teaching activities Learning resources B2 2.1.4 (S) Relate the structures seen under the light microscope in the plant cell and the animal cell to their functions Learners studying the supplement should consider functions of features that are common to plant and animal cells, and those that are found in plant cells only. Biology for IGCSE, Williams et al. Nelson Thornes 2009. p19 Learners should understand how the differences between animal and plant cells relate to their different methods of obtaining nutrients. Video clip – Cell structure: www.bbc.co.uk/learningzone/clips/plant -and-animal-cell-structures/4188.html Examine a temporary mount of epidermal tissue peeled from the inner surface of an onion bulb. Note the absence of chloroplasts compared with plant cells found above ground. Learners could review cell structure (‘cell structure and function’ or ‘organelles’): www.exploratorium.edu/imaging_station/gallery.php B2 2.1.5 (S) Relate the structure of the following to their functions root hair cells – absorption red blood cells – transport The coverage of these examples of specialised cells could come later when they can be dealt with in context but it may help to introduce the learners to cells with different functions at this stage to appreciate how the cells are adapted to their functions. For formative assessment learner progress could be assessed using past paper examination questions. Inside animal and plant cells: learn.genetics.utah.edu/content/begin/c ells/insideacell/ Biology for IGCSE, Williams et al. Nelson Thornes 2009 p20–21 Examples of differentiated cells: www.rothamsted.ac.uk/notebook/organ. htm Past paper questions: Core Jun 2011 Paper 21 Q6(a) Jun 2012 Paper 21 Q3(d) Nov 2011 Paper 23 Q1(a) Supplement Jun 2011 Paper 31 Q3(a) Nov 2011 Paper 33 Q1(a) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 12 Syllabus ref Learning objectives Suggested teaching activities Learning resources B2 2.1.6 2 Size of specimens Calculate the magnification and size of biological specimens using millimetres as units Use the temporary mount of epidermal tissue peeled from the inner surface of an onion bulb or rhubarb stem and to use an appropriate scale to determine the size of cells. A transparent ruler can be used to estimate the width of the field of view, the number of cells in the field of view can be counted and a simple calculation performed to find the approximate size of one cell. Microscope magnification specifications and field of view: www.microscopemicroscope.org/advanced/magnification -1.htm Learners can magnify a piece of hair to understand that magnification is size of image size of object For formative assessment learner progress could be assessed using past paper examination question Nov 2011 0654/62 question 4(b). Learner activity – Specimen size: www.exploratorium.edu/imaging_station /activities/classroom/size/ca_size.php Relative sizes of cells: www.cellsalive.com/howbig.htm Past paper question: Nov 2011 Paper 62 Q4(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk B2 2.2 Movement in and out of cells B2 2.2.1 1 Diffusion Define diffusion as the net movement of molecules from a region of their higher concentration to a region of their lower concentration down a concentration gradient as a result of their random movement Use a simple demonstration of diffusion, for example a potassium manganate (VII) crystal in a gas jar of water or a drop of methylene dye on gelatine solidified in a test tube (diffusion of a solute), or ammonia and hydrochloric acid placed at opposite ends of a long glass tube, or simply a perfume container opened in one corner of the room. Bromine in a gas jar (carried out in a fume cupboard) can quickly show diffusion (gaseous diffusion). Biology for IGCSE, Williams et al. Nelson Thornes 2009. p26–27 Teachers should be aware that these experiments are often carried out by the Chemists at the beginning of the Cambridge IGCSE course and collaboration is important. Practical Biology – Diffusion: www.nuffieldfoundation.org/practicalbiology/diffusion Experiments in biology – Diffusion: www.biology-resources.com/biologyexperiments2.html Emphasise the random motion of particles. Variables of temperature, pressure, distance moved, concentration and size of particles. B2 2.2.2 v0.7 3Y06 Describe the importance of Consider the relevance of diffusion to living organisms – for example, Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 PowerPoint presentation – Diffusion: 13 Syllabus ref B2 2.2.3 (S) Learning objectives Suggested teaching activities Learning resources gaseous and solute diffusion and of water as a solvent the diffusion of oxygen and carbon dioxide into and out of a plant leaf or across the surface of the alveoli in the human lungs. www.biology-resources.com/biologyCD.html Emphasise that water is an important solvent and most cells contain about 75% water. Water transports substances and allows many chemical reactions to take place. Experiments in biology – Diffusion: www.biology-resources.com/biologyexperiments2.html Diffusion and animation and text: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_gateway/living/diffusionrev1.s html Osmosis should be treated as a special case of diffusion, in which only water molecules are able to move from one side of a partially permeable membrane to another. Biology for IGCSE, Williams et al. Nelson Thornes 2009. p28–31 2 Osmosis Define osmosis as the diffusion of water molecules from a region of their higher concentration to a region of their lower concentration, through a partially permeable membrane Ensure that learners understand what a solution is in terms of particles, so that they are able to imagine the water molecules and solute particles behaving independently of each other. Use visking tubing to demonstrate osmosis. Investigation of changes in mass or length of potato chips or of dried raisins placed in a range of different concentrations of sugar solution provides good opportunity for quantitative treatment of results, as well as enhancing understanding of osmosis. B2 2.2.4 (S) Describe the importance of osmosis in the uptake of water by plants and its effects on plant and animal tissues Discuss the effects of water uptake and loss on animal cells that lack a cellulose cell wall. This is essential for understanding homeostasis (Unit 6). Then stress the difference in plant cells that have a cellulose cell wall. Turgor as an important mechanism of support in plants could be discussed (Unit 3). Relate water uptake by osmosis to the structure of root hair cells covered earlier in this unit. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 PowerPoint presentation – Osmosis: www.biology-resources.com/biologyCD.html Experiments in biology – Osmosis: www.biology-resources.com/biologyexperiments2.html Practical Biology – Osmosis: www.nuffieldfoundation.org/practicalbiology/osmosis Osmosis animation and text: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_gateway/greenworld/waterrev 1.shtml Revision – Osmosis: www.scool.co.uk/gcse/biology/cells/reviseit/moving-molecules 14 Syllabus ref Learning objectives Suggested teaching activities Learning resources B2 2.2.5 (S) Describe and explain the importance of a water potential gradient in the uptake of water by plants Explain water potential as the tendency for water to leave a solution. The more water (that is then a more dilute the solution) the higher the water potential. Water moves from a high water potential in soil to a low water potential in air – that is, down a water potential gradient. Biology for IGCSE, Williams et al. Nelson Thornes 2009. p28 Do not introduce the idea of negative water potentials at this level. Relate to intake of water by root hairs. Past paper questions: Core Nov 2011 Paper 23 Q6(a) For formative assessment learner progress could be assessed using past paper examination questions. Supplement Nov 2011 Paper 31 Q6(d)(i) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk B3 Enzymes B3.1 Define enzymes as proteins which function as biological catalysts Revise the meaning of the term ‘catalyst’. Ensure that learners understand that enzymes are simple (protein) molecules, not living organisms. They cannot, therefore, be ‘killed’. Biology for IGCSE, Williams et al. Nelson Thornes 2009. p36–39 Use the kscience animation on an interactive whiteboard to demonstrate enzyme actions. Interactive model of enzyme action: www.kscience.co.uk/aanimations/model .swf Simple experiments with catalase are an excellent introduction to enzymes. Simple account of how enzymes work: www.abpischools.org.uk/page/modules/ enzymes/enzymes1.cfm Catalase experiment found in: Enzymes: www.biology-resources.com/biologyexperiments2.html B3.2 v0.7 3Y06 Investigate and describe the effect of changes in temperature and pH on enzyme activity Investigate the effect of temperature on the effect of enzyme activity, for example using starch and amylase or pepsin and egg white. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Experiments in biology – Amylase experiments found in Enzymes: www.biology-resources.com/biology- 15 Syllabus ref Learning objectives Suggested teaching activities Learning resources Pepsin experiment found in: www.biology-resources.com/biology-experiments-sup.html experiments2.html Extension – learners could investigate the effectiveness of enzyme based washing powders. Washing powder experiment found in Enzymes: www.nuffieldfoundation.org/practicalbiology/investigating-enzymes-usedlaundry-detergents Revision – Enzyme experiments: http://lgfl.skoool.co.uk/content/keystage 4/biology/pc/modules/digestion/digestio n_experiments/index.html B3.3 (S) Explain the effect of changes in temperature and pH on enzyme activity Explain the rise in activity with temperature, in terms of kinetic theory, and the fall as temperature rises above the optimum in terms of denaturation of the enzyme molecules. Consider the different optimum temperatures of different enzymes, not only those in humans. Explain the changes in activity when an enzyme is placed in solutions of different pH, below and above the optimum. For formative assessment, past paper examination questions may be used in the classroom. Explanation found in www.scool.co.uk/gcse/biology/enzymes/revise -it/enzymes and www.abpischools.org.uk/page/modules/ enzymes/enzymes1.cfm Past paper questions: Core Jun 2011 Paper 21 Q3(b) Nov 2011 Paper 22 Q1(c) Jun 2012 Paper 22 Q3(a)(b) Supplement Jun 2011 Paper 31 Q6(c) Jun 2012 Paper 32 Q3(a) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 16 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Biology) 0654 Unit 2: Animal nutrition Recommended prior knowledge For the section on animal nutrition learners need to understand some basic chemistry such as atoms, elements, ions and compounds. An understanding of bonding and simple chemical reactions is an advantage. For the section on digestion learners need to have knowledge about enzymes. Context The molecules that make up the bodies of living things are introduced here, and will be referred to in all of the subsequent units. The method of acquiring these molecules in animals is described. Outline This unit starts by considering the molecules from which living organisms are made, and then looks at food sources for animals and their necessity to build up the structure of their bodies, and also to supply energy. The way in which small molecules can be used to make larger ones is briefly considered, and the idea of a balanced diet is studied. The requirement for large molecules to be broken down before they can be absorbed through the wall of the alimentary canal is explained in the last section on Animal Nutrition. The functions of the main digestive enzymes are considered, linking back to the work on enzymes in Unit 1. The use of food to supply energy will be covered in more detail in Unit 4. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives B4 4.1 Nutrients B4 4.1.1 List the chemical elements which make up: - carbohydrates - fats - proteins B4 4.1.3 v0.7 3Y06 Describe the synthesis of large molecules from smaller basic Suggested teaching activities Learning resources For this section ensure that learners have some understanding of the terms: element, atom, molecule. Biology for IGCSE, Williams et al. 2009. p44–45 Beads that string together, or simple chemical modelling kits, can be used to illustrate the idea of small molecules joining together to make larger ones. PowerPoint presentation – The Chemicals of Living Things: www.biology-resources.com/biologyCD.html Learners should understand that starch is the carbohydrate stored only Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 17 Syllabus ref B4 4.1.4 Learning objectives Suggested teaching activities units: - simple sugars to starch and glycogen - amino acids to proteins - fatty acids and glycerol to fats and oils in plants. Animals store carbohydrate as glycogen. Describe tests for: - starch (iodine solution) - reducing sugars (Benedict's solution) - protein (biuret test) - fats (ethanol) Learners should have the opportunity to carry out each of these tests on a range of foods. It is a good practical lab in which learners should realize the importance of safety when using a water bath. Biology for IGCSE, Williams et al. 2009. p46–47 As an extension exercise, learners can be given a solution containing a mixture of unknowns such as a reducing sugar and a protein. Food tests: www.biology-resources.com/biologyexperiments2.html This can also give useful practice in recording qualitative results in a clearly presented results chart. Conclusions can also be written from the observed results. Learning resources Revision – Food tests: lgfl.skoool.co.uk/content/keystage4/biol ogy/pc/modules/digestion/food_tests/in dex.html Food tests also enhance the learners' understanding of the main classes of foods. B4 4.1.2 (S) B4 4.1.5 v0.7 3Y06 Define nutrition as taking in of nutrients which are organic substances and mineral ions, containing raw materials or energy for growth and tissue repair, absorbing and assimilating them Discuss the need for materials for growth and repair and for energy to maintain their activities such as movement and sensitivity. A simple definition of an organic substance is one whose molecules contain carbon and hydrogen. List the principal sources of, and describe the importance of: - carbohydrates - fats - proteins - vitamins (C and D only) - mineral salts (calcium and iron only), - fibre (roughage) A table or flash cards can identify the classes of foods. Biology for IGCSE, Williams et al. 2009. p44–45 Cross link with plant nutrition in Unit 3. Learners could compile their own table with headings: class of food; source of food; uses of food in body. Include the effects of deficiency of the nutrients listed in B4.1.7. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Biology for IGCSE, Williams et al. 2009. p48–49 For revision: www.scool.co.uk/gcse/biology/nutrition/reviseit/nutrition 18 Syllabus ref Learning objectives Suggested teaching activities - water B4 4.1.7 Describe the deficiency symptoms for: - vitamins (C and D only) - mineral salts (calcium and iron only). B4 4.1.6 (S) Describe the use of microorganisms in the manufacture of yoghurt Learning resources For detail on carbohydrates, fats and proteins: www.nutrition.gov/nal_display/index.ph p?info_center=11&tax_level=2&tax_sub ject=388&topic_id=1665&placement_de fault=0 Learners can make yoghurt in the lab and should discuss the importance of sterile apparatus and of the constant temperature necessary for the process. Biology for IGCSE, Williams et al. 2009. p50 Information about making yoghurt is available on this website: www.ncbe.reading.ac.uk/ncbe/protocols /pracbiotech.html Past paper question: Jun 2011 Paper 22 Q3(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk B4 4.3 Animal nutrition B4.3.1 1 Diet State what is meant by the term balanced diet and describe a balanced diet related to: - age - sex - activity of an individual v0.7 3Y06 Learners can keep a record of the food that they eat during a short period of time and then consider whether they are eating a balanced diet. Biology for IGCSE, Williams et al. Nelson Thornes 2009 p72–73 The 5-a-day campaign for eating fruit and vegetables could be discussed. Welcome to digestion: http://lgfl.skoool.co.uk/content/keystage 4/biology/pc/lessons/uk_ks4_digestion/ h-frame-ie.htm Learners could use the interactive Balanced Diet activity. Diets in most countries depend on a staple food such as bread, potatoes or rice, which is usually the main source of carbohydrate. Learners should be aware of the main sources of each type of nutrient in their own country, but also be prepared to consider how diets differ in other parts of the world. Science Across the World – Talking about food: www.nationalstemcentre.org.uk/elibrary /resource/1727/talking-about-food-foodnutrition-and-health Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 19 Syllabus ref Learning objectives Suggested teaching activities Learning resources Show video clips – Balanced diet: www.bbc.co.uk/learningzone/clips/a-well-balanced-diet/102.html Interactive Balanced diet: www.abpischools.org.uk/page/modules/ balanceddiet/index.cfm www.bbc.co.uk/learningzone/clips/a-balanced-diet/10609.html Practical Biology – Energy in food: www.practicalbiology.org/areas/introduc tory/energy/energy-in-food/how-muchenergy-is-there-in-food,42,EXP.html B4 4.3.2 (S) Describe the effects of malnutrition in relation to: - starvation - coronary heart disease - constipation - obesity Malnutrition should be considered as the result of eating an unbalanced diet, not just the lack of a particular type of nutrient. Biology for IGCSE, Williams et al. Nelson Thornes 2009 p74–77 The long term problems associated with obesity, like onset diabetes should be discussed. Science Across the World – Keeping Healthy: www.nationalstemcentre.org.uk/elibrary /resource/1741/keeping-healthy Learners could take part in the Science Across the World – Keeping Healthy. For revision: www.bbc.co.uk/schools/gcsebitesize/sci ence/ocr_gateway/understanding_orga nisms/dietrev1.shtml B4 4.3.3 B4 4.3.4 2 Human alimentary canal Define ingestion as taking substances e.g. food and drink into the body through the mouth Learners often do not understand that the alimentary canal is a long tube through which food passes. Biology for IGCSE, Williams et al. Nelson Thornes 2009 p78–83 A long flexible rubber tube can demonstrate the idea. Define egestion as passing out of food that has not been digested as faeces, through the anus A schematic diagram on A3 paper can clarify the main events that take place from ingestion by the mouth to egestion from the anus. The following resource can be used for this section and 4.3.5.Digestion: www.abpischools.org.uk/res/coResourc eImport/resources04/digestion/index.cf m Arrows in different colours can show which enzymes are involved along the canal. Learners should understand that food cannot be considered to have entered the body until it crosses the wall of the canal. B4 4.3.5 v0.7 3Y06 Identify the main regions of the The need for digestion to take place before absorption occurs is shown Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 For an illustrated account of a visking 20 Syllabus ref Learning objectives Suggested teaching activities Learning resources alimentary canal and associated organs including: - mouth - salivary glands - oesophagus - stomach - small intestine: duodenum and ileum - pancreas - liver - gall bladder - large intestine: colon and rectum - anus by using Visking tubing (to represent the alimentary canal) containing a mixture of glucose, starch and water. The visking tubing is placed in a beaker or a large test tube of water (to represent the blood), and left for several hours to allow the glucose to diffuse across the tubing. tubing experiment: http://lgfl.skoool.co.uk/content/keystage 3/biology/pc/learningsteps/DIELC/LO_T emplate.swf The contents of the tubing and of the beaker can be tested for starch and for glucose. This experiment can also illustrate B 4.3.10 below. Video clip – Digestion: www.bbc.co.uk/learningzone/clips/thedigestive-system/4180.html B4 4.3.6 Describe the functions of the regions of the alimentary canal listed above, in relation to: - ingestion - digestion - absorption - assimilation - egestion of food B4 4.3.7 3 Mechanical and physical digestion Define digestion as the breakdown of large, insoluble food molecules into small, water soluble molecules using mechanical and chemical processes A food liquidizer or mortar and pestle can be used to show mechanical digestion by the teeth and action of the stomach. Stress the difference between the term particle to mean a small visible part, as produced by mechanical digestion, compared with small molecular particles produced by the action of enzymes in B4.3.10 below. Revision: http://lgfl.skoool.co.uk/content/keystage 4/biology/pc/lessons/uk_ks4_digestion/ h-frame-ie.htm B4 4.3.8 Identify the types of human teeth and describe their structure and functions Learners can look at their own teeth to illustrate the positions and functions of the different types of teeth. Biology for IGCSE, Williams et al. Nelson Thornes, 2009 p80–81 B4 4.3.9 State the causes of dental decay v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Information about teeth: www.biology-resources.com/teeth-and- 21 Syllabus ref Learning objectives Suggested teaching activities and describe the proper care of teeth B4 4.3.10 Learning resources dentition.html 4 Chemical digestion State the significance of chemical digestion in the alimentary canal, in producing small, soluble molecules that can be absorbed The use of beads that string together as mentioned in B4.1.3 above could be used to illustrate large molecules being broken down into small molecules. B4 4.3.11 (S) Outline the role of bile in emulsifying fats, to increase the surface area for the action of enzymes The video clip models the effect of bile on fats using washing up liquid on cooking oil. Something similar could be done in the laboratory. www.bbc.co.uk/learningzone/clips/digestion-of-carbohydrates-fats-andproteins/105.html For illustration of bile formation and associated organs see page 4 of: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_edexcel/common_systems/di gestionrev1.shtml B4 4.3.12 State where, in the alimentary canal: - amylase - protease - lipase enzymes are secreted The schematic diagram B4.3.3 above can be labelled as suggested with the coloured arrows. Revision – Digestion: www.scool.co.uk/gcse/biology/nutrition/reviseit/digestion B4 4.3.13 State the functions of a typical: - amylase - protease - lipase listing the substrate and end products The importance of optimum pH and temperature should be emphasised, as well as the importance of enzymes in the whole process of digestion. B4 4.3.14 5 Absorption Define absorption as the movement of digested food molecules through the wall of the intestine into the blood or lymph Core learners do not need any detail of the villus structure but they need to understand that the dissolved substances, glucose and amino acids, are transported in the blood to the liver before they can be assimilated into the body. B4 4.3.16 Identify the small intestine as the region for absorption of digested v0.7 3Y06 The Visking tubing experiment mentioned in B4.3.5 above could be done to illustrate this point. A table could be drawn up to show the name of each enzyme, where in the alimentary canal they are secreted, the substrate and the end products. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Biology for IGCSE, Williams et al. Nelson Thornes 2009 p84–85 22 Syllabus ref Learning objectives Suggested teaching activities Learning resources It helps the learners to understand the importance of diffusion if the villus is compared with the alveoli in the lungs in Unit 4. Page 5 of this resource shows the villi: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_edexcel/common_systems/di gestionrev1.shtml food B4 4.3.15 (S) Describe the significance of villi in increasing the internal surface area of the small intestine The two structures can be compared as having a single cell membrane, good blood supply, moist surface area and a large surface area for efficient diffusion. B4 4.3.17 (S) Describe the structure of the villus, including the role of capillaries and lacteals B4 4.3.18 6 Assimilation Describe the role of the liver in the: metabolism of glucose to glycogen For Core learners, no detail of the hormonal control of glucose levels is required. They should, however, know that the liver stores excess glucose as glycogen and converts this back to glucose again if blood glucose levels fall. Describe the role of fat as an energy storage substance The storage of fat by some mammals prior to hibernation, e.g. hedgehogs could be discussed. B4 4.3.19 Biology for IGCSE, Williams et al. Nelson Thornes 2009 p84 For formative assessment learner progress could be assessed using past paper examination questions. Biology for IGCSE, Williams et al. Nelson Thornes, 2009 p85 Past paper questions: Core Jun 2011 Paper 21 Q3(b)(c) Jun 2011 Paper 22 Q3(b) Nov 2011 Paper 21 Q(a)(b) Nov 2011 Paper 22 Q1(c) Jun 2012 Paper 22 Q3(c) Supplement Jun 2011 Paper 31 Q6 Nov 2011 Paper 31 Q6(a)(b)(d) Nov 2011 Paper 32 Q1(b) Jun 2012 Paper 32 Q3(b)(c) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 23 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Biology) 0654 Unit 3: Plant nutrition and transport Recommended prior knowledge Learners should have a basic knowledge of diffusion and, for the Supplement, osmosis. For the section on plant nutrition learners should have a basic knowledge of carbohydrates and proteins and their uses within the body, the structure of a plant cell and the process of diffusion. They should have an understanding of energy transfers from one form to another. Context This unit builds on knowledge gained from earlier units and describes how organic materials are made in plants. It then considers how water and, for Supplement learners, organic materials move around the plant. Outline Plant nutrition is studied by looking at the way in which plants manufacture organic substances using sunlight and inorganic molecules as their raw materials. Knowledge of cell structure, covered in Unit 1, is extended to look more fully at the structure and function of cells and tissues in a leaf. The idea of adaptation of structure to function should be reinforced when studying the leaf structure. The movement of water in xylem is studied. Starting with the uptake of water from the soil, the pathway of water movement is followed until water vapour is lost by the leaves. The factors affecting the rate of transpiration are then considered. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives B4 4.2 Plant nutrition B4 4.2.1 1 Photosynthesis Define photosynthesis as the fundamental process by which plants manufacture carbohydrates from raw materials using energy from light B4 4.2.3 v0.7 3Y06 State the word equation for Suggested teaching activities Learning resources Plants can be considered as 'food factories', in which all the food in the world is initially made. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p56–57 Learners should compare the needs of animals for organic nutrients, in Unit 2, with those of plants, which only require inorganic compounds such as carbon dioxide and water for photosynthesis. Learners can be introduced to the terms producer and consumer. This is a cross link with Unit 10. PowerPoint presentation – Photosynthesis: www.biology-resources.com/biologyCD.html Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 24 Syllabus ref Learning objectives photosynthesis for the production of simple sugars and oxygen Suggested teaching activities Learning resources The initial products of photosynthesis are sugars (such as glucose) which can be converted to large, insoluble molecules such as starch for storage within the plant. PowerPoint and worksheets: www.saps.org.uk/secondary/teachingresources/134-photosynthesis-asurvival-guide http://lgfl.skoool.co.uk/content/keystage 4/biology/pc/lessons/uk_ks4_plant_nutri tion/h-frame-ie.htm B4 4.2.2 (S) Explain that chlorophyll traps light energy and converts it into chemical energy for the formation of carbohydrates and their subsequent storage B4 4.2.4 (S) State the balanced equation for photosynthesis in symbols The important point to get across is the conversion of light energy to chemical energy. Chlorophyll absorbs light energy and enables it to be used to drive the reactions. (Ensure that learners do not think that chlorophyll attracts light.) Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p56–57 There is a wide variety of practical work that can be carried out. Learners should know how to test a leaf for starch, and to carry out simple experiments into the need for light and chlorophyll for photosynthesis. For details of experiments: www.biology-resources.com/biologyexperiments2.html 6CO2 + 6H2O → C6H12O6 + 6O2 B4 4.2.5 Investigate the necessity for chlorophyll, light and carbon dioxide for photosynthesis, using appropriate controls Practical Biology – Photosynthesis: www.nuffieldfoundation.org/practical-biology/photosynthesis The importance of controlled variables such as temperature can be introduced. Investigating the behaviour of leaf discs: www.saps.org.uk/secondary/teachingresources/284-investigating-thebehaviour-of-leaf-discswww.saps.org.uk/secondary/teachingresources/145-photosynthesis-andstarch-production-in-pelargonium-leafdiscs- v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 25 Syllabus ref Learning objectives Suggested teaching activities Learning resources Datalogging: www.pascophysics.com/file_downloads /experiments/pdf-files/glx/biology/06Photosynthesis-SV.pdf B4 4.2.6 (S) B4 4.2.7 Investigate and state the effect of varying light intensity on the rate of photosynthesis (e.g. in submerged aquatic plants) Investigations with Elodea (Canadian pondweed) or Cabomba can produce good quantitative data to illustrate the effect of light on the rate of photosynthesis. Describe the intake of carbon dioxide and water by plants The exchange of gases can be more easily understood when the structure of the leaf has been studied in the next section. For quantitative data: www.biology-resources.com/biologyexperiments-sup.html Water uptake can be mentioned briefly here, and in more detail after studying B5.1.3 below. B4 4.2.8 v0.7 3Y06 2 Leaf structure Identify and label the cuticle, cellular and tissue structure of a dicotyledonous leaf, as seen in cross-section under the light microscope, and describe the significance of these features in terms of functions to include: distribution of chloroplasts – photosynthesis stomata and mesophyll cells – gas exchange vascular bundles (xylem and phloem) transport and support Simple photosynthesis experiments: www.saps.org.uk/secondary/teachingresources/ Included in this resource is a summary: http://lgfl.skoool.co.uk/content/keystage 4/biology/pc/lessons/uk_ks4_plant_nutri tion/h-frame-ie.htm Before considering the appearance of a section through a leaf, learners should look at entire leaves and consider how they are adapted for photosynthesis. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p66–67 A simplified, labelled diagram should be made of a leaf section and the different parts are discussed. Photomicrograph of Eleagnus leaf TS with vascular bundle: www.images.botany.org/set-13/13063v.jpg Learners should be familiar with the structure of a palisade cell, and they can discuss how it is specialised for photosynthesis. The role of the upper epidermis that allows the maximum sunlight to reach the palisade layers should be mentioned. It can be helpful to think of a leaf as an organ that: takes in the raw inorganic materials uses light energy to convert the materials into chemical energy. producing organic products and their removal for distribution throughout the plant. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 26 Syllabus ref Learning objectives Suggested teaching activities Learning resources Drawings of leaves, and comparisons between two or more different kinds of leaves, make good practice or assessment material for the practical skills of observation and recording, and also for magnification calculations (Unit 1, size of specimens). B4 4.2.9 3 Mineral requirements Describe the importance of: - nitrate ions for protein synthesis - magnesium ions for chlorophyll synthesis Learners should be reminded that carbohydrates contain carbon, hydrogen and oxygen only; plants can therefore make these from carbon dioxide and water. However, proteins also contain nitrogen, so a nitrogen source is necessary before some of the carbohydrate can be converted to protein. Nitrate ions from the soil are the main source of nitrogen for plants. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p68–69 Mineral requirements mentioned in: http://lgfl.skoool.co.uk/content/keystage 4/biology/pc/lessons/uk_ks4_plant_nutri tion/h-frame-ie.htm Extension – learners could plan an experiment to investigate mineral requirements in plants. B4 4.2.10 (S) Explain the effects of nitrate ion and magnesium ion deficiency on plant growth This should be dealt with simply, considering the effects on a growing plant of a shortage of proteins or chlorophyll. A comparison can be made when plants are grown in culture solutions lacking magnesium, nitrates and a control. Practical Biology – Minerals: www.nuffieldfoundation.org/practicalbiology/investigating-effect-mineralsplant-growth After a few weeks, the growth of each plant can be compared. B4 4.2.11 (S) Describe the uses and the dangers of the overuse of nitrogen fertilisers It may be best not to study the use of nitrogen fertilisers here, but rather to cover this fully in Unit 11. For formative assessment learner progress could be assessed using past paper examination questions. Past paper questions: Core Jun 2011 Paper 21 Q8(b) Nov 2011 Paper 22 Q5(c)(i) Jun 2012 Paper 22 Q9 Supplement Jun 2011 Paper 31 Q9(c) Nov 2011 Paper 32 Q5(b) Jun 2012 Paper 32 Q9 Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 27 Syllabus ref Learning objectives B5 5.1 Transport in plants B5 5.1.1 1 Xylem and phloem State the functions of xylem and phloem B5 5.1.2 Identify the positions of xylem and phloem tissues as seen in transverse sections of un-thickened, herbaceous, dicotyledonous roots, stems and leaves. B5 5.1.3 2 Water uptake Identify root hair cells, as seen under the light microscope, and state their functions Suggested teaching activities Learning resources Here xylem vessels are considered in the context of water transport from root to leaves. The structure of xylem vessels should be simply covered stating that the vessels are made of a long column of dead, empty cells with lignified walls, stacked end to end. Xylem vessels provide support to the plant. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p88–89 Prepared microscopic slides of transverse sections of stem and root may be examined under the light microscope and simple diagrams made of the positions of the vascular bundles. This will make their understanding of the path taken by water easier to understand. Root hair cells will already have been covered in Unit 1 by Supplement learners as an example of a specialised cell. Here root hair cells are dealt with in the context of the whole plant. For a diagram of the stem cross section see: www.bbc.co.uk/schools/gcsebitesize/sc ience/add_edexcel/organism_energy/p hotosynthesisrev4.shtml For the root see: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_ocr_gateway/green_world/pla nttransportrev1.shtml Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p90–91 It should be emphasised that mineral ions enter the roots dissolved in water. Root hairs can be looked at under a microscope. They can be prepared from seeds germinated on cotton wool or blotting paper. B5 5.1.4 (S) Relate the structure and functions of root hairs to their surface area and to water and ion uptake The structure of the root hairs can be compared with those of the villi and alveoli in their adaptation to their function of diffusion. See Unit 2 and Unit 4. The first part of this resource shows the structure related to function. The whole presentation is good for revision: lgfl.skoool.co.uk/content/keystage4/biol ogy/pc/lessons/uk_ks4_plant_transport/ h-frame-ie.htm B5 5.1.5 State the pathway taken by water Core learners do not need to know about osmosis. They describe the For general introduction: v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 28 Syllabus ref B5 5.1.6 Learning objectives Suggested teaching activities Learning resources through: - root - stem - leaf (root hair, root cortex, xylem, mesophyll cells) pathway taken. However for Supplement learners, osmosis may need to be revised, before explaining the uptake of water from the soil and across the root. www.bbc.co.uk/schools/gcsebitesize/sci ence/add_ocr_gateway/green_world/pla nttransportrev1.shtml Investigate, using a suitable stain, the pathway of water through the above-ground parts of a plant Large and semi-transparent stems, such as the leaf petioles of celery, can be placed with their bases in a solution of a water-soluble dye (ink or food colouring). After a few hours, the dye can be seen in the xylem vessels, spreading out into the veins in the leaves. If thin sections are cut, the positions of the xylem vessels show up clearly. Experiments in biology – Transport in plants: www.biology-resources.com/biologyexperiments2.html A variation of this experiment using flowers is described in the following website: www.nuffieldfoundation.org/practical-biology/investigating-transportsystems-flowering-plant B5 5.1.7 B5 5.1.9 It is important to understand that transpiration involves the loss of water vapour from the underside of the leaf, mostly through open stomata. Water in the cell walls of mesophyll cells evaporates, and diffuses through the air spaces and out of the leaf. The effect of transpiration in pulling water up xylem vessels can be compared to the effect of sucking a liquid up a straw. Practical Biology – Transpiration: www.nuffieldfoundation.org/practicalbiology/estimating-rate-transpirationplant-cutting Describe the effects of variation of: - temperature - humidity - light intensity on respiration rate Experiments using potometers not only help learners to understand the effects of environmental factors on the rate of transpiration, but also provide good opportunities to improve, or to be assessed on, all four experimental skills. Comparison of transpiration rates: www.saps.org.uk/secondary/teachingresources/115-comparison-oftranspiration-rates It is important, however, that it is understood that a potometer measures water uptake, which is not absolutely the same as water loss. Data logging: www2.vernier.com/sample_labs/BWV10-COMP-transpiration.pdf There is no need for elaborate potometers, a long piece of capillary tubing with a length of rubber tubing at one end into which the cut end of a shoot is pushed is effective. All the apparatus and cut twigs should be kept under water while assembling the apparatus, to avoid air locks. v0.7 3Y06 Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p92–93 3 Transpiration Define transpiration as evaporation of water at the surfaces of the mesophyll cells followed by loss of water vapour from plant leaves, through the stomata Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Measuring stomatal density: 29 Syllabus ref Learning objectives Suggested teaching activities Learning resources Laurel or ash leaves work well. The experiments can be extended by removing one leaf from the branch and recording the reduced water uptake. This is repeated until no leaves remain. A graph showing a reduction in water loss (uptake by the potometer) with fewer leaves illustrates the effect of the number of leaves on the transpiration process. www.saps.org.uk/secondary/teachingresources/299-measuring-stomataldensity- Transpiration can also be investigated by using a hair dryer to vary the humidity. Extension – use of dataloggers to investigate transpiration rates. B5 5.1.8 (S) B5 5.1.10 (S) Describe how water vapour loss is related to: cell surfaces air spaces and stomata Although learners should look at examples of plant adaptations using plants that grow locally, it is also very useful to think about plants that grow in especially wet or dry environments, such as rain forest or desert. Examples include the adaptations of cacti, succulent plants and plants, whose habitat is the surface of water. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p94–95 Explain the mechanism of water uptake and movement in terms of transpiration producing a tension (pull) from above, creating a water potential gradient in the xylem, drawing cohesive water molecules up the plant Learners may already have met the term 'water potential' in Unit 1. In normal conditions, the water potential in the air is lower than that in the soil solution. Thus water moves down a water potential gradient as it moves from soil to air, through the plant. If learners are shown a wilting plant, they can think about why it is only the leaves that wilt. This can introduce the idea of xylem vessels, present in vascular bundles in leaves and stem, helping with support. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p91 For formative assessment learner progress could be assessed using past paper examination questions. Desert plant survival: www.desertusa.com/du_plantsurv.html Past paper questions: Core Jun 2012 Paper 21 Q3(a)(b) Jun 2012 Paper 22 Q9(b)–(f) Supplement Jun 2012 Paper 31 Q3 Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk B5 5.1.11 (S) v0.7 3Y06 4 Translocation Define translocation in terms of the movement of sucrose and amino acids in phloem; from regions of production to regions of storage OR to regions This idea will probably already have been met in section B4.2 above, when discussing the functions of leaves. Here it should be reemphasised that carbohydrates are transported through a plant in the form of soluble carbohydrates such as sucrose, glucose and proteins as amino acids through the phloem tubes. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p96–97 Revision including transloction: http://lgfl.skoool.co.uk/content/keystage 30 Syllabus ref Learning objectives Suggested teaching activities Learning resources of utilisation in respiration or growth No detail of phloem structure or function is required. It should be made clear that substances can be transported in any direction in phloem, for example from photosynthesising leaves down to roots for storage or upwards to growing buds, flowers, leaves and fruits for respiration and growth. Translocation also occurs from storage organs such as the root tubers to all parts of the plant. 4/biology/pc/lessons/uk_ks4_plant_tran sport/h-frame-ie.htm Extension – Consideration of the effects of 'ringing' a tree can help learners to bring together their knowledge of stem structure and function. Ringing removes the phloem, which is near to the surface of a stem. If the ring is cut below the leaves, then all the cells beneath the ring are deprived of products of photosynthesis from the leaves, and eventually die. Grey squirrels and other small mammals gnaw the bark and destroy the phloem that is in the inner bark region. Supplement Jun 2011 Paper 32 Q8(d) Past paper questions: Core Jun 2011 Paper 22 Q8(d) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk This section can be explained by drawing a coloured flow diagram to indicate the movement of the solutes to and from different parts of a plant. For formative assessment learner progress could be assessed using past paper examination questions: v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 31 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Biology) 0654 Unit 4: Respiration and gas exchange Recommended prior knowledge Learners need to have some knowledge of energy transfer, and to be able understand simple chemical equations. Context Respiration is a fundamental process that will be referred to in most of the subsequent units. Outline The unit covers the important topic of respiration, which will be met again when the carbon cycle is dealt with in Unit 10. The need for a constant supply of energy for life processes requires a constant supply of oxygen and glucose to respiring cells, and removal of carbon dioxide from them. Gas exchange in humans follows naturally in this unit. There is considerable opportunity for practical work about respiration. For gas exchange the scope for practical work is more limited, and is mainly examination of the relevant organs. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives B6 6.1 Aerobic and anaerobic respiration B6 6.1.1 B6 6.1.2 v0.7 3Y06 Suggested teaching activities Learning resources 1 What is respiration? Define respiration as the chemical reactions that break down nutrient molecules in living cells to release energy Learners should understand that respiration is a reaction (or series of reactions) that takes place inside living cells. A very common error is to confuse it with 'breathing', and to think that it takes place only in the lungs. Learners should also realise that every living cell respires, including plant cells. Biology for IGCSE, Williams et al. Nelson Thornes 2009. p116–117 State the uses of energy in the body of humans: - muscle contraction - protein synthesis - cell division Explain that oxygen must be supplied to respiring cells and carbon dioxide has to be removed from them. Unit revision: lgfl.skoool.co.uk/content/keystage4/biol ogy/pc/lessons/uk_ks4_breathing_and_ respiration/h-frame-ie.htm It can be helpful to compare respiration with combustion - the overall equation is the same, but respiration occurs in a series of small Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 32 Syllabus ref Learning objectives - Suggested teaching activities active transport growth the passage of nerve impulses the maintenance of a constant body temperature. Learning resources reactions that do not suddenly release large amounts of heat energy. A simple demonstration of burning a wooden splint can show energy released very quickly, and then the contrast with respiration can be explained. Link with carbon cycle in Unit 10. B6 6.1.3 State the word equation for aerobic respiration B6 6.1.4 (S) Define aerobic respiration as the release of a relatively large amount of energy in cells by in the presence of oxygen Emphasise that the function of respiration is to release energy from food (usually glucose) in a form that the organism can use. Learners should not state that respiration 'produces' energy. A class discussion will probably pick out a good range of uses of energy. It can be helpful to compare respiration with combustion - the overall equation is the same, but respiration occurs in a series of small reactions that do not suddenly release large amounts of heat energy. A simple demonstration of burning a wooden splint can show energy released very quickly, and then the contrast with respiration can be explained. Link with carbon cycle in Unit 10. The PowerPoint presentation can be used in two sections. The first part covers aerobic respiration and the second part can be used for anaerobic respiration: www.biology-resources.com/biologyCD.html Experiments in biology – Respiration: www.biology-resources.com/biologyexperiments2.html The energy content of a food, such as a potato crisp or a cube of bread, can be estimated by allowing it to heat a known volume of water as it burns in air. (This investigation is often done using peanuts, but teachers should be aware that an increasing number of children are allergic to nuts). This investigation can include variables such as volume of water and the mass of carbohydrate. Discussion about the errors and limitations of the investigation show the learners that science experiments can be inaccurate. Extension – use of a calorimeter to demonstrate a more accurate method of determining energy content. B6 6.1.5 (S) v0.7 3Y06 State the equation for aerobic Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 33 Syllabus ref Learning objectives Suggested teaching activities Learning resources Anaerobic respiration can be investigated using a suspension of yeast in boiled, cooled water. Boiling drives off all dissolved oxygen. The carbon dioxide released can be detected by passing it through lime water or hydrogen carbonate indicator solution. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p126–127 respiration using symbols (C6H12O6 + 6O2 → 6CO2 + 6H2O) B6 6.1.6 (S) 3 Anaerobic respiration Define anaerobic respiration as the release of a relatively small amount of energy by the breakdown of food substances in the absence of oxygen Anaerobic Respiration in yeast experiment: www.biology-resources.com/biologyexperiments2.html The second part of this PowerPoint presentation covers anaerobic respiration: www.biology-resources.com/biologyCD.html Anaerobic respiration in muscles can be considered when investigating physical activity in section B6.2.7 below, and in Unit 5. It also links with yoghurt making, Unit 2. Revision – Anaerobic respiration: www.lgfl.skoool.co.uk/content/keystage 4/biology/pc/modules/breathing_respirat ion/anaerobic_respiration/index.html Describe the role of anaerobic respiration in yeast during brewing and bread making Learners can vary the mass of yeast in a given volume of water that is added to a constant mass of flour to measure the increase in height of flour in a large test tube or plastic cup over time. Temperature or sugar can also be used as a variable. A good source of ideas for this is the booklet 'Practical Biotechnology'. Experiment on using yeast in bread in Practical Biotechnology: www.ncbe.reading.ac.uk/ncbe/protocols /PRACBIOTECH/breaddough.html Compare aerobic respiration and The much smaller amount of energy released during anaerobic Reference to this is made in the B6 6.1.7 (S) State the word equation for anaerobic respiration: in muscles during hard exercise (glucose to lactic acid) and the microorganism yeast (glucose to alcohol and carbon dioxide) B6 6.1.8 (S) Describe the effect of lactic acid in muscles during exercise (include oxygen debt in outline only) B6 6.1.9 (S) B6 6.1.10 (S) v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 34 Syllabus ref Learning objectives Suggested teaching activities Learning resources anaerobic respiration in terms of relative amounts of energy released respiration should be emphasised here. following resource: Revision – Anaerobic respiration: www.lgfl.skoool.co.uk/content/keystage 4/biology/pc/modules/breathing_respirat ion/anaerobic_respiration/index.html B6 6.2 Gas exchange B6 6.2.1 Identify on diagrams and name the: - larynx - trachea - bronchi - bronchioles - alveoli - associated capillaries. Learners should be able to locate each structure on a diagram and to understand that there are two bronchi and several bronchioles. They should appreciate that the alveoli are microscopic and cannot be seen with the naked eye. Link with transport in Unit 5. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p118–119 B6 6.2.2 (S) List the features of gaseous exchange surfaces in animals The idea of gaseous exchange may already have been discussed in Unit 3, in the context of the intake and loss of gases from leaves. A gaseous exchange surface can be defined as a surface across which gases pass as they enter or leave the body. For animals, oxygen enters as carbon dioxide leaves. Learners should relate their understanding of diffusion to the structure of the alveoli and cross reference to Unit 2 (villi) and Unit 3 (root hairs). Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p120–121 Explain the role of mucus and cilia in protecting the gas exchange system from pathogens and particles The cilia are fine hairs that trap the mucus secreted by the goblet cells. Learners can consider the role of the mucus in relation to coughing, pneumonia and tuberculosis. Asthma may be discussed if appropriate. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p123 Describe the effects of tobacco smoke and its major toxic components: - tar - nicotine - carbon monoxide This topic lends itself to class discussion or group presentations. B6 6.2.3 (S) B6 6.2.4 (S) v0.7 3Y06 Revision – Gas exchange: lgfl.skoool.co.uk/content/keystage4/biol ogy/pc/modules/breathing_respiration/g as_exchange/index.html Practical Biology – Gas exchange: www.nuffieldfoundation.org/practicalbiology/ventilation-systems Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p164–165 Practical Biology – Smoking: www.nuffieldfoundation.org/practicalbiology/going-smoke Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 35 Syllabus ref Learning objectives Suggested teaching activities Revision – Smoking: www.lgfl.skoool.co.uk/content/keystage 4/biology/pc/modules/breathing_respirat ion/smoking/index.html - smoke particles on the gas exchange system B6 6.2.5 B6 6.2.6 B6 6.2.7 Learning resources Pie charts or tables showing the percentage composition of air are useful and show that nitrogen remains constant. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p120 Learners should be able to use their knowledge of gas exchange and respiration to explain these differences. Some information about how breathing changes the air – Breathing and asthma: www.abpischools.org.uk/res/coResourc eImport/resources04/asthma/index.cfm Use lime water as a test for carbon dioxide to investigate the differences in composition between inspired and expired air The differences between expired and inspired air, in terms of carbon dioxide content and water vapour content, should be investigated experimentally. Lime water or hydrogencarbonate indicator may be used to test for carbon dioxide. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p120 Investigate and describe the effects of physical activity on rate and depth of breathing This should be investigated experimentally. A simple, repeatable form of exercise, such as step-ups, is the most useful for generating quantitative results. Learners can plan their own investigation by comparing activities such as walking, running, skipping or hopping with definite constant variables of time / distance. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p124–125 State the differences in composition between inspired and expired air Practical Biology Exhaled Air (2): www.biology-resources.com/biologyexperiments2.html The importance of three or five trials per exercise can be introduced to obtain the mean of the raw data and to identify anomalies. Learners should use their knowledge of aerobic and anaerobic respiration to explain why breathing rate does not drop immediately to normal when exercise stops. The concept of breathing rate / pulse rate 'at rest' can be introduced. Note: These experiments are referred to in Unit 5 in the study of pulse rate. Pulse rate readings could be taken at the same time. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 36 Syllabus ref Learning objectives Suggested teaching activities Learning resources B6 6.2.8 (S) Explain the effects of physical activity on rate and depth of breathing Reference should be made to the requirement for both increased oxygen and glucose for the higher respiration rate in muscles during exercise. Also the need to remove carbon dioxide at a faster rate should be explained. Past paper questions: Core Jun 2011 Paper 22 Q5(b) Nov 2011 Paper 21 Q4(d) Nov 2011 Paper 22 Q7(a)(b)(i) Nov 2011 Paper 23 Q6(a) Nov 2011 Paper 23 Q6(a)(b) Jun 2012 Paper 21 Q11(a) Jun 2012 Paper 22 Q12(b) For formative assessment learner progress could be assessed using past paper examination questions. Supplement Nov 2011 Paper 32 Q8(a) Nov 2011 Paper 33 Q8(a) Jun 2012 Paper 31 Q11(c) Jun 2012 Paper 32 Q12 Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 37 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Biology) 0654 Unit 5: The human transport system Recommended prior knowledge Learners should have studied Unit 4 on respiration and gas exchange. They should understand the requirement for oxygen in cells and the removal of carbon dioxide from cells. Context The requirement for a steady supply of oxygen and nutrients to cells, and the removal of carbon dioxide and other waste products from cells, explains the need of an efficient transport system in humans. Outline The circulatory system is described, including details of the heart and blood vessels. There are limited opportunities for practical work apart from studying the relevant organs. The effects of exercise on heart rate are then studied. This gives an opportunity for practical work. The composition and functions of blood, including defence against disease are then covered. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives B5.2 Transport in humans B5 5.2.1 1 Describe the circulatory system as a system of tubes with a pump and valves to ensure one-way flow of blood Suggested teaching activities Learning resources A basic diagram to show the plan of the circulatory system can be shown, indicating the central position of the heart. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p100–101 A plan that can be modified as needed is shown in www.bbc.co.uk/schools/gcsebitesize/science/21c/keeping_healthy/heart diseaserev1.shtml The circulatory system: www.peer.tamu.edu/curriculum_module s/Organsystems/module_4/whatwekno w_circulation.htm This plan can be used for section B5.2.8 below to label the blood vessels indicated. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 38 Syllabus ref Learning objectives Suggested teaching activities Learning resources B5 5.2.2 (S) Describe the double circulation in terms of a low pressure circulation to the lungs and a high pressure circulation to the body tissues and relate these differences to the different functions of the two circuits An understanding of the double circulatory system is needed, in which blood passes twice through the heart during one complete circuit of the body. This helps learners to make sense of the structure and function of the heart. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p101 2 Describe the structure of the heart including: - the muscular wall - the septum - the chambers - the valves - the associated blood vessels. A diagram of the heart, showing the internal structure needs to be known. Ensure that learners understand that both sides of the heart beat together. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p102–103 Learners need to understand that the left ventricle has a thicker muscular wall than the right ventricle. Heart and circulation: www.abpischools.org.uk/res/coResourc eImport/resources04/heart/index.cfm B5 5.2.3 Emphasise the roles of the heart valves to ensure one-way flow of blood through the heart, and the difference in thickness of the ventricle walls in this section. A model of the heart can be useful when explaining the structure. A lamb’s heart can be used for dissection Practical Biology – Heart dissection: www.nuffieldfoundation.org/practical-biology/looking-heart B5 5.2.5 Describe the function of the heart in terms of: - muscular contraction - the working of the valves. Revision – Blood and circulation: lgfl.skoool.co.uk/content/keystage4/biol ogy/pc/lessons/uk_ks4_blood_and_circ ulation/h-frame-ie.htm The direction of blood flow through the heart, the separation of oxygenated and deoxygenated blood, and the functions of the valves should be understood. Arrows can be added to the heart diagram to show the direction of flow of blood through the heart. Light shading of the chambers and the blood vessels in different colours can show clearly the areas of oxygenated and deoxygenated blood. Emphasise the roles of the heart valves to ensure one-way flow of blood through the heart, and the difference in thickness of the ventricle walls in this section. This can be linked to B5.2.2 (S) above to aid understanding of the double circulation. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 39 Syllabus ref Learning objectives Suggested teaching activities Learning resources B5 5.2.4 (S) Describe coronary heart disease in terms of the blockage of coronary arteries and state the possible causes: - diet - stress - smoking and preventive measures Learners may already have some ideas about factors that increase the likelihood of suffering from heart disease, and class discussion will probably bring out most of the major influences. A person's genes are also thought to play a major role in this. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p106-107 There is scope for discussion on the effects of diet, exercise, smoking on the health of the heart throughout a person's life. Stress can cover many situations but, at a simple level, learners can understand that problems at work and in the family cause stress and may increase blood pressure in adults. Topic covered by: www.bbc.co.uk/learningzone/clips/heart -function-and-health/1466.html Some coverage of heart disease in: www.bbc.co.uk/schools/gcsebitesize/sci ence/21c/keeping_healthy/heartdisease rev1.shtml Blockage of the arteries can be covered here as the build-up of plaque. The importance of the coronary arteries in heart disease and the link to a diet high in saturated fats should be made. A link with Unit 2 could be made to discuss obesity and the possible connection with heart disease. B5 5.2.6 Investigate the effect of physical activity on pulse rate This should be investigated experimentally. A simple, repeatable form of exercise, such as step-ups, is the most useful for generating quantitative results. Learners can plan their own investigation by comparing activities such as walking, running, skipping or hopping with definite constant variables of time / distance. The importance of three or five trials per exercise can be introduced to obtain the mean of the raw data and to identify anomalies. Note: These experiments can also be used to study the increase in depth and rate of breathing in Unit 4. For formative assessment learner progress could be assessed using past paper examination questions. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p105 Practical Biology – Control of heart rate: www.nuffieldfoundation.org/practicalbiology/observing-effects-exercisehuman-body Past paper questions: Core Nov 2011 Paper 22 Q7(c) (Heart attack now in supplement section) Nov 2011 Paper 23 Q6(a)(v) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 40 Syllabus ref Learning objectives Suggested teaching activities B5 5.2.7 (S) Investigate, state and explain the effect of physical activity on pulse rate Learners should explain the results of the experiments in B5.2.6 above in terms of increased respiration rate. Therefore Unit 4 on respiration should be covered before a full explanation is attempted. B5 5.2.8 Name the main blood vessels to and from the: heart lungs liver kidney. Labels may be added to the diagram in B5 5.2.1 above to show the blood vessels listed. 3 Describe the structure and functions of: arteries veins capillaries. A table can be used to compare the structure with the functions of these blood vessels. Structure can be related to function for Supplementary learners as part of the next section, B5 5.2.10 (S). B5 5.2.9 Learning resources Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p104–105 Note: The blood vessels to and from the heart and lungs should already have been identified in B5 5.2.3 above. The teacher could reinforce that the hepatic portal vein carries glucose and amino acids from the small intestine to the liver so it has blood coming from here in addition to the hepatic artery. Emphasise that arteries do not pump blood and that capillaries are one cell thick. Rubber tubing of different sizes can illustrate the difference between an arterial wall and the thinner walls of veins. Diffusion is responsible for the transfer of materials between capillaries and tissue fluid. B5 5.2.10 (S) Explain how structure and function are related in: arteries veins capillaries. Learners should understand that arteries have blood flowing at high pressure but at much lower pressure in veins. The narrow lumen of the arteries helps to maintain blood pressure while the large lumen of the veins reduces resistance to blood flow. Information about structure relating to function is found in: http://lgfl.skoool.co.uk/content/keystage 4/biology/pc/lessons/uk_ks4_blood_and _circulation/h-frame-ie.htm In capillaries the thin walls facilitate enable diffusion for the transfer of materials between capillaries and tissue fluid. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 41 Syllabus ref Learning objectives Suggested teaching activities Learning resources B5 5.2.11 4 Identify red and white blood cells as seen under a light microscope, on prepared slides and in diagrams and photomicrographs Learners should see transparencies or microscope slides of stained blood samples, and be able to distinguish red cells and white cells. Video clip of blood cells. Also contains images of villi: www.bbc.co.uk/learningzone/clips/hum an-circulatory-and-digestivesystem/12224.html For images of blood cells: www.exploratorium.edu/imaging_station /gallery.php B5 5.2.12 B5 5.2.13 v0.7 3Y06 List the components of blood as: red blood cells white blood cells platelets plasma. State the functions of blood: Red blood cells: haemoglobin and oxygen transport. White blood cells: phagocytosis and antibody formation. Platelets: causing clotting (no details). Plasma - transport of: blood cells ions soluble nutrients hormones carbon dioxide urea plasma proteins. Learners should understand that red cells transport oxygen, and know that they contain haemoglobin, but do not have a nucleus. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p108–111 White blood cells fight disease by providing protection from pathogens. They contain a nucleus and respond to different antigens. Clotting should be mentioned, as a mechanism to prevent loss of blood and entry of pathogens, no detail is required of how it takes place, other than that platelets are involved. Defending against disease: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/human/defendingagainstinfect ionrev1.shtml The transport of substances by the blood could be summarised using a table with headings: substance transported, transported from (source), transported to (destination). Learners should appreciate the role of the plasma in transporting many substances including heat from the liver and muscles to all parts of the body. Tissue fluid can be thought of simply as plasma that has leaked out of capillaries. Learners should understand that substances move from blood to tissues and vice versa by diffusion. Link with respiration, Unit 4. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 42 Syllabus ref Learning objectives Suggested teaching activities Learning resources B5 5.2.14 (S) 5 Describe the immune system in terms of: antibody production tissue rejection phagocytosis. A relatively simple approach to this complex topic is required. Some white blood cells are phagocytes, and the process of phagocytosis should be understood. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p110–111 Lymphocytes, secrete antibodies (which are proteins) in response to contact with their particular antigen, which may be an invading pathogen or a foreign tissue that has been transplanted. Bacterial and viral infection activity: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/human/defendingagainstinfect ionact.shtml Learners may be interested to learn how immunity to a disease can be conferred by vaccination. For formative assessment learner progress could be assessed using past paper examination questions. Past paper questions: Core Jun 2011 Paper 22 Q5(b) Jun 2012 Paper 23 Q12(c) Nov 2011 Paper 22 Q(d)(i) Nov 2011 Paper 23 Q6(v) Supplement Jun 2011 Paper 32 Q1(b) Nov 2011 Paper 32 Q1(c) Nov 2011 Paper 33 Q8(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 43 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Biology) 0654 Unit 6: Coordination, response and homeostasis Recommended prior knowledge Learners should have studied circulation in humans enable them to understand how hormones work in the body. Knowledge of cell structure, osmosis (supplement), respiration and enzyme activity will help learners to understand why homeostasis is important in mammals. It will also be helpful to learners studying the supplement if they have some understanding of the behaviour of light, lenses, and how to draw simple ray diagrams before beginning work on the human eye. Context This unit provides several opportunities to reinforce ideas and facts that link the themes of this unit with those covered in earlier units. It describes how communication within an organism is possible. Outline The theme running throughout this unit is communication within the body, through chemicals and the nervous system. Learners should be encouraged to see the similarity and differences of the mechanisms by which both plants and animals achieve responses to stimuli. Homeostasis is illustrated for all learners by temperature regulation in humans, while the supplement covers the control of blood glucose concentration and takes an overview of how negative feedback is involved in control mechanisms. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives B7 7.1 Nervous control in humans B7 7.1.1 Describe the human nervous system in terms of the: - central nervous system (brain and spinal cord as areas of coordination) and - the peripheral nervous system which together serve to coordinate and regulate body functions v0.7 3Y06 Suggested teaching activities Learning resources Diagrams or models can be used to illustrate the positions of the brain, spinal cord and peripheral nerves in the body. A model of the human skeleton can also be useful. Biology for IGCSE, Williams et al. Nelson Thornes 2009. p142–143 Learners can label diagrams and should differentiate between the spinal cord and the vertebral column. Practical Biology – Human sensation and perception: www.nuffieldfoundation.org/practicalbiology/human-sensation-andperception Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 44 Syllabus ref Learning objectives Suggested teaching activities Learning resources B7 7.1.3 Identify: - motor (effector) - relay (connector) - sensory neurones from diagrams. The structure of nerve cells, neurons, can lead into the role of a reflex arc. Learners can draw a diagram with annotated labels of a motor neurone. Biology for IGCSE, Williams et al. Nelson Thornes 2009. p144–145 B7 7.1.4 Describe a simple reflex arc in terms of sensory, relay and motor neurones and a reflex action as a means of automatically and rapidly integrating and coordinating stimuli with responses The reflex arc is important to many organisms for self-protection. Learners will understand its structure if different reflexes are considered: knee jerk, touching a pin with one finger. It is important to understand the role of the spinal cord in a reflex action and the receptor and effector. There are some simple practical experiments that learners could do to show reaction time. Learners should understand that reflex actions are not learnt responses but automatic. Salivary glands that respond to food when is in the mouth. The relation between the eye as a receptor and an effector in response to the stimulus of light can be used to reinforce the concept of a response to external stimuli. B7 7.1.2 (S) Describe the structure and function of the eye including accommodation and pupil reflex A model of the eye can be used to illustrate the relevant structures. Extension – a cow or a sheep's eye can be dissected. A large round flask containing fluorescein with a convex lens at the front can be used to show how light is focused on the retina (at the back of the flask). Learners can be given a large unlabelled diagram of the eye. Laminated cards on which the 14 important labels are written can be used to actively label the eye diagram. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Revision – The nervous system: www.lgfl.skoool.co.uk/content/keystage 4/biology/pc/lessons/uk_ks4_nervous_s ystem/h-frame-ie.htm Practical Biology – Reflex actions: www.nuffieldfoundation.org/practicalbiology/reflex-nerves-and-reactions This website has some ideas about reaction time: www.humanbenchmark.com/tests/reacti ontime/index.php Measuring reaction time: www.bbc.co.uk/science/humanbody/sle ep/sheep/ Biology for IGCSE, Williams et al. Nelson Thornes 2009. p148–151 Experiments in biology – The eye: www.biology-resources.com/biologyexperiments2.html Revision – The eye: www.bbc.co.uk/schools/gcsebitesize/sc ience/edexcel/electrical/thenervoussyst emrev4.shtml 45 Syllabus ref Learning objectives Suggested teaching activities Learning resources The class can be divided into teams to ask questions about structure and function to aid learning and the understanding of the eye. Accommodation: www.s-cool.co.uk/gcse/biology/nervesand-hormones/revise-it/the-eye Learners can use small mirrors to draw their own eye (S). If the eyes are moved up and down and from side to side, the whites of the eyes are seen. Accommodation is shown by reading and then looking outside to a distant object. Close vision: Ciliary muscles Contract. Learners could be assessed using past paper examination questions. Revision – Reflex actions – contains pupil reflex: www.bbc.co.uk/schools/gcsebitesize/sc ience/aqa/human/thenervoussystemrev 3.shtml Past paper questions: Supplement Nov 2011 Paper 21 Q1(a) (eye question now in supplement) Nov 2011 Paper 31 Q1(a) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk B7 7.2 Hormones B7 7.2.1 Define a hormone as a chemical substance, produced by a gland, carried in the blood which alters the activity of one or more specific target organs and is then destroyed by the liver Use a simple diagram of the human body to show the source and the site of action of different hormones. State the role of the hormone adrenaline in the chemical control of metabolic activity, including increasing the blood glucose concentration and pulse rate Adrenaline makes a good introduction to hormones as most learners can relate to its effects. Give examples of situations in Learners can discuss the effects on the body of the flight and fight B7 7.2.2 B7 7.2.3 v0.7 3Y06 Biology for IGCSE, Williams et al. Nelson Thornes 2009. p152–153 Hormones and their effects: www.abpischools.org.uk/page/modules/ hormones/index.cfm It should be mentioned that adrenaline bridges the gap between nervous and hormonal control because of its fast and short lived action. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Revision – Hormones: www.bbc.co.uk/schools/gcsebitesize/sc ience/edexcel/electrical/hormonesrev2. shtml 46 Syllabus ref B7 7.2.4 (S) Learning objectives Suggested teaching activities which adrenaline secretion increases hormone with their own examples. Compare nervous and hormonal control systems Learners may produce their own table of comparison with sub-titles of: - form and pathway of transmission - speed of transmission - duration of effect of hormone or nerve impulse. For formative assessment learner progress could be assessed using past paper examination questions. Learning resources Biology for IGCSE, Williams et al. Nelson Thornes 2009. p153 Past paper questions: Core Jun 2012 Paper 21 Q9(b)(c) Supplement Jun 2012 Paper 31 Q9(a)(c) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk B7 7.3 Tropic responses B7 7.3.1 Define and investigate: - geotropism as a response in which a plant grows towards or away from gravity, and - phototropism as a response in which a plant grows towards or away from the direction from which light is coming Plants are able to respond to certain stimuli. Learners can now study plant response to light and gravity. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p154–155 Geotropism and phototropism should be investigated with simple experiments using seeds that have been germinated before the start of the topic. It should be made clear that these are plant growth responses. Auxin, a plant hormone, is produced by the shoot and root tips of the growing plant. Experiments in biology: Germination and Tropisms: www.biology-resources.com/biologyexperiments2.html The direction of growth is related to the direction of the stimulus. The response of seedlings to light: www.saps.org.uk/secondary/teachingresources/185-student-sheet-8-theresponse-of-seedlings-to-light Investigating geotropism: www.saps.org.uk/secondary/teachingresources/184-student-sheet-7-thebehaviour-of-hypocotyls v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 47 Syllabus ref Learning objectives Suggested teaching activities Learning resources B7 7.3.2 (S) Explain the chemical control of plant growth by auxins including geotropism and phototropism in terms of auxins regulating differential growth The different effects of auxin on cell elongation in the stem and the root should be emphasised. Past paper question: Core Jun 2012 Paper 21 Q9(d) B7 7.4 Homeostasis B7 7.4.1 Define homeostasis as the maintenance of a constant internal environment For formative assessment learner progress could be assessed using past paper examination questions. The learners should appreciate the importance of maintaining an internal steady state to keep the conditions in the tissue fluid around the cells constant. The concepts of diffusion, osmosis, enzyme activity and respiration will guide the learners to understand the importance of constant pH, oxygen and carbon dioxide concentrations, water, enzymes and hormones. Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p130 PowerPoint presentation – Homeostasis: www.biology-resources.com/biologyCD.html Learners could think how they feel when they have a high fever to discuss the importance of an internal steady state. B7 7.4.2 B7 7.4.3 v0.7 3Y06 Identify, on a diagram of the skin: - hairs - sweat glands - temperature receptors - blood vessels - fatty tissue Body temperature is related to homeostasis in which communication is through the nervous system. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p132–133 Learners should understand that the blood capillaries do not move up and down in the skin during vasodilation and vasoconstriction respectively. Practical Biology – Sweating: www.nuffieldfoundation.org/practicalbiology/interpreting-information-aboutsweating-and-temperature Describe the maintenance of a constant body temperature in humans in terms of insulation and the role of temperature receptors in the skin: - sweating - shivering - vasodilation - vasoconstriction Emphasise the cooling effect of sweating due to the evaporation of water. The brain receives impulses from sensory receptors and responds by adjusting the condition to maintain an optimum. A clear example linked to the skin is temperature control. Extension – learners could research hypothermia and heat stroke. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Skin – Structure and function: www.abpischools.org.uk/page/modules/ skin/index.cfm A website to show penguin huddling: www.coolantarctica.com/Antarctica%20 fact%20file/science/cold_penguins.htm 48 Syllabus ref Learning objectives Suggested teaching activities Learning resources of arterioles supplying skin surface capillaries and the coordinating role of the brain B7 7.4.4 (S) Explain the concept of control by negative feedback The control of temperature and glucose can illustrate negative feedback. Flow diagrams can show how this is achieved. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p130–131 B7 7.4.5 (S) Describe the control of: - the glucose content of the blood by the liver - insulin and glucagon from the pancreas. The control of glucose content can be linked with diabetes, a relatively common disorder in many countries. The learners should consider why it is important to control blood glucose content, thinking back to what they know about diet, including sweet fizzy drinks, osmosis and respiration. Control of blood sugar: www.abpischools.org.uk/page/modules/ diabetes/index.cfm Correct spelling is essential to distinguish between glycogen and glucagon. For formative assessment learner progress could be assessed using past paper examination questions. Past paper questions: Core Jun 2011 Paper 21 Q3(a) Nov 2011 Paper 21 Q4(c) Nov 2011 Paper 22 Q7(b)(ii)(iii) Supplement Nov 2011 Paper 31 Q6(d) Nov 2011 Paper 32 Q8(b) Jun 2012 Paper 31 Q9(c) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 49 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Biology) 0654 Unit 7: Reproduction in plants Recommended prior knowledge A basic knowledge of cell structure will be helpful, but otherwise the unit requires very little previous knowledge. Context This unit introduces the concept of reproduction in sexual situations. This will be developed further in Unit 8 Human reproduction. Outline In this unit, general features of both asexual and sexual reproduction are considered, before looking in detail at sexual reproduction in plants. Many learners have preconceived ideas about plants and the more interactive activities usually stimulate the class. The unit should therefore be covered at a time of year when suitable flowers are likely to be available. This is then followed by the biological aspects of human reproduction. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives B8 8.1 Asexual and sexual reproduction B8 8.1.1 Define asexual reproduction as the process resulting in the production of genetically identical offspring from one parent Suggested teaching activities Learning resources Ensure that learners understand that 'asexual' means 'not sexual'. Asexual reproduction involves only one parent, which produces new, genetically identical organisms by mitosis. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p168 Extension – agar plates that have had bacterial colonies grown on them can be set up by the class if great care is taken about safety issues. B8 8.1.2 (S) Discuss the advantages and disadvantages to a species of asexual reproduction Learners can make a table to list the main points to compare asexual and sexual reproduction and start to fill it in with points about asexual reproduction. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p169 Learners should appreciate that many horticulturists exploit asexual reproduction in bulbs and rhizomes e.g. daffodils, orchids to produce genetically identical offspring of plants that may be rare, or many v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 50 Syllabus ref Learning objectives Suggested teaching activities Learning resources offspring can be produced quickly. B8 8.1.3 B8 8.1.4 (S) Define sexual reproduction as the process involving the fusion of haploid nuclei to form a diploid zygote and the production of genetically dissimilar offspring Sexual reproduction should be described as a process in which gametes fuse together in a process called fertilisation, producing a zygote. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p169 Learners should understand that this need not always involve two parents: self-fertilisation, which is not uncommon in plants, is still sexual reproduction. Video clip – Reproduction and cell division: www.bbc.co.uk/learningzone/clips/celldivision-and-reproduction/108.html Discuss the advantages and the disadvantages to a species of sexual reproduction Unlike asexual reproduction, sexual reproduction introduces genetic variation amongst the offspring. This is a link with Unit 9. Past paper questions: Core Nov 2011 Paper 23 Q1(c) The table drawn up in B8.1.2 above can now be completed. For formative assessment learner progress could be assessed using past paper examination questions. Supplement Nov 2011 Paper 33 Q1(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk B8 8.2 Sexual reproduction in plants B8 8.2.1 1 Flowers and polinisation Identify and draw, using a hand lens if necessary: - sepals - petals - stamens - anthers - carpels - ovaries - stigmas of one locally available named insect-pollinated dicotyledenous flower Learners should look closely at the structure of a simple, radically symmetrical, insect-pollinated flower. They can dissect it to identify the different parts, using a light microscope or a hand lens. Annotate the diagrams to understand how the structure is adapted to its function. This is a good opportunity to develop or assess the practical skills of observation and recording. Learners can find the terminology difficult to learn and different flowers should be available to study. Magnification can be calculated for the parts of the flower. (Unit 1, size of specimens). The functions of these flower parts are more easily understood if they are included when the structure of a flower is being drawn. Examine the pollen grains under v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p170 Flower structure: www.biology-resources.com/plantsflowers.html Flower structure: www.saps.org.uk/secondary/teachingresources/547-the-structure-of-flowers Dicotyledon information: www.britannica.com/EBchecked/topic/3 57598/dicotyledon 51 Syllabus ref Learning objectives Suggested teaching activities a light microscope or in photomicrographs Once the flower parts are understood learners could try to identify them on flowers of a different shape, for example a member of the pea family. B8 8.2.3 State the functions of the: - sepals - petals - anthers - stigmas - ovaries B8 8.2.4 Candidates should expect to apply their understanding of the flowers they have studied to unfamiliar flowers B8 8.2.5 Define pollination as the transfer of pollen grains from the male part of the flower (anther of stamen) to the female part of the plant (stigma) B8 8.2.6 Name the agents of pollination B8 8.2.2 (S) Use a hand lens to identify and describe the anthers and stigmas of one locally available named wind-pollinated flower B8 8.2.7 (S) Compare the different structural adaptations of insect-pollinated and wind-pollinated flowers B8 8.2.8 2 Germination Investigate and state the environmental conditions that affect germination of seeds: - requirement of water - oxygen v0.7 3Y06 Learning resources Ensure the learners understand the difference between pollination and fertilisation. Details of pollen tube growth are not required in this syllabus. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p172–173 Video clip – Insect pollination: www.bbc.co.uk/learningzone/clips/insec t-pollination-of-plants/119.html A table could be drawn up to compare the wind and insect- pollinated flowers as follows: - shape, size and position of anthers - shape, size and position of stigmas - colour/scent of flowers. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p171 This should be studied practically. It is an excellent opportunity for learners to design a simple investigation for themselves. Note that most of the seeds that are used in laboratories are derived from crop plants, and these do not normally require light for germination. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p178–179 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Germination experiments in: www.biology-resources.com/biologyexperiments2.html 52 Syllabus ref Learning objectives - Suggested teaching activities Learning resources suitable temperature Video clip – Germination: www.bbc.co.uk/learningzone/clips/anintroduction-to-seed-germination-andgrowth/63.html B8 8.2.9 (S) B8 8.2.10 (S) B8 8.2.11 (S) Investigate and describe the structure of a non-endospermic seed in terms of the embryo (radicle, plumule and cotyledons) and testa, protected by the fruit The structure of seeds should be investigated practically. Soaked bean seeds are large and easy to see but need to be soaked at least two days before the lesson. 3 Dispersal State that seed and fruit dispersal by wind and by animals provides a means of colonising new areas A range of fruits should be looked at and the ways in which they are dispersed considered. A very common error is to confuse pollination with seed or fruit dispersal and care should be taken to avoid this. Describe, using named examples, seed and fruit dispersal by wind and animals Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p175 Seed structure: www.biology-resources.com/plantsseeds.html An experiment to measure the time taken for seeds to fall can allow the learners to investigate different variables of height, mass of seed and wind currents. At least 10 measurements for each type of seed will allow learners to construct tally charts, to calculate the mean and to discuss the errors in such an investigation. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p176–177 Examples of fruit formation: www.biology-resources.com/plantsfruit.html www.biology-resources.com/plantsfruit-tropical.html If no tree fruits are available paper substitutes (helicopters) can be made using a strip of paper 15 x2 cm, cut lengthwise about 5 cm down, The cut pieces are then opened out to form wings. A paper clip attached at the uncut end ensures the helicopter falls correctly. The length of wings and the number of paper clips attached can be varied. Past paper questions: Core Jun 2011 Paper 22 Q8(a)(b) Nov 2011 Paper 21 Q8(c) Nov 2011 Paper 22 Q5(a)(b) For formative assessment learner progress could be assessed using past paper examination questions. Supplement Jun 2011 Paper 32 Q8 excluding part (c) Nov 2011 Paper 31 Q9(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 53 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Biology) 0654 Unit 8: Human reproduction Recommended prior knowledge Learners should have knowledge of the basic principles of sexual reproduction, which has been covered in Unit 7. Knowledge of the action of lymphocytes is needed to understand the section on HIV. Context This unit builds on the work on sexual reproduction covered in Unit 7, both units lead into study of genetics, to be covered in Unit 9. Outline This unit considers the biological aspects of human reproduction. It is a relatively short unit, with no real opportunities for practical work. This unit can easily be combined with either Unit 7 Reproduction in plants or Unit 9 Inheritance and evolution. Syllabus ref Learning objectives B8 8.3 Sexual reproduction in humans B8 8.3.1 Identify on diagrams the male reproductive system: - the testes - scrotum - sperm ducts - prostate gland - urethra - penis Suggested teaching activities Learning resources Diagrams and models can be used to illustrate the structure of the male and female reproductive systems. Learners should be able to interpret either front or side views. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p182 Learners need to be able to spell uterus and urethra correctly. Page 2 of the following link shows the male reproductive system: www.bbc.co.uk/schools/ks3bitesize/scie nce/organisms_behaviour_health/repro duction/revise2.shtml State the functions of these parts B8 8.3.2 (S) v0.7 3Y06 Compare male and female gametes: - in terms of size - numbers - motility Explain the importance of male and female gametes in sexual reproduction. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p183 Gametes could be compared as a table using the headings size, number produced, motility. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 54 Syllabus ref Learning objectives Suggested teaching activities B8 8.3.3 Identify on diagrams of the female reproductive system: - the ovaries - oviducts - uterus - cervix - vagina Learning resources Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p184 Page 3 of the following link shows the female reproductive system: www.bbc.co.uk/schools/ks3bitesize/scie nce/organisms_behaviour_health/repro duction/revise3.shtml State the functions of these parts B8 8.3.4 Describe the menstrual cycle in terms of changes in the uterus and ovaries It should be emphasised that ovulation occurs monthly and that the cycle is repeated throughout a woman's fertile life. Biology for IGCSE, Williams et al. Nelson Thornes, 2009 p192–193 http://lgfl.skoool.co.uk/content/keystage 3/biology/pc/learningsteps/MENLC/laun ch.html B8 8.3.5 Outline sexual intercourse and describe fertilisation in terms of the joining of the nuclei of male gamete (sperm) and the female gamete (egg) Mention that fertilisation usually takes place in an oviduct, rather than the uterus. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p185, 186 Video clips – Fertilisation: www.bbc.co.uk/learningzone/clips/anintroduction-to-fertilisation/116.html www.bbc.co.uk/learningzone/clips/hum an-fertilisation/1849.html B8 8.3.6 v0.7 3Y06 Outline early development of the zygote simply in terms of the formation of a ball of cells that becomes implanted in the wall of the uterus Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p187 Cell division after fertilisation is shown in this video clip: www.bbc.co.uk/learningzone/clips/celldivision-and-reproduction/108.html 55 Syllabus ref Learning objectives Suggested teaching activities Learning resources B8 8.3.7 (S) Indicate the functions of the amniotic sac and the amniotic fluid Needed for protection of the fetus, the amniotic sac prevents entry of bacteria and the amniotic fluid supports the fetus from physical damage and absorbs the excretory materials of the fetus. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p189 B8 8.3.8 (S) Describe the function of the placenta and the umbilical cord in relation to: - exchange of dissolved nutrients - gases - excretory products (No structural details of the placenta are required) Diagrams should be drawn to show the relationship between the fetus, umbilical cord and placenta. The large surface area of the placenta can be compared to that of the villi or the alveoli that allows for the maximum diffusion across the membrane. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p188 Understand that maternal blood and foetal blood do not mix. The mother may have a different blood group and her blood is at a much higher pressure. www.bbc.co.uk/learningzone/clips/therole-of-the-placenta-in-embryodevelopment/1851.html Learners should understand that glucose and amino acids cross the placenta, not 'large' nutrients. Oxygen, glucose and amino acids diffuse into the blood of the fetus. B8 8.3.9 (S) Describe the advantages and disadvantages of breast-feeding compared with bottle-feeding using formula milk This topic can be dealt with through discussion, perhaps after learners have done a little research of their own. The biological advantages of breast-feeding are incontrovertible, but learners should also be aware of social and health reasons why there are benefits to breast feeding. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p191 www.cyberparent.com/breastfeed/ some mothers prefer to use formula milk. www.nct.org.uk/parenting/feeding contains information on bottle and breast feeding. Breastfeeding advice: www.nhs.uk/Planners/breastfeeding/Pa ges/breastfeeding.aspx v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 56 Syllabus ref Learning objectives Suggested teaching activities Learning resources B8 8.3.10 Sexually transmitted disease: Describe the methods of transmission of human immunodeficiency virus (HIV) and the ways in which HIV / AIDS can be prevented from spreading HIV is caused by a virus, and as yet no cure is available. Although no detail is expected of the symptoms of AIDS, it could be useful to deal with these briefly, with reference back to the functions of white blood cells in Unit 5 and to the importance of using a mechanical barrier such as a condom during sexual intercourse if the person does not have a single partner. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p198 HIV / AIDS: www.abpischools.org.uk/page/modules/ diseases/diseases3.cfm Extension – learners could research current advances in HIV treatments and drugs. B8 8.3.11 (S) Outline how HIV affects the immune system in a person HIV / AIDS For formative assessment learner progress could be assessed using past paper examination questions. Biology for IGCSE, Williams et al. Nelson Thornes, 2009. p198 Past paper questions: Core Jun 2011 Paper 21 Q6 Nov 2011 Paper 23 Q9(b) Supplement Jun 2011 Paper 31 Q3 Nov 2011 Paper 33 Q9(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 57 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Overview (Chemistry) This scheme of work provides ideas about how to construct and deliver a course. The syllabus for 0654 has been broken down into teaching units with suggested teaching activities and learning resources to use in the classroom. The aim of this scheme of work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant internet websites. The progression through these themes has been designed to build on learners’ own experiences, and to ensure that learners have sufficient basic knowledge and understanding to tackle the more challenging issues. Recommended prior knowledge It is recommended that learners who are beginning this course should have previously studied a science curriculum equivalent national educational framework. Candidates should also have adequate mathematical skills for the content contained in this syllabus. Outline There are many activities described throughout this scheme of work. They are only suggestions, and there are many other useful activities to be found in the materials referred to in the learning resource list. The scheme of work is intended to give ideas to teachers upon which they can build. It is certainly not intended that teachers undertake all of the activities shown in the various units but rather to offer choices which could depend on local conditions. It is not essential that the units are taught in the order in which they appear, although it is recommended that the fundamental ideas in Unit 2 are covered or revised early in the course. There are opportunities for differentiation by resource, length, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 58 The units within this scheme of work are: Unit Unit 1 Topic Content Experimental techniques Chemical and physical change Criteria and importance of purity Methods of purification Cross-referenced to assessment objectives A2-4, B1-7, C1-4 Unit 2 Particles, atomic structure, ionic bonding and the Periodic Table Atoms and molecules Elements, mixtures and compounds Energy changes in chemical reactions Atomic Structure and the Periodic Table Bonding: the structure of matter Ions and ionic bonds The Periodic Table Periodic trends Chemical formulae Word equations Group I Transition metals Cross-referenced to assessment objectives A1-5, B1-6, C1-4 and supporting most following units. Unit 3 Air and water Water Air Noble gases Carbon dioxide Air pollutants Rusting The Haber process and ammonia The Contact process and sulfuric acid Cross-referenced to assessment objectives A1-5, B1-5, C1-3 and Unit 2 v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 59 Unit Unit 4 Topic Content Acids, bases and salts The characteristic properties of acids and bases Types of oxides Calcium oxide Preparation of salts Identification of ions and gases Cross-referenced to assessment objectives A1-5, B1-7, C1-4 and Units 1 and 2 Unit 5 Reaction rates Factors affecting rate (speed) of a reaction Methods of measuring rate Collision theory Cross-referenced to assessment objectives A1-5, B1-7, C1-4 and Unit 2 Unit 6 Metals and the reactivity series Properties of metals and non-metals Alloys Reactivity series Extraction of metals Uses of metals Cross-referenced to assessment objectives A1-5, B1-6, C1-4 and Units 2, 3 and 4 Unit 7 Covalent bonding Molecules and covalent bonds Macromolecules (carbon allotropes and silica) Cross-referenced to assessment objectives A1-4, B1-5, C1-3 and Unit 2 v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 60 Unit Unit 8 Topic Content Organic chemistry Structures of simple molecules. Homologous series Fuels Petroleum processing and products Alkanes Cracking and alkenes Production of energy Ethanol Organic macromolecules (polymers) Cross-referenced to assessment objectives A1-5, B1-5, C1-3 and Units 2 and 7 Unit 9 Amount of substance Stoichiometry The mole concept Types of mole calculation Cross-referenced to assessment objectives A1-5, B1-7, C1-3 and all other units Unit 10 Redox, electrochemistry and Group VII Redox Electricity and chemistry Extraction of aluminium Group VII Cross-referenced to assessment objectives A1-5, B1-6, C1-3 and Units 2 and 6 Teacher support Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past question papers, mark schemes and a resource list. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online. An editable version of this course outline is available on Teacher Support. Go to http://teachers.cie.org.uk. The course outline is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org Resources The up-to-date resource list for this syllabus can be found at www.cie.org.uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 61 Textbooks: Teaching and Assessing Practical Skills in Science, D Hayward, Cambridge University Press, 2003. ISBN 9780521753593 This book is endorsed by Cambridge International Examinations. Chemistry for IGCSE, R. Norris and R. Stanbridge, Nelson Thornes, 2009. ISBN 9781408500187 Websites: This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or of the site’s owners (or their products/services). The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended. Cambridge IGCSE Chemistry webpage www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=840 Royal Society of Chemistry Electronic Databook www.rsc.org/education/teachers/resources/databook/ Variety of resources for IGCSE Chemistry www.chalkbored.com/lessons/chemistry-11.htm An excellent source of background notes for teaching IGCSE Chemistry although a resource for Advanced level www.chemguide.co.uk/ A useful starting point for searches for relevant materials may be found at www.chemistryguide.org/. Useful revision websites: www.bbc.co.uk/schools/gcsebitesize/science/ www.docbrown.info www.gcsescience.com/science-chemistry-links.htm Video clips: Video clips on the various methods of extraction: www.rsc.org/Education/Teachers/Resources/Alchemy/ Excellent suite of video clips on various elements of the Periodic Table: periodicvideos.com/ v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 62 Video clips on various molecules from Nottingham University: periodicvideos.com/molecularvideos.htm Animation and video clips on particles, separating techniques and states of matter: Royal Society of Chemistry Particles in Motion, CD ROM, 2006. Worksheets: Excellent worksheets for teaching IGCSE Chemistry. Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996. ISBN 0582332087 Some very useful experimental worksheets: www.nuffieldfoundation.org/practical-chemistry v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 63 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 1: Experimental techniques Recommended prior knowledge Basic knowledge on particle theory. Context The concepts and practical skills introduced in this unit will be revisited in future topics. Outline This unit contains a considerable amount of practical work and introduces a variety of practical techniques that future units will build on. The unit starts by focusing on the variety of purification techniques available to chemists. This unit is cross-referenced to assessment objectives A2–4, B1–7, C1–4. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities C3 3.1.1 Identify physical and chemical changes, and understand the differences between them This fundamental concept could be introduced briefly and then the remainder of this unit can be used as examples of mainly physical changes. C2 2.1.1 Describe paper chromatography Class practical work to illustrate this technique is always popular. C2 2.1.2 Interpret simple chromatograms Experimental work can involve simple inks, sweets, leaves, dyes and food colourings. Non-permanent felt tipped pens work well. The degree of challenge and interest can be increased for more able learners to include reference to forensic analysis. Learning resources Cambridge IGCSE Chemistry, S.Goodman and C. Sunley, Collins, 2006.CD-ROM video clip 7 www.practicalchemistry.org/experiment s/chromatography-ofsweets%2C194%2CEX.html www.practicalchemistry.org/experiment s/chromatography-ofleaves,199,EX.html www.scienceprojectlab.com/paper- v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 64 Syllabus ref Learning objectives Suggested teaching activities Learning resources chromatography-experiment.html An excellent collection of animations and video clips: Royal Society of Chemistry Particles in Motion CD-ROM, 2006. C2 2.1.5 (S) Identify substances and assess their purity from melting point and boiling point information This can be demonstrated by comparing the fixed points of water with sodium chloride solutions of varying concentration. Advanced learners could research the melting points of the alloy, solder, and the pure components lead and tin. The reasons for using an alloy for soldering could be considered and learners could watch a technician carrying out some soldering. www.practicalchemistry.org/print/experi ments/introductory/mixtures-andseparations/solid-mixtures-a-tin-andlead-solder,197,EX.html (follow links from home page) The use of salt on roads to melt ice could be mentioned in this context. C2 2.1.4 Understand the importance of purity in substances in everyday life, e.g. foodstuffs and drugs Chemists need pure substances to study their properties. Pure substances are used in industry to make useful products such as food and drugs. Learners might be asked to find out how long it takes a drug company to develop a new product. Drugs: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/drugs_use/drugsrev1.shtml C2 2.1.3 Describe methods of separation and purification: filtration, crystallisation, distillation, fractional distillation Typical solvents to use are water (salt/sand) or ethanol (salt/sugar). Cambridge IGCSE Chemistry, S.Goodman and C. Sunley, Collins, 2006. CD-ROM video clips 8–11. Filtration is used in one of the salt preparation methods to remove the excess solid. Crystallisation is used in most salt preparations to obtain the final product. Experimental work can involve: Purification of an impure solid; Distillation of coca-cola or coloured water; Demonstration of the (partial) separation of ethanol from water by distillation; Demonstration of the separation of ‘petroleum fractions’ from mixtures of hydrocarbons using ‘artificial’ crude oil. Extension – the separation of oxygen and nitrogen from liquid air by v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 An excellent collection of animations and video clips: Royal Society of Chemistry Particles in Motion CD-ROM, 2006. www.practicalchemistry.org/print/experi ments/introductory/mixtures-andseparations/separating-sand-andsalt,192,EX.html www.practicalchemistry.org/print/experi ments/introductory/mixtures-andseparations/purification-of-an-impure- 65 Syllabus ref C2 2.1.6 (S) Learning objectives Suggest suitable purification techniques, given information about the substances involved Suggested teaching activities Learning resources fractional distillation. solid,196,EX.html For formative assessment learner progress assessed by giving properties of components and asking how mixtures could be separated. Advanced learners could separate sand, salt and crushed shells (calcium carbonate ) Various methods of purification 1.6.1– 1.6.3 and 1.7.1–1.7.3: R. Norris and R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p12–15. This may be linked to magnetic properties (less important) and varying solubilities (more important). Setting challenges tailored to interest and ability is a good way of approaching this if time allows. Separation of the components in artificial beach sand consisting of salt, sand and crushed shells (calcium carbonate) using solubility in water and dilute acid works well enough. For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core Jun 2012 Paper 22 Q8(a)(b)(c) Supplement Jun 2012 Paper 32 Q8(b) Jun 2011 Paper 32 Q2(e) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 66 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 2: Particles, atomic structure, ionic bonding and the Periodic Table Recommended prior knowledge Basic knowledge of particle theory and the layout of the Periodic Table. Context This unit can be taught as a whole or split into two parts: (i) particles, state of matter and atomic structure and (ii) Ionic bonding, Periodic Table and Group I. Outline The unit covers many essential fundamental topics, which will be revisited and used in later units (and in Cambridge IGCSE Co-ordinated Sciences (Physics)). The unit begins by looking at the particle model of matter and leads onto the structure of the atom. This is then extended to include ions, leading onto ionic bonding (to link up with Group I). The layout of the Periodic Table can be introduced (opportunity for learners, in groups, to research trends within groups or across periods) and the chemistry and properties of the Group I metals. This unit is cross-referenced to assessment objectives A1–5, B1–6, C1–4. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities C1 1 Demonstrate understanding of the terms atom and molecule This fundamental concept could be introduced briefly as a stand-alone topic, although there will be many opportunities for repeated reinforcement throughout the Chemistry Units. Learning resources Some common content with Co-ordinated Sciences (Physics) sections P4.1 and P4.2 C3 3.2.1 Describe the differences between elements, compounds and mixtures The core syllabus requires that learners should be able to describe the differences. For example they should know that compounds are formed when different elements join together and so compounds can be decomposed into simpler substances. They should know that mixtures can often be separated by physical methods and that there is no temperature change when mixtures are made. Video animation of Fe and S: www.bbc.co.uk/schools/ks3bitesize/scie nce/chemical_material_behaviour/comp ounds_mixtures/activity.shtml Link to Unit 5 – Periodic Table. Reactions and tests involving iron, sulfur and iron(II) sulfide can be v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 67 Syllabus ref Learning objectives Suggested teaching activities Learning resources carried out by learners to illustrate the varying properties of the elements, the mixture and the compound. C3 3.2.2 (S) Demonstrate understanding of the concepts of element, compound and mixture In the extended syllabus, learners should appreciate that the differences between elements compounds and mixtures can be understood in terms of particles and bonding. C6 6.1.1 Relate the terms, exothermic and endothermic to the temperature changes during chemical reactions These fundamental characteristics of reactions will be met throughout the syllabus and may well have been introduced earlier. If a high temperature thermocouple is available, learners may be intrigued by measurements of temperature differences between different types of Bunsen burner flames. Some ideas for practical work is found at: www.nuffieldfoundation.org/practicalchemistry/energy-or-out-classifyingreactions The reaction between dilute acid and sodium hydrogencarbonate is a convenient and significantly endothermic example that learners can carry out for themselves alongside other exothermic reactions. C6 6.1.2 (S) Demonstrate understanding that exothermic and endothermic changes relate to the transformation of chemical energy to heat (thermal energy), and vice versa This can be linked to energy transformations in the Physics Units. Learners should understand that energy released during reactions is detected by temperature changes and interpreted as changes in the molecular speeds of particles. A useful starting point is found at: www.docbrown.info/page03/3_51energ y.htm There are links to be made with Unit 5 Reaction rates where changes in collision frequency arising from changes in particle speed are used to explain changes in rate. There is no requirement to discuss concepts such as enthalpy of reaction although advanced learners may be interested in the H notation they may have found through research. C3 3.3.1 Describe the structure of an atom in terms of electrons and a nucleus containing protons and neutrons This is a suitable topic for the introduction of the general idea of a Scientific theory to try to explain observations of the way substances behave. Technology has only recently allowed images of atoms to be observed. C3 3.3.3 State the relative charges and approximate relative masses of protons, neutrons and electrons Opportunity for group work, learners can research and present their ideas on the development of the structure of the atom from the Greeks onwards. They can also discuss the limitations of each model using ICT v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Summary of atomic structure: www.chemguide.co.uk/atoms/properties /gcse.html Good lesson structure of the history of the atomic structure: www.learnnc.org/lp/pages/2892 68 Syllabus ref Learning objectives Suggested teaching activities Learning resources / textbooks. Able learners may find the very latest work which examines the proposed structure of protons and neutrons. C3 3.3.4 Define proton number and nucleon number Proton number is also the atomic number. Nucleon number is also the mass number – the total number of protons + neutrons. Learners could be directed towards the facts that within the Periodic Table proton number increases regularly but nucleon number does not. C3 3.3.5 Use proton number and the simple structure of atoms to explain the basis of the Periodic Table (see section C9), with special reference to the elements of proton number 1 to 20 If time allows the class can make up playing-cards showing details of the elements from proton number 1 to 20 (advanced learners could take this up to 36). These could show atomic diagrams and details of sub atomic particles and even physical properties. These can then be set out in the form of the Periodic Table. C3 3.3.6 Define isotopes This does not require an extended treatment and there are clear links to Physics. The most useful element to consider is chlorine since its relative atomic mass is not a whole number and the idea of isotopes will be needed to explain this later to advanced learners. C3 3.3.2 (S) Describe the build-up of electrons in ‘shells’ and understand the significance of the noble gas electronic structures and of valency electrons Use circles to show the shells up to atomic number 20. Learners can use mini-whiteboards to draw electron diagrams as a class activity. The idea that shells represent energy levels is not required by this syllabus but this can reasonably be introduced to advanced learners. (The ideas of the distribution of electrons in s and p orbitals and in d block elements are not required.) (Note: a copy of the Periodic Table will be available in Papers 1, 2 and 3) C3 3 4.1 Describe the formation of ions by electron loss or gain Emphasise formation of a full shell / noble gas configuration. Learners can use mini-whiteboards to draw electron diagrams as a class v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Ionic bonding: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa/bonding/ionic_bondingre 69 Syllabus ref Learning objectives Suggested teaching activities Learning resources activity. This can also be done using cut out electrons and shells so learners can move electrons into place. The idea of charge imbalance to arrive at the ionic charge can be explained using the analogy of a beam balance or see-saw. v1.shtml Link this to Unit 10. C3 3.4.2 Describe the formation of ionic bonds between elements from Groups I and VII Learners should be shown how to convert atomic dot and cross diagrams into ionic versions for simple ionic substances e.g. NaCl, KF. Then they can be challenged to draw diagrams for other binary compounds of Groups I and VII. C3 3.4.3 Explain the formation of ionic bonds between metallic and nonmetallic elements For the extension work, learners need to apply their knowledge and predict dot and cross diagrams for more complicated examples like MgO, Na2O, CaCl2, MgBr2, AlF3. Ionic bonding: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa/bonding/ionic_bondingre v1.shtml Learners can explore the properties of ionic compounds experimentally and link them to the model of ionic bonding – solubility in water, conductivity when solid, in solution and molten (e.g. demonstration using PbBr2) and melting point. Extension – learners could be introduced to writing ionic formulae (Unit 9) and electrolysis (Unit 10). In both core and extension it should be emphasised that the ionic bond arises ultimately from the attraction between ions of opposite electrical charge. C3 3.4.4 C9 1 v0.7 3Y06 Describe the lattice structure of ionic compounds as a regular arrangement of alternating positive and negative ions, exemplified by the sodium chloride structure Ball and spoke models will be useful here. Describe the way the Periodic Table classifies elements in order of proton number Learners make observations from a copy of the Periodic Table. Small groups or individuals make playing-card sized diagrams of labelled atoms and then come together to build up Periodic Tables. Advanced learners could be asked to make an accurate space-filling model of sodium chloride if appropriately-sized polystyrene spheres have been purchased. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Structure and bonding in chemistry: www.chm.bris.ac.uk/pt/harvey/gcse/ioni c.html Excellent suite of video clips on various elements of the Periodic Table: www.periodicvideos.com/ 70 Syllabus ref Learning objectives Suggested teaching activities Learning resources C9 2 (S) Use the Periodic Table to predict properties of elements by means of groups and periods A database of properties and states for element of Periods 1, 2 and 3 could be set up. Interactive Periodic Tables: www.webelements.com/ www.rsc.org/chemsoc/visualelements/in dex.htm www.ptable.com/ www.chemicool.com/ www.theodoregray.com/ Learners, in groups, could be asked to design a flowchart to find the metals, non metal, solids and liquids and enter the results on a blank copy of the Periodic Table. C9 9.1.1 Describe the change from metallic to non-metallic character across a period Use colour coded Periodic Table to illustrate that the great majority of elements are metallic. C9 9.1.2 (S) Describe the relationship between Group number, number of valency electrons and metallic / non-metallic character Emphasise number of valency electrons = group number and the number of main electron shells = period number. Emphasise Period 1 contains only H and He. C4.1 Use the symbols of the elements to write the formulae of simple compounds Learners can calculate the formula by using the ‘valencies’ or ‘combining powers’ of the elements. R. Norris and R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p44–45. Learners can use mini-whiteboards to write formulae or bingo activity for working out the total number of atoms in a formula. C4.2 Deduce the formula of a simple compound from the relative numbers of atoms present As above. C4.3 Deduce the formula of a simple compound from a model or diagrammatic representation The use of physical models made of plasticine (modeling clay) and used matchsticks could be substituted for custom-made kits if these are not available. C4.4 Construct and use word equations Learners should be able to use word equations to describe reactants and products for the reactions in this unit. This should be linked with organic molecules and with inorganic substances such as P4O10. Mini whiteboards can be used to show a range of reactants, products, + signs and → signs and then valid equations assembled. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Some material on word equations but mainly balanced equations which will be needed later: www.bbc.co.uk/schools/gcsebitesize/se arch/ 71 Syllabus ref Learning objectives Suggested teaching activities Learning resources The construction of chemical equations: www.docbrown.info/page01/ElCpdMix/ EleCmdMix3.htm#EQUATIONS C9 9.2 1 Describe lithium, sodium and potassium in Group I as a collection of relatively soft metals showing a trend in melting point, density and reaction with water Group I metals are called the alkali metals. Demonstration with very small amounts of the metals behind a safety screen or video only of reactions with water due to highly exothermic nature. Focus on the observations here and link to theory and relative reactivity: metal floats, so less dense than water fizzing indicates a gas is given off molten ball (not Li) indicates highly exothermic reaction lilac flame (K) indicates very exothermic reaction because the hydrogen gas given off ignites C9 9.2.2 (S) Predict the properties of other elements in Group I, given data, where appropriate Include reactions of Rb and Cs and physical properties such as melting and boiling points. Trends can be obtained from suitable databases. Learners could be shown evidence that caesium in a glass vial easily melts at body temperature. Several dramatic videos showing the reaction between Group I metals and water are available on-line. C9 9.3.1 v0.7 3Y06 Describe the transition elements as a collection of metals having high densities, high melting points and forming coloured compounds, and which, as elements and compounds, often act as catalysts Learners compare a range of solid compounds and solutions to notice the colours of those involving transition metals. Excellent video of the reaction of all the alkali metals with water: www.open2.net/sciencetechnologynatur e/worldaroundus/akalimetals.html Alkali metals: www.practicalchemistry.org/experiment s/alkali-metals,155,EX.html Useful background data on Rb, Cs and Fr: www.chemtopics.com/elements/alkali/al kali.htm Reaction of caesium with water: www.rsc.org/learnchemistry/resource/res00000797/practi cal-chemistry-videos-reaction-ofcaesium-with-water-longer-version www.docbrown.info/page04/4_75trans. htm Learners could research catalysts in a range of reactions to show that these usually involve transition metals. Learners can draw up tables of the properties of metals in Period 4 to compare and contrast with other metals in Periods 3 and 4. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 72 Syllabus ref Learning objectives Suggested teaching activities Learning resources For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core Jun 2012 Paper 21 Q6(c) Jun 2012 Paper 21 Q8 Jun 2012 Paper 21 Q1 Jun 2012 Paper 22 Q11(a) Jun 2011 Paper 22 Q1(a)(b) Jun 2011 Paper 21 Q5(b) Jun 2011 Paper 21 Q6(a) Nov 2011 Paper 22 Q3(a) Nov 2011 Paper 22 Q9(a) Supplement Jun 2012 Paper 31 Q2(a) Jun 2012 Paper 31 Q8(a) Jun 2012 Paper 32 Q1(a)(b) Jun 2012 Paper 32 Q1(b)(iii) Jun 2012 Paper 32 Q11(a) Nov 2011 Paper 31 Q5(a) Nov 2011 Paper 33 Q4(b) Nov 2011 Paper 33 Q7(a) Jun 2011 Paper 33 Q2(a)(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 73 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 3: Air and water Recommended prior knowledge Knowledge on atomic structure and the basic layout of the Periodic Table is preferable. Context This unit builds on ideas from Units 1 and 2. The concepts of this unit will be revisited in Units 6 and 10. Outline This unit begins by looking at the way in which we can test for water and its treatment. Learners could compare methods of treatment in their country and the UK. Discussion of why some governments recommend boiling tap water or to drink bottle water together with the environmental consequences. The composition of the air and the common pollutants. Learners can research how they are being monitored and managed in their own country. The unit includes a description of the manufacture of ammonia and sulfuric acid both of which use gases from the air as reactants. This unit is cross-referenced to assessment objectives A1–5, B1–5, C1–3 and Unit 2. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources C11.1 Describe a chemical test for water Use either anhydrous cobalt(II) chloride (blue cobalt chloride paper) or anhydrous copper(II) sulfate (solid). Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996. Experiment B5 Development – practical/demonstration of burning a fuel (candle) and illustrating that water is one of the combustion products (link to Unit 8). C11.2 Describe and explain, in outline, the purification of the water supply by filtration and chlorination Emphasis on filtration (link to Unit 1) and chlorination stages. Opportunity to introduce the properties of chlorine / Group VII elements as poisonous, safe only in very dilute solution. Can discuss role of chlorine in eradicating waterborne diseases in many countries. Possible school visit to a water treatment plant. C11.3 State some of the uses of water in industry and in the home Water is used as a solvent and a coolant in industry, as well as used for drinking and washing in the home. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Notes on water purification: www.docbrown.info/page01/AqueousC hem/AqueousChem.htm 74 Syllabus ref Learning objectives Suggested teaching activities Learning resources Possible activities include writing a 24 hour ‘water use’ diary and presenting data as bar or pie charts, perhaps using a spread sheet. C11.5 C9 9.4.1 Describe the composition of clean air as being a mixture of 78% nitrogen, 21% oxygen and small quantities of noble gases, water vapour and carbon dioxide Experiment to derive the % oxygen in the air using the oxidation of heated copper metal. Alternatives could be: Iron wool with air Phosphorus with air (demonstration only – using a fume cupboard). Video clip on gases from the air: www.rsc.org/Education/Teachers/Reso urces/Alchemy/index2.htm Describe the noble gases as being unreactive Opportunity to reinforce ideas of full outer shells leading to lack of reactivity (link to Unit 2). Good video clip about the noble gases: www.open2.net/sciencetechnologynatur e/worldaroundus/noblegases.html Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009. ISBN 9781408500187, p182. Video footage of the use of noble gases in lighting can be dramatic. C9 9.4.2 Describe the uses of the noble gases in providing an inert atmosphere, e.g. argon in lamps, helium for filling balloons Learners can produce posters, or in groups do a short – presentation / poster illustrating the uses of the different noble gases. Noble gases: www.drbateman.net/gcse2003/gcsesu ms/chemsums/noblegases/noblegases. htm C9 9.4.10 Describe the formation of carbon dioxide: as a product of complete combustion of carbon containing substances as a product of respiration as a product of the reaction between an acid and a carbonate. Opportunity for demonstration or learners to perform a variety of experiments to prepare carbon dioxide. Often this can be linked in with Unit 5 on measuring reaction rate. Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996. Experiments B6 and D5. Explain why the proportion of carbon dioxide in the air is increasing and why this is important Possible issues to raise include the role of carbon dioxide from combustion of fossil fuels contributing to global warming (note that the present concentration of CO2 in the atmosphere is 0.038%). C11.8 (S) v0.7 3Y06 Comparison of oxygen and carbon dioxide content in air before and after respiration and combustion. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Global warming: www.bbc.co.uk/schools/gcsebitesize/se arch/index.shtml?scope=gcsebitesize_i nclude&q=Global%20Warming 75 Syllabus ref Learning objectives Suggested teaching activities Learning resources Emphasise that a greenhouse gas absorbs heat energy and stops heat escaping into space and warms the atmosphere, which causes an increase in global warming. Good opportunity to discuss the importance of evidence in science regarding climate change. C11.6 State the common pollutants in the air as carbon monoxide, sulfur dioxide and oxides of nitrogen, and describe their sources C11.9 State the adverse effect of common air pollutants on buildings and health Emphasise that CO is a poisonous gas and both sulfur dioxide and oxides of nitrogen can lead to breathing difficulties and the formation of acid rain. Emphasise the source of gas: CO from incomplete combustion of a carbon-based fuel SO2 from the combustion of fossil fuels containing sulfur Nitrogen oxides from the reaction of nitrogen and oxygen inside a car engine at high temperature or by their reaction during a lightning strike. Overview on air pollution and update readings for nitrogen oxides in London: www.londonair.org.uk/london/asp/infor mation.asp Air pollutants: www.bbc.co.uk/schools/gcsebitesize/se arch/index.shtml?scope=gcsebitesize_i nclude&q=air%20pollutants Possible issues for discussion include Reliance on fossil fuels (petrol, power stations) as a major contributory factor to air pollution. Extension – learners can produce a flowchart to show how acid rain is formed. Opportunity for group work – data analysis of tables of air quality data. C11.12 v0.7 3Y06 Describe the rusting of iron in terms of a reaction involving air and water, and simple methods of rust prevention, including paint and other coatings to exclude oxygen Experiment involving the investigation of rusting of iron nails using these methods. A simple investigation or experiment to demonstrate methods of prevention can be: apply coating to a nail- colourless nail varnish, correction fluid, cling film, grease or oil, oil-based paint sacrificial protection – wrap a small piece of magnesium ribbon or zinc foil around a nail. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Chemistry for IGCSE, R. Norris and R. Stanbridge. Nelson Thornes, 2009, ISBN 9781408500187, p 192 Fig. 15.7.1. Rust prevention demonstration: www.practicalchemistry.org/experiment s/preventingrusting%2C251%2CEX.html 76 Syllabus ref Learning objectives Suggested teaching activities Learning resources C11.7 (S) Describe and explain the presence of oxides of nitrogen in car exhausts and their catalytic removal Emphasis the purpose of a catalytic converter to change the poisonous gases, carbon monoxide and oxides of nitrogen, into non-toxic nitrogen and carbon dioxide. Atmospheric pollutants: www.bbc.co.uk/schools/gcsebitesize/sci ence/ocr_gateway/carbon_chemistry/cl ean_airrev3.shtml Links to other units include the opportunity for treatment of converter reactions in terms of redox (section 7.3, Unit 10). Reinforcement of catalytic chemistry (section 7.1, Unit 5). C11.4 (S) Describe the separation of oxygen and nitrogen from liquid air by fractional distillation Link to Unit 1- Experimental techniques. Link this to boiling points and fractional distillation generally. (Units 1 and 8). Good summary of the process: www.bbc.co.uk/schools/gcsebitesize/sci ence/edexcel/oneearth/usefulproductsr ev2.shtml Interested learners may want to know how gases can be liquefied and colleagues may even want to challenge them to find out or speculate. C11.11 (S) Describe the essential conditions for the manufacture of ammonia by the Haber process including the sources of the hydrogen and nitrogen, i.e. hydrocarbons or steam and air Nitrogen may be obtained from the fractional distillation of liquid air or the removal of oxygen from air by combustion. Learners may need discussion of how, in general terms, a gas mixture may be liquefied. A brief summary of the Haber Process: www.chemguide.co.uk/physical/equilibri a/haber.html Learners should be familiar with the word and balanced equation for the synthesis of ammonia. Video clip of the process: www.bbc.co.uk/learningzone/clips/form ation-of-ammonia-in-the-haberprocess/4432.html The importance of recycling unreacted nitrogen and hydrogen should be mentioned. Most texts will show the reaction as reversible and so this should be discussed and explained briefly. This syllabus does not require any treatment of Le Chatelier’s Principle or the concept of chemical equilibrium. Video clip on ammonia: www.rsc.org/Education/Teachers/Reso urces/Alchemy/ Learners should be familiar with typical temperature and pressure inside the reaction chamber and with the finely divided iron catalyst. Learners will not be asked to recall balanced equations for the production of hydrogen from methane and steam. Opportunities for reacting masses and volume calculations (link with Unit v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 77 Syllabus ref Learning objectives Suggested teaching activities Learning resources 6 – Amount of Substance). C11.13 Describe the need for nitrogen-, phosphorus- and potassiumcontaining fertilisers Links to biology and practical involving plant growth under controlled conditions. Good opportunity for debate about advantages and disadvantages of the large-scale use of chemically produced fertilisers. Some school projects detailed at the following websites but this depth is not required in this syllabus: www.livinghistoryfarm.org/farminginthe4 0s/lrscience01.html Plant nutrition: www.juliantrubin.com/fairprojects/botan y/plantnutrition.html C11.14 Describe the displacement of ammonia from its salts by warming with an alkali Link back to the qualitative analysis tests Unit 4. Ensure risk assessment has been made to avoid issues with inhalation of ammonia. C12.1 (S) Describe the manufacture of sulfuric acid by the Contact process, including essential conditions Mention specific temperature, pressure and catalyst information. Economic issues relating to temperature and catalyst use could be discussed here, as with the Haber Process. Learners should be familiar with the reaction between oxygen and sulfur dioxide to form sulfur trioxide and they should be able to write a word and balanced equation for this reaction. The importance of recycling unreacted gases should be mentioned. Most texts will show the reaction as reversible and so this should be discussed and explained briefly. This syllabus does not require any treatment of Le Chatelier’s Principle or the concept of chemical equilibrium. www.chemguide.co.uk/physical/equilibri a/contact.html Video clip on the Contact Process: www.rsc.org/Education/Teachers/Reso urces/Alchemy/ (requires Quicktime plugin) www.greenerindustry.org.uk/pages/sulphuric_acid/9S ulphuricAcidManu.htm Opportunities for reacting masses and volume calculations (link with Unit 6). C12.2 (S) v0.7 3Y06 Describe the properties of dilute sulfuric acid as a typical acid Link to Acids, Bases and Salts (Unit 4). This does not require any additional new information over and above that taught in Unit 4. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 78 Syllabus ref Learning objectives Suggested teaching activities Learning resources For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core Jun 2012 Paper 21 Q2(a) Jun 2012 Paper 22 Q8(a) Jun 2011 Paper 21 Q1(c) Nov 2011 Paper 22 Q9 Supplement Nov 2011 Paper 31 Q3(a) Nov 2011 Paper 31 Q8(d) Jun 2011 Paper 31 Q2(c) Jun 2011 Paper 32 Q4(c) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 79 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 4: Acids, bases and salts Recommended prior knowledge Learners should be familiar with the laboratory techniques introduced in Unit 1 and they have some knowledge on particle theory, atomic structure and ionic bonding (Unit 2). Context This unit builds on ideas from earlier units. The concepts of this unit will be revisited in Units 6, 8 and 9. Outline This unit starts with introduction to the usefulness of a word equation to summarise reactants and products (this might have been introduced in earlier units). Word equations can then be written for the reactions of acids and bases. There is a considerable range of practical work that can be carried out. Opportunity for learners to research the common products used in the home that are acidic/alkaline in nature and apply this knowledge to some everyday examples of neutralisation reactionsindigestion tablets, insect bites or stings. In addition, learners can make and test their predictions in relation to salt preparation. This unit is cross-referenced to assessment objectives A1–5, B1–7, C1–4 and Units 1 and 2. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities C8 8.1.1 Describe neutrality and relative acidity and alkalinity in terms of pH (whole numbers only) measured using full range indicator and litmus Learners can arrange solutions of varying pHs in terms of increasing acidity / basicity e.g. milk, vinegar, ammonia solution, ‘bench’ and ‘household’ chemicals. Learning resources The pH scale runs from 0–14 and it is used to show the acidity or alkalinity of a solution. Universal indicator can be used to find the pH of a solution. C8 8.1.2 v0.7 3Y06 Describe the characteristic reactions between acids and metals, bases (including alkalis) and carbonates Opportunity for experiments to show exothermic nature of neutralisation. Learners could prepare hydrogen and carbon dioxide gas and perform the distinctive tests (see later in this Unit). Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009. ISBN 9781408500187, p122 Fig 10.2.1. 80 Syllabus ref Learning objectives Suggested teaching activities Test tube experiments linked to Unit 6 – Metals. C8 8.2.1 Classify oxides as either acidic or basic, related to metallic and nonmetallic character of the other element Learning resources Metals: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa_pre_2011/ions/acidsbas esrev2.shtml Demonstration of the reaction of the elements with oxygen. Linked to Unit 2 and 3, oxides of sodium, magnesium, carbon, sulfur and phosphorus are all good examples to use. Examples of acid oxides are P2O5, SO2, SO3 and NO2. Examples of basic oxides are Na2O, CaO and BaO. C8 8.2.2 (S) Further classify other oxides as neutral, given relevant information Examples of neutral oxides are nitrogen(I) oxide (N2O), nitrogen(II) oxide [NO] and carbon monoxide (CO). C8 8.1.3 Describe and explain the importance of controlling acidity in the environment (air, water and soil) This is best taught where these contexts appear (sections C11 and C13). C13.1 Describe the manufacture of lime (calcium oxide) from calcium carbonate (limestone) in terms of the chemical reactions involved, and its uses in treating acidic soil and neutralising industrial waste products Learners can investigate heating a limestone chip very strongly for 20 minutes and cool to form calcium oxide on the surface. Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009. ISBN 9781408500187, p204 Fig 16.5.1. Observe reaction of calcium oxide when drops of water are added to make slaked lime (example of exothermic reaction – steam and solid crumbling). Then add excess water to form limewater and test the pH. Notes on limestone cycle: www.docbrown.info/page01/ExIndChe m/ExIndChem.htm Possible issues to discuss include: the importance using lime or slaked lime for treating excess acidity in soils, thus making unfertile land fertile. Also in neutralising acidic waste products from industry; Limestone: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa_pre_2011/rocks/limestonerev 2.shtml Experiments should include the preparation of salts such as copper(II) Revision notes: C8 8.3.1 v0.7 3Y06 Describe the preparation, Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 81 Syllabus ref Learning objectives Suggested teaching activities Learning resources separation and purification of salts using techniques selected from section 2.1 and the reactions specified in section 8.1 sulfate, magnesium sulfate (filtration method) and sodium or potassium salts (titration method) (link to Unit 1 – Experimental Techniques). www.docbrown.info/page03/AcidsBase sSalts06.htm Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996. Experiments G6, G7 and G9. Acids, bases and salts: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa_pre_2011/ions/acidsbas esrev4.shtml C8 8.3.2 (S) C8 8.4.1 Suggest a method of making a given salt from suitable starting material, given appropriate information Introduce solubility rules and ask learners to suggest a suitable method of preparing a particular salt. Use the following tests to identify: This allows a great range of simple test tube reactions to be conducted. Learners can then put their theory into practice. aqueous cations: ammonium, copper(II), iron(II), iron(III) and zinc by means of aqueous sodium hydroxide and aqueous ammonia as appropriate (Formulae of complex ions are not required.) First, known samples can be used in experiments so that the learners may find out the answers for themselves. Then the experiments can be made more challenging by using unknown samples of an ionic compound (or even a mixture) to enable learners to develop analytical skills. anions: carbonate by means of dilute acid and then limewater, chloride by means of aqueous silver nitrate under acidic conditions, nitrate by reduction with aluminium, v0.7 3Y06 Acids, bases and salts: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa_pre_2011/ions/acidsbas esrev4.shtml Cambridge IGCSE Chemistry, S.Goodman and C. Sunley, Collins, 2006. CD-ROM video clips 12–17. Chemistry for IGCSE, R. Norris and R. Stanbridge, Nelson Thornes, 2009: Testing for aqueous cations, Fig 11.5.1–11.5.2, p140–141. Testing for aqueous anions, Fig 11.6.1, p142–143. Identifying a gas, Fig 11.4.1–11.4.3, p138–139. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 82 Syllabus ref Learning objectives Suggested teaching activities Preparing gases and testing for them: www.bbc.co.uk/schools/gcsebitesize/sci ence/edexcel_pre_2011/chemicalreacti ons/preparinggasesrev1.shtml: sulfate by means of aqueous barium ions under acidic conditions). gases: ammonia by means of damp red litmus paper, carbon dioxide by means of limewater, chlorine by means of damp litmus paper, hydrogen by means of a lighted splint, oxygen by means of a glowing splint. Learning resources Demonstration or experimental work to prepare some of these gases. Tests: www.docbrown.info/page13/ChemicalT ests/ChemicalTestsc.htm#KEYWORDS For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core Jun 2012 Paper 21 Q8(c) Jun 2012 Paper 22 Q8(d) Jun 2012 Paper 22 Q11 Jun 2011 Paper 22 Q6(b) Supplement Jun 2012 Paper 32 Q8(c) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 83 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 5: Reaction rates Recommended prior knowledge Pupils should have an understanding of particle theory (Unit 2) and be familiar with taking accurate measurements (Unit 1). Context This unit builds on ideas from Units 1 and 2. The concepts of this unit will be reinforced in later units. Outline This unit starts with the explanation of collision theory and its importance to reaction rates. There is a considerable range of practical work that can be carried out, which can be used to develop or assess practical skills. Links with enzymes as a biological catalyst and role of light in photosynthesis can be made with Cambridge IGCSE Co-ordinated Sciences (Biology). This unit is cross-referenced to assessment objectives A1–5, B1–7, C1–4 and Unit 2. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources C7 7.1.1 Describe the effect of concentration, particle size, catalysis and temperature on the speeds of reactions Simple test tube experiments using different sized marble chippings and hydrochloric acid of different concentrations give a quick visual impression of the factors affecting rate of reaction. Video clip introduction to rates: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_ocr/chemical_synthesis/rates .shtml C7 7.1.2 Describe a practical method for investigating the speed of a reaction involving gas evolution Reactions can involve metals and dilute acids or carbonates and dilute acids. Gas syringes (or measurement of displacement of water by gas in upturned measuring cylinder) can be used to measure the volume of gas produced. Summary of methods and collision theory at: www.bbc.co.uk/schools/gcsebitesize/sci ence/ocr_gateway_pre_2011/rocks_me tals/7_faster_slower2.shtml Rules for drawing graphs and the terms independent and dependent variables should be introduced. Measurement of mass decrease in reaction involving evolution of gas could also be demonstrated. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 A starting point for detailed treatment is at: www.docbrown.info/page03/3_31rates. htm 84 Syllabus ref Learning objectives Suggested teaching activities Learning resources Extension – following the progress of a precipitation reaction such as the “disappearing cross” when sodium thiosulfate reacts with dilute hydrochloric acid. C7 7.1.3 (S) C7 7.1.4 (S) Devise a suitable method for investigating the effect of a given variable on the speed of a reaction Particle size, concentration and temperature can easily be changed for both the above types of reaction. Interpret data obtained from experiments concerned with speed of reaction This allows the use of spreadsheets and graphing to plot for example, gas volume vs. time data to determine the speed of a reaction. Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996. Experiments H8–H11. The need to isolate the effects of a given variable should be discussed and no secret should be made of the fact that this is difficult. For example, interested learners may ask how to deal with significantly exothermic reactions. Experimental conditions need to be chosen so that the simple idea that gas volume divided by time represents rate is not too inaccurate. C7 7.1.6 (S) C7 7.1.5 v0.7 3Y06 Describe and explain the effects of temperature and concentration in terms of collisions between reacting particles (concept of activation energy will not be examined) Animations of particle motion in interactive simulations should be used if available. Physics Dept. may have a mechanical model of particles in a box. Describe the application of the above factors to the danger of explosive combustion with fine powders (e.g. flour mills) and gases (e.g. mines) Provided they can be done safely by experienced colleagues the following demonstrations can enthuse learners: custard powder explosion experiment in tin with tight fitting lid; soap bubbles filled with methane can be ignited using a taper on a long stick; small amounts of aluminium powder may be blown from a drinking straw through a Bunsen flame inside a working fume Useful animations may be found at: www.richardanderson.me.uk/keystage4 /GCSEChemistry/m3ratesofreaction.ph p Video clip that uses animations of atoms to explain collision theory: www.bbc.co.uk/learningzone/clips/collisi on-theory-and-rates-ofreaction/10668.html Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Explosive milk Fig 8.3.3: Chemistry for IGCSE, R. Norris and R. Stanbridge, Nelson Thornes, 2009. ISBN 9781408500187, p101. 85 Syllabus ref Learning objectives Suggested teaching activities Learning resources cupboard; C7 7.1.7 Define catalyst as an agent which increases rate but which remains unchanged The effect of adding manganese(IV) oxide to dilute hydrogen peroxide can be demonstrated. This reaction is also a good context for following mass loss as a measure of rate and for revising the oxygen gas test. Learners can be challenged to come up with a way of proving that the catalyst is indeed unchanged during the reaction. For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core Jun 2012 Paper 21 Q6 Jun 2011 Paper 22 Q9(a) Extension Jun 2012 Paper 31 Q6 Jun 2012 Paper 32 Q11(b) Jun 2011 Paper 31 Q2(c) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 86 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 6: Metals and the reactivity series Recommended prior knowledge Knowledge on particle theory and atomic structure and the reaction of metals with oxygen and acids is preferable. Context This unit builds on ideas from Units 2, 3 and 4. The concepts of this unit will be revisited in Unit 10. Outline This unit begins by looking at the general properties of metals and the benefits of forming alloys. The reactivity series is introduced and there is a considerable range of practical work that can be used to illustrate the reactivity of different elements. This is related to the method of extraction of different metals. This unit is crossreferenced to assessment objectives A1–5, B1–6, C1–4 and Units 2, 3 and 4. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only). Syllabus ref Learning objectives Suggested teaching activities Learning resources C10 10.1.1 Distinguish between metals and non-metals by their general physical and chemical properties Physical properties could include appearance, melting/boiling point, conduction of heat and electricity, malleability and ductility. www.practicalchemistry.org/experiment s/exothermic-metal-acidreactions%2C101%2Cex.html (follow links from home page) Chemical properties: could include reactions with water, steam and dilute mineral acids (link with Unit 4). C10 10.1.3 Explain why metals are often used in the form of alloys Relate to improvement in corrosion resistance and mechanical properties such as strength. Learners, in groups, can research different alloys and their uses. There results could be presented in class or on a poster. Background information on some common alloys: www.bbc.co.uk/schools/gcsebitesize/de sign/resistantmaterials/materialsmateria lsrev3.shtml Link to items made from steel, brass, or other common alloys. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 87 Syllabus ref Learning objectives Suggested teaching activities Learning resources C10 10.1.2 (S) Identify and interpret diagrams that represent the structure of an alloy Learners should recognise a simple particle diagram of an alloy and explain that particles cannot slide over each other as easily as in a single metal because the regular structure is disrupted. Metals and alloys: www.bbc.co.uk/schools/gcsebitesize/sci ence/ocr_gateway_pre_2011/rocks_me tals/4_metals_alloys2.shtml C10 10.2.1 Place in order of reactivity: potassium, sodium, calcium, magnesium, zinc, iron, hydrogen and copper, by reference to the reactions, if any, of the metals with: water or steam dilute hydrochloric acid (except for alkali metals). Experiments possible include: The position of iron in the reactivity series: www.practicalchemistry.org/experiment s/the-position-of-iron-in-the-reactivityseries%2C173%2CEX.html Describe the reactivity series as related to the tendency of a metal to form its positive ion, illustrated by its reaction, if any, with the aqueous ions of other listed metals the oxides of the other listed metals. Experiments could include: Deduce an order of reactivity from a given set of experimental results Reactions of metals with water, steam and dilute hydrochloric or sulfuric acid (for advanced candidates also with other aqueous metal ions). C10 10.2.1 (S) C10 10.2.3 (S) Potassium, sodium with water (as demonstration only) – (link to Unit 2). Calcium, magnesium with water Magnesium, zinc with steam Magnesium, zinc, iron with dilute hydrochloric acid. Reaction of the metals magnesium, zinc, iron and copper with aqueous solution of their ions. This could be extended to introduce redox reactions (link to Unit 10). Full coverage of this unit at: www.docbrown.info/page03/Reactivityb. htm The thermite reaction: www.practicalchemistry.org/experiment s/the-thermite-reaction,172,EX.html With due considerations for safety, mixtures of powdered metals and oxides including aluminium and iron(III) oxide (Thermite reaction) can be demonstrated. Observations of metal displacement reactions that learners could make themselves in laboratory work. Interest can be increased if these are viewed through a microscope if available. Learners, in groups, can be given three / four elements on cards and asked them to put in order of reactivity and present their reasoning to the class. C10 10.3.1 v0.7 3Y06 Describe the use of carbon in the Demonstration of the reduction of lead(IV) oxide on a charcoal block Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Extracting metals: 88 Syllabus ref C10 10.2 (S) Learning objectives Suggested teaching activities Learning resources extraction of some metals from their ores with a blowpipe with due regard for health and safety. It is usually possible to reduce copper oxide with carbon by heating in a hardened glass test-tube. www.bbc.co.uk/schools/gcsebitesize/sci ence/edexcel_pre_2011/chemicalreacti ons/extractingmetalsrev1.shtml Describe the essential reactions in the extraction of iron in the blast furnace Use of video material to illustrate the scale of the process. Metals: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa_pre_2011/rocks/metalsrev2.s html Learner could be given an outline cross-section of a blast furnace and complete labelling of the main features. Essential reactions refers to the combustion of carbon in the hot air blast, the reduction of carbon dioxide to carbon monoxide and the reduction of iron(III)oxide mainly by carbon monoxide (and also some carbon although this would not be examined). Advanced learners should be familiar with the balanced equations of these processes. C10 10.3.3 (S) Relate the method of extraction of a metal from its ore to its position in the reactivity series Emphasise that metals above carbon in the reactivity series are extracted by electrolysis. Metals below carbon are usually extracted by heating their corresponding metal oxide with carbon. Relate these three methods to the position of the metal in the reactivity series. To broaden the topic, possible issues to discuss could include: the economic and environmental cost of the high energy required in metal extraction processes the large input of non renewable fossil fuel resources into electrolysis and carbon reduction the importance of recycling metals. C10 10.4.1 Explain the use of aluminium in aircraft manufacture in terms of the properties of the metal and alloys made from it Emphasise that pure aluminium is too weak for making aircraft parts but low density alloys made from it are much stronger. This means that they can withstand the stresses in an aircraft. The low density means the aircraft has a relatively low mass that saves fuel costs and is generally beneficial for flight. C10 10.4.2 Explain the use of aluminium in food containers because of its resistance to corrosion The lack of reactivity of aluminium in dilute acid solutions cane be demonstrated. Learners could research typical food pH values and make up suitable solutions in the laboratory for testing. The details of the oxide v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Video clips on the various methods of extraction: www.rsc.org/Education/Teachers/Reso urces/Alchemy/ (requires Quicktime plugin) Notes of extraction of metals: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_ocr_21c/natural_environment /extractionmetalsrev1.shtml 89 Syllabus ref Learning objectives Suggested teaching activities Learning resources layer is not required in this syllabus. C10 10.4.2 (S) Explain the use of zinc for galvanising steel, and for sacrificial protection Learners could be asked to research examples of galvanised items and they should be able to describe in terms of relative reactivity, how zinc offers sacrificial protection once the zinc layer is damaged. The passive nature of the zinc layer will not be examined. There is some information and further a link at: www.docbrown.info/page03/Reactivitya. htm and a more focused article at: www.technologystudent.com/equip_flsh /galv1.html For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core Jun 2011 Paper 22 Q9(a) Nov 2011 Paper 22 Q3 Supplement Jun 2012 Paper 31 Q8(b)(c Nov 2011 Paper 32 Q2 Jun 2011 Paper 31 Q5(a)(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 90 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 7: Covalent bonding Recommended prior knowledge Basic knowledge of atomic structure, ionic bonding and the layout of the Periodic Table. Context This unit builds on Units 2 and 6. The concepts of this unit will be revisited in Unit 9. Outline This unit starts by looking at covalent bonding in simple molecules and comparing their properties to those of ionic compounds. Giant covalent structures are introduced and their key features explored. Opportunity for learners in groups to make models of these giant structures. This unit is cross-referenced to assessment objectives A1–4, B1–5, C1–3 and Units 2 and 6. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources C3 3.5.1 State that non-metallic elements form non-ionic compounds using a different type of bonding called covalent bonding Learners can be given samples of salt, powdered wax and silver sand as three examples of white solids. They can carry out experiments to identify the bonding in each. Extensive discussion of types of compound at: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa/bonding/structure_prope rtiesrev1.shtml For advanced learners, sugar can be given as an additional example to show that some simple covalent compounds are soluble in water. C3 3.5.3 C3 3.5.2 (S) v0.7 3Y06 Describe the differences in volatility, solubility and electrical conductivity between ionic and covalent compounds A database could be set up for a range of compounds of all bonding types with fields for each property. Draw dot and cross diagrams to represent the sharing of electron Learners may be asked to complete covalent bonding diagrams given a framework. More advanced learners should be able to construct bonding www.bbc.co.uk/schools/gcsebitesize/sci ence/add_ocr_pre_2011/atmosphere_h ydrosphere/airmolecularrev4.shtml More advanced learners could be asked to design questions based on the properties which would produce lists of compounds with a particular bonding type. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 91 Syllabus ref Learning objectives Suggested teaching activities pairs to form single covalent bonds in simple molecules, exemplified by (but not restricted to) H2, Cl2, H2O, CH4 and HCl diagrams and predict chemical formulae of molecules analogous to those in the syllabus. C3 3.5.4 (S) Draw dot and cross diagrams to represent the multiple bonding in N2, C2H4 and CO2 C3 3.6.1 (S) Describe the giant covalent structures of graphite and diamond Ball and spoke models will be useful here. Emphasise key features in their structures: Graphite: Each carbon attached to three other carbon atoms Hexagonal ring layered lattice structure Delocalised electrons within each layer Weak intermolecular forces between the layers. Learning resources Good interactive site on giant covalent bonding: www.avogadro.co.uk/structure/chemstr uc/network/g-molecular.htm Diamond: Each carbon forms four covalent bonds with other carbon atoms Each carbon has a tetrahedral arrangement All electrons are localised in covalent bonds. C3 3.6.2 (S) Relate their structures to the use of graphite as a lubricant and of diamond in cutting Relate the above key features to the properties of graphite and diamond – high melting/boiling point, conductivity, hardness. Discuss the importance of the one-directional strength of graphite to its use as to reinforce fishing rods, sports rackets and modern polymer based materials such as those used to build aircraft. C3 C3.6.3 (S) Describe the structure of silicon(IV) oxide (silicon dioxide) Ball and spoke models will be useful here. Note the similarities and differences between SiO2 and diamond. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Covalent network: www.avogadro.co.uk/structure/chemstr uc/network/g-molecular.htm Structure, properties and uses: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa/bonding/structure_prope rtiesrev1.shtml Practical activity to compare the differences between SiO2 and CO2: www.schools.longman.co.uk/gcsechemi stry/worksheets/index.html 92 Syllabus ref Learning objectives Suggested teaching activities Learning resources For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Supplement Jun 2012 Paper 31 Q2(a) Jun 2012 Paper32 Q1(b)(ii) Nov 2011 Paper 31 Q3(b) Nov 2011 Paper 33 Q2(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 93 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 8: Organic chemistry Recommended prior knowledge Learners should have completed the units on air and water, and covalent bonding prior to teaching this unit. Context This unit builds on Unit 2 and 7. The concepts in this unit will be revisited in Unit 9. Outline This unit starts by introducing the different types of organic molecules (alkanes, alkenes and alcohols). The process of fractional distillation of crude oil is discussed with its importance as the main source of organic molecules. Opportunity for learners to research and explore the vast variety of everyday products that originate from crude oil. In addition, learners have the chance to debate non-renewable verses renewable fuel. This unit is cross-referenced to assessment objectives A1–5, B1–5, C1–3 and Units 2 and 7. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources C14 14.2.1 Identify and draw the structures of methane, ethane, ethene and ethanol Learners need to be able to draw full structural formulae (showing all atoms and all bonds). Stress the importance of correct bond attachments. Excellent model kits can be purchased: www.molymod.com Establish rules of number of bonds formed for carbon, hydrogen and oxygen (links to valency, Group number and electronic configuration are possible, but not essential, if Unit 7 has been covered). Drawing packages and other software are listed at www.acdlabs.com/resources/freeware/ Learners, in pairs or groups, could be given molecules to build using model kits or name/draw using mini white boards. Review material at www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/crudeoil/crudeoilrev1.shtml C14 14.2.4 (S) v0.7 3Y06 Name and draw the structures of the unbranched alkanes and Extend the practical above by increasing the number of carbon, hydrogen and oxygen atoms available for modelling. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 94 Syllabus ref Learning objectives Suggested teaching activities alkenes (not cis / trans), containing up to four carbon atoms per molecule Learners could use mini white boards for drawing structures. Learning resources Learners could be introduced to the term ‘functional group’ to aid the identification of these organic compounds, for example alkene C=C, alcohol –OH but this term will not be examined in this syllabus. C14 14.2.3 State the type of compound present, given a chemical name ending in -ane, -ene and -ol, or a molecular structure Cards with names or structures could be used as an activity. C14 14.2.2 (S) Describe the concept of homologous series of alkanes and alkenes as families of similar compounds with similar properties Learners could make models from 14.2 to determine the structural formula of successive members. The molecular and general formula can be worked out. The difference of CH2 between successive members of the homologous series should be noted. Stress that the chemical reactions are largely determined by the homologous series, but Mr and length of molecule affects physical properties e.g. state, boiling point, as seen in fractional distillation. What is an alkane? www.gcsescience.com/o8.htm Homologous Series: www.ivyrose.co.uk/Chemistry/Organic/Homolog ous-Series.php Opportunity for ICT: learners could develop (or be provided with) a spreadsheet showing number of carbon atoms. Formulae could be derived to calculate molecular masses. There are opportunities for learners to produce line graphs to show trends of molecular mass and boiling points against number of carbon atoms down a series. C14 14.1.1 Recall coal, natural gas and petroleum as fossil fuels that produce carbon dioxide on combustion Awareness of the finite nature of fossil fuel supply and the role of chemistry in the ‘search for solutions’ for alternative fuels and alternative industrial feedstock. Generating electricity: www.bbc.co.uk/schools/gcsebitesize/sci ence/edexcel_pre_2011/electricityworld /generatingelectricityrev1.shtml Awareness of the competing demand for hydrocarbons as fuels and as raw materials for the petrochemical industry. C14 14.1.3 Name methane as the main constituent of natural gas Relate to use in the home and in Bunsen burners. C14 14.4.4 Describe petroleum as a mixture Define a hydrocarbon as a molecule containing carbon and hydrogen v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Video clip on the fractional distillation: 95 Syllabus ref Learning objectives Suggested teaching activities Learning resources of hydrocarbons and its separation into useful fractions by fractional distillation atoms only. www.rsc.org/Education/Teachers/Reso urces/Alchemy/ (requires Quicktime plugin) Awareness that the use of the fractions as fuels is rapidly depleting crude oil and so threatening the supply of essential raw material for plastics and other petrochemicals. Discuss the supply and demand problem for some fractions- link to cracking in this unit. Also why the composition of crude oil differs from the location. C14 14.1.2 (S) Understand the essential principle of fractional distillation in terms of differing boiling points (ranges) of fractions related to molecular size and intermolecular attractive forces Intermolecular attractive forces do not have to be explained although advanced learners may wish further information. The concept helps explain how fractional distillation works and may be examined. Many good animations exist on-line and these really assist understanding. Learners often understand the process but have difficulty explaining it concisely. A class exercise to come up with a really clear way of describing how fractional distillation works is time well spent. Separating crude oil: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/crudeoil/crudeoilrev1.shtml Video clip on the fractional distillation: www.rsc.org/Education/Teachers/Reso urces/Alchemy/ (requires Quicktime plugin) www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/crudeoil/crudeoilrev1.shtml Simple but effective animation at: www.footprintsscience.co.uk/fractional.htm C14 14.1.5 State the use of: refinery gas for bottled gas for heating and cooking gasoline fraction for fuel (petrol) in cars diesel oil/gas oil for fuel in diesel engines. Opportunity for display work. Learners can find magazine pictures and advertisements to illustrate the uses of the fractions. C14 14.3 .1 Describe the properties of alkanes (exemplified by methane) as being generally unreactive, except in terms of burning Lack of reactivity is partly due to the presence of strong C-C and C-H bonds only (link to Unit 5). Could revise the use of hydrocarbon oil to store reactive metals. C14 14.3.2 State that the products of complete combustion of hydrocarbons, exemplified by Demonstration using cobalt chloride paper and limewater to detect that water and carbon dioxide are produced when a hydrocarbon in a spirit burner (or just a Bunsen burner) burns. Using methane this can be a v0.7 3Y06 The pictures can be mounted on a large outline of the fractionating column, showing where fractions emerge, with boiling points and chemical detail, such as number of carbon atom range in each fraction. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Review of hydrocarbon fuel combustion at: www.bbc.co.uk/schools/gcsebitesize/sci 96 Syllabus ref Learning objectives Suggested teaching activities Learning resources methane, are carbon dioxide and water good context to develop a word equation and for advanced learners a balanced equation. ence/ocr_gateway/carbon_chemistry/ca rbon_fuelsrev1.shtml Also an opportunity to review environmental concerns about carbon dioxide production and possible links to climate change. C14 14.3.5 Recognise saturated and unsaturated hydrocarbons from molecular structures by reaction with aqueous bromine Relate this to the modeling at the start of the unit and the reactions of alkanes and alkenes mentioned above. Emphasise that a saturated molecule contains only single covalent bonds and an unsaturated molecule contains one or more C=C double bonds. Saturated with as much hydrogen as possible may be a useful way for some learners to remember the difference. C14 14.3.3 Name cracking as a reaction which produces alkenes C14 14.3.4 (S) Describe the manufacture of alkenes by cracking C14 14.3.6 (S) v0.7 3Y06 Awareness of the importance of cracking to the petrochemical industry to meet demand for smaller molecules e.g. petrol components, from larger molecules in crude oil for which there is less demand. Describe the addition reactions of alkenes, exemplified by ethene with bromine, hydrogen and steam www.practicalchemistry.org/experiment s/crackinghydrocarbons%2C139%2Cex.html (follow links on home page) Paraffin on mineral wool can be cracked using hot broken pot or granules of aluminium oxide as a catalyst. The resultant gas can be collected over water. This demonstration should be carried out with due regard for health and safety. Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009. ISBN 9781408500187, p220 Fig 18.2.2 Learners should be aware of the need for high temperature and that a catalyst can be used. The hydrocarbon feed must be vaporized and that the product mixture needs further refinement. Awareness that cracking is an example of an endothermic decomposition reaction. Extension to cracking of ethanol: Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996. Experiments I5 The addition of bromine water to the product of the above reaction demonstrates this addition reaction. Review material at: www.bbc.co.uk/schools/gcsebitesize/sci ence/edexcel/fuels/hydrocarbonsrev3.s html Example of the relevance of hydrogen addition for advanced learners is the hydrogenation of polyunsaturated vegetable oils to make solid margarines. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 and also at: www.docbrown.info/page04/OilProducts 05.htm 97 Syllabus ref Learning objectives Suggested teaching activities C14 14.4.1 State that ethanol may be formed by the reaction between ethene and steam C14 14.4.2 (S) Describe the formation of ethanol by the catalytic addition of steam to ethene Learning resources Much detail can be found at: www.docbrown.info/page04/OilProducts 09.htm Learners might be able to research the process using the suggested sites or from other sources. They should be able to recall the need for high temperature and a catalyst, and to be able to describe the reaction as an example of addition to an unsaturated molecule. and at: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa_pre_2011/oils/polymersrev3.s html A relatively simple A Level version is found at: www.chemguide.co.uk/organicprops/alc ohols/manufacture.html R. Norris and R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009. ISBN 9781408500187, p244 Fig 20.4.1 C14 14.3.3 Describe the complete combustion reaction of ethanol Discuss the importance of ethanol as a renewable fuel because it can be made from plant material (sugar). It has been used to supplement gasoline in some countries (e.g. Brazil, Italy). Ethanol may become increasingly important as non-renewable fuels are depleted. Simple description and downloadable worksheet at: www.technologystudent.com/energy1/bi o4.htm Learners should know that complete combustion produces carbon dioxide and water and so should be able to write the word equation. C14 14.4.4 State the uses of ethanol as a solvent and as a fuel Use as a fuel discussed above and an excellent context for showing solvent properties and revising chromatography is the analysis of chlorophyll extracted into ethanol from leaves and run in a suitable solvent mix. One of many reviews at: http://chemistry.about.com/cs/howtos/ht /paperchroma.htm A more simple demonstration is the need for ethanol to remove “permanent marker” from a whiteboard. C14 14.5.1 (S) v0.7 3Y06 Describe macromolecules in terms of large molecules built up from small units (monomers), different macromolecules having The use of genetic beads or simple plastic bead jewellery can be an effective visual aid to show the relation between monomers and polymers (learners should be familiar with both words and the connection between them). Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Notes on addition polymers: www.docbrown.info/page04/OilProducts 11.htm#synthetic 98 Syllabus ref C14 14.6.1 Learning objectives Suggested teaching activities different units Link to importance of crude oil as a raw material for polymers and its finite supply. Describe the formation of poly(ethene) as an example of addition polymerisation of monomer units If molecular models are available, small groups of learners can be asked to make models of ethene and the whole class can then “polymerise” these models via self-addition reactions. This makes a very large chain and the scale of real polymer molecules could be emphasised if the length of the model could be estimated for a realistic number of monomers – advanced learners could do all this. C14 14.6.2 (S) Draw the structure of poly(ethene) This can be done from the model. Learners should be taught to show that the polymer molecule extends beyond the small section which they can draw. e.g. C14 14.6.3 (S) Describe the formation of a simple condensation polymer exemplified by nylon, the structure of nylon being represented as: The formation of Nylon can be demonstrated by the reaction of a diacid chloride with a diamine (Nylon Rope Trick). Learners should be instructed to show the amide bond clearly and draw two repeat units if asked to show the structure of nylon. An exercise similar to that described for poly(ethene) using molecular models to show how the monomers are converted into the polymer will nicely show the condensation by-product. v0.7 3Y06 Video clip on polyethene: www.rsc.org/Education/Teachers/Reso urces/Alchemy/ Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996. Experiments I7–I8 Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996. Experiment I9 This is a condensation reaction (addition/elimination reaction). Learners can gently melt nylon granules on a tin lid and draw out a ‘fishing line’ using a glass rod. C14 14.7.1 (S) Learning resources Describe proteins as possessing the same (amide) linkages as nylon but formed from the linking Making nylon experiment: www.chemistryvideos.org.uk/chem%20clips/Nylon/nylo n.html Video clip on nylon: www.rsc.org/Education/Teachers/Reso urces/Alchemy/ Stress the amide (peptide) CONH group present linking the monomers together. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 99 Syllabus ref C14 14.7.2 (S) Learning objectives Suggested teaching activities of amino acids Opportunity to make models of a section of a protein. Details of any particular amino acid are not required but colleagues may wish to make a connection with Biological units. State that proteins can be hydrolysed to amino acids under acid or alkaline conditions (structures and names are not required) Emphasise that hydrolysis is effectively the reverse of condensation polymerisation, and that this reaction marks a significant difference between poly(ethene) and nylon / protein. For formative assessment, past paper examination questions may be used in the classroom. Learning resources Past paper questions: Core Jun 2012 Paper 22 Q5 Jun 2011 Paper 21 Q1(c)(d) Nov 2011 Paper 22 Q3(b)(c) Supplement Jun 2012 Paper 31 Q12 Jun 2012 Paper 32 Q5 Nov 2011 Paper 32 Q4 Nov 2011 Paper 33 Q2 Jun 2011 Paper 31 Q5(c) Jun 2011 Paper 32 Q4(b)(c) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 100 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 9: Amount of substance Recommended prior knowledge Learners should have a good understanding of the Periodic Table and Bonding and Structure. Context This unit builds on ideas from earlier units and lays the foundations for Unit 10. Outline This unit begins with the introduction the writing chemical formula and balancing equations. These ideas can be linked with the importance of calculating reacting quantities especially for industrial scale preparations. This unit is cross-referenced to assessment objectives A1–5, B1–7, C1–3 and Unit 2. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources C4.5 (S) Determine the formula of an ionic compound from the charges on the ions present Learners can be given a list of ions encountered in IGCSE and rules for writing chemical formula. They can construct correct chemical formulae from ions (link to Unit 2). Compounds and mixtures – Chemical formulae: www.bbc.co.uk/schools/ks3bitesize/scie nce/chemical_material_behaviour/comp ounds_mixtures/revise4.shtml The charges on ions should be linked with the group number of the element in the Periodic Table. They can be introduced to the idea of using brackets when more than one of a complex ion is present. C4.6 (S) Construct and use symbolic equations with state symbols, including ionic equations Introduce the four state symbols (s), (l), (g) and (aq).This should be linked to all theoretical and experimental work during the course. Extension to ionic equations. C4.7 (S) v0.7 3Y06 Deduce the balanced equation for a chemical reaction, given Review material at: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/fundamentals/chemicalreactio nsrev3.shtml The information could be masses or amounts of material that react together so learners should be familiar with the mole. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 101 Syllabus ref Learning objectives Suggested teaching activities Learning resources relevant information Learners should realize that the balanced equation can be interpreted both at the micro level of particles and at the macro level of moles. C4.8 (S) Define relative atomic mass, Ar All atoms are compared to the standard atom, carbon-12. Learners should understand the difference between relative atomic mass and the mass number of an isotope. C4.9 (S) Define relative molecular mass, Mr , as the sum of the relative atomic masses (relative formula mass or Mr will be used for ionic compounds) Learners can use relative atomic masses to calculate the relative molecular mass from the molecular formula. Define the mole in terms of a specific number of particles called Avogadro’s constant (questions requiring recall of Avogadro’s constant will not be set) Emphasise the idea of a mole being a particular number of specified particles. Use the molar gas volume, taken as 24 dm3 at room temperature and pressure Learners will need plenty of practice. C4 4.1.1 (S) C4 4.1.2 (S) Use of mini-whiteboards, bingo and crossword activities could be used. Calculate stoichiometric reacting masses and reacting volumes of solutions; solution concentrations will be expressed in mol / dm3 (Calculations involving the idea of limiting reactants may be set) v0.7 3Y06 Worksheets on all aspects of chemical calculations: www.chemsheets.co.uk/ Learners should be introduced to the terms ‘stoichiometry’, ‘limiting reactant’ and ‘in excess’ which may be used in calculations. An experiment reacting magnesium with dilute sulfuric acid can be used to find / use the molar gas volume. Some way should be found to give learners an idea of how big 24 dm 3 looks so that idea that gases have mass my be a bit easier for some learners. C4 4.1.3 (S) Worksheets on all aspects of chemical calculations: www.chemsheets.co.uk/ Learners will need plenty of practice. This can be linked back to the preparation of salts by titration e.g. preparation of sodium chloride, although recall of the fine detail of volumetric analysis is not examined in the theory papers. The concept and use of limiting reagent is conveniently and usefully taught in the context of making salts (Unit 4). Learners should have Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Worksheets on calculations: www.chemsheets.co.uk/ Chemistry for IGCSE, R. Norris and R. Stanbridge. Nelson Thornes, 2009. ISBN 9781408500187, p60 Fig 5.4.2 Various worksheets on calculations: www.chemsheets.co.uk/ Titrating sodium hydroxide with hydrochloric acid: www.practicalchemistry.org/experiment s/titrating-sodium-hydroxide-withhydrochloric-acid,129,EX.html 102 Syllabus ref Learning objectives Suggested teaching activities Learning resources experience of adding, for example, copper carbonate to dilute acid until unreacted solid remains. For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core Nov 2011 Paper 21 Q2(b) Nov 2011 Paper 22 Q6(a)(i) Supplement Jun 2012 Paper 31 Q6(c) Jun 2012 Paper 32 Q1(b)(iii) Jun 2012 Paper 32 Q11(d) Nov 2011 Paper 31 Q3(c) Nov 2011 Paper 32 Q2(c) Nov 2011 Paper 33 Q4(c) Jun 2011 Paper 31 Q8 Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 103 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Chemistry) 0654 Unit 10: Redox, electrochemistry and Group VII Recommended prior knowledge Learners should have good understanding of the Periodic Table, ionic bonding and writing equations. Context This unit builds on ideas from Units 2 and 6, and lays the foundations for Unit 11. Outline This unit begins with the introduction of redox reactions and their importance to the electrochemical industry and the world economy. These industrial processes allow important chemicals to be isolated, such as aluminium and others to be prepared, such as hydrogen, chlorine and sodium hydroxide. This unit gives learners opportunities to investigate new types of electrochemical cells and the importance to world energy production. This unit is cross-referenced to assessment objectives A1–5, B1–6, C1–3 and Units 2 and 6. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources C7 7.2.1 Define oxidation and reduction in terms of oxygen loss / gain, and identify such reactions from given information Stress that oxidation and reduction reactions always occur together in a redox reaction. Obtaining and using metals: www.bbc.co.uk/schools/gcsebitesize/sci ence/edexcel/metals/obtaining_using_ metalsrev3.shtml Redox changes can often be observed as significant colour changes e.g. rusting / corrosion of iron or iron + copper(II) sulfate → iron(II) sulfate + copper. Link to ideas of the role of redox reactions in the production of energy from fuels and the extraction of metals. The reactions in car catalytic converters can also be studied here (link to Unit 3 – Air and Water). Experiments possible include the reaction of metals / non-metals with oxygen and the reaction of metal oxides with carbon. Oxidation and reduction definitions: www.docbrown.info/page07/redox1.htm #1. Definitions of oxidation and reduction: www.chemguide.co.uk/inorganic/redox/ definitions.html Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 104 Syllabus ref Learning objectives Suggested teaching activities Learning resources ISBN 9781408500187, p114 (Fig. 9.3.1), p117 (Fig. 9.4.1) C7 7.2.2 (S) Define redox in terms of electron transfer, and identify such reactions from given information Use the mnemonic OILRIG (oxidation is loss of electrons, reduction is gain of electrons). Learners should explain this mnemonic at least once if used in examination answers. Oxidation and reduction definitions: www.docbrown.info/page07/redox1.htm #1. Practise ionic equations and identify the substance oxidised and reduced in a given reaction. The concept of spectator ions is not stressed in this syllabus but learners need to recognize and understand given ionic equations. Link this to the reactivity series and reactions of metals and metal salt solutions in Unit 6, the Halogens and electrolysis later in this unit. C5.1 State that electrolysis is the chemical effect of electricity on ionic compounds, causing them to break up into simpler substances, usually elements Learners should understand that energy is required to break up compounds and that in electrolysis this comes from the external electrical supply. Detailed material at: www.docbrown.info/page01/ExIndChe m/ExtraElectrochem.htm Learners should be able to summarise the overall chemical change resulting from electrolysis as a word equation, and for advanced learners as a balanced equation. www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa_pre_2011/ions/electrolys isrev1.shtml Comprehensive coverage of all electrolysis at: www.docbrown.info/page01/ExIndChe m/ExtraElectrochem.ht Redox and electrochemistry – electrolysis: www.nuffieldfoundation.org/topic/118/5 84?tid=31&x=6&y C5.2 Use the terms electrode, electrolyte, anode and cathode The terms can be introduced during demonstrations of a range of different electrolysis reactions. Learners can recall the polarity if they remember A is for Add (+) and A is for Anode. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 General treatment at: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_gateway_pre_2011/periodict able/electrolysisrev1.shtml 105 Syllabus ref Learning objectives Suggested teaching activities Learning resources Learners should understand that an electrolyte is a solution that conducts an electrical current because it contains mobile ions. Emphasise that the moving charges in the electrolyte are ions but in the connecting wires are electrons. C5.4 C5.7 Describe the electrode products, using inert electrodes, in the electrolysis of: molten lead bromide Demonstration of molten lead bromide if a fume cupboard is available otherwise a video clip can be shown. Short video clip at: www.absorblearning.com/media/item.ac tion?quick=1td aqueous copper chloride Aqueous copper chloride can be done by learners and is an excellent starting point since there is no interference from water decomposition. Learners easily identify both copper and chlorine. Provided solutions are dilute and the current is not passed for too long the small amount of chlorine can be safely shown using test paper. The idea of the overall word equation and that an ionic compound has been decomposed into its elements is readily understood. dilute sulfuric acid The electrolysis of dilute sulfuric acid may be demonstrated in a Hofmann Voltameter or carried out by learners in small scale electrolysis cells. It is a good chance to revise the gas tests for hydrogen and oxygen. Comprehensive coverage of all electrolysis at: www.docbrown.info/page01/ExIndChe m/ExtraElectrochem.ht Learners can electroplate zinc strips with copper. Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009. ISBN 9781408500187, p78, Figs 6.5.1 and 6.5.2 Describe the electroplating of metals, using laboratory apparatus An initial can be painted onto the strip with clear nail varnish, to give a silver initial on a copper background. If conductive paint is available then learners can copper plate a leaf or other non-metallic object. A link can be made to electrolytic copper refining. C5.3 (S) v0.7 3Y06 Describe electrolysis in terms of the ions present and the reactions at the electrodes This links with writing ionic equations (Unit 9). Learners should be introduced to writing electrode equations involving Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Ions in solution: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa/ions/electrolysisrev3.sht 106 Syllabus ref C5.5 (S) C5.6 (S) C5.8 (S) Learning objectives Suggested teaching activities Learning resources atoms, ions and electrons. They should be able to understand such equations but would not be asked to recall any specific example in an examination. ml State and use the general principle that metals or hydrogen are formed at the negative electrode (cathode), and that nonmetals (other than hydrogen) are formed at the positive electrode (anode) A demonstration of the electrolysis of molten lead bromide can be used to ‘set the scheme’. This should be carried out in a fume cupboard. Chemistry for IGCSE, R. Norris and R. Stanbridge Nelson Thornes, 2009. ISBN 9781408500187, p70, Figs 6.1.2 Relate the products of electrolysis to the electrolyte and electrodes used, exemplified by the specific examples in the Core together with aqueous copper(II) sulfate using carbon electrodes and using copper electrodes (as used in the refining of copper) Awareness of the need for very pure copper for electrical wiring (pupils can cut open samples of wire to find copper) due to the interruption of current flow by impurities, as compared to copper needed for water pipes (link to Unit 6). Predict the products of the electrolysis of a specified binary compound in the molten state, or in aqueous solution This should involve metal halides or metal oxides only. Learners can electrolyse a range of aqueous solutions of salts and collect and test electrode products to confirm this. (See aqueous copper chloride above.) Video clip on copper refining: www.rsc.org/Education/Teachers/Reso urces/Alchemy/ Advanced learners could be asked to suggest why the anode gas in copper sulfate electrolysis turns limewater cloudy and so make a link to anode reactions in aluminium manufacture. Emphasise that the product at the cathode is the corresponding metal and at the anode, a non-metal molecule (O2 or Group VII molecule). Comprehensive coverage of all electrolysis at: www.docbrown.info/page01/ExIndChe m/ExtraElectrochem.ht Learners should use the elements specified in Unit 6, metal reactivity, to predict that aqueous solutions of metals higher than hydrogen will produce hydrogen at the cathode. C5.9 (S) v0.7 3Y06 Describe, in outline, the manufacture of aluminium from pure aluminium oxide in molten cryolite chlorine, hydrogen and sodium hydroxide from concentrated aqueous sodium Learners should be familiar with starting materials and essential conditions and may be asked questions which show diagrams but will not be required to recall or draw diagrams of industrial apparatus. Video clips on the aluminium extraction: www.rsc.org/Education/Teachers/Reso urces/Alchemy/ Link the production of aluminium back to the production of other metals from their ores (Unit 6). Link to methods of extraction linked to metal reactivity Unit 6. Comprehensive coverage of all electrolysis at: www.docbrown.info/page01/ExIndChe m/ExtraElectrochem.ht Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 107 Syllabus ref Learning objectives Suggested teaching activities Learning resources Groups in the Periodic Table: www.bbc.co.uk/schools/gcsebitesize/sci ence/edexcel_pre_2011/patterns/group srev3.shtml chloride. C9 9.2.3 Describe the trends in properties of chlorine, bromine and iodine in Group VII including colour, physical state and reactions with other halide ions If possible learners should see demonstrations involving chlorine, bromine and iodine, and can carry out simple test-tube displacement reactions themselves. In this syllabus learners simple need to relate displacement results to position of halogens in Group VII. Advanced learners could be asked to understand halogen displacement in terms of oxidation and reduction and to recognise halogen displacement in the form of ionic equations. C9 9.2.4 Predict the properties of other elements in Group VII, given data where appropriate This extends the list of halogens to include fluorine and astatine in theory only. In groups, learners could predict the reactivity, colour / physical state, melting / boiling point of fluorine and astatine. For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core Nov 2011 Paper 21 Q2(c) Nov 2011 Paper 22 Q6(b)(c) Supplement Jun 2012 Paper 31 Q2(b) Jun 2012 Paper 32 Q11(c) Nov 2011 Paper 31 Q5(b) Jun 2011 Paper 32 Q2(d) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 108 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Overview (Physics) This scheme of work provides ideas about how to construct and deliver a course. The syllabus for 0654 has been broken down into teaching units with suggested teaching activities and learning resources to use in the classroom. The aim of this scheme of work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant internet sites. The progression through these themes has been designed to build on learners’ own experiences, and to ensure that learners have sufficient basic knowledge and understanding to tackle the more challenging issues. Recommended prior knowledge It is recommended that learners who are beginning this course should have previously studied a science curriculum or equivalent national educational framework. Learners should also have adequate mathematical skills for the content contained in this syllabus. Outline There are many activities described throughout this scheme of work. They are only suggestions, and there are many other useful activities to be found in the materials referred to in the learning resource list. The scheme of work is intended to give ideas to teachers upon which they can build. It is certainly not intended that teachers undertake all of the activities shown in the various units but rather to offer choices which could depend on local conditions. It is not essential that the units are taught in the order in which they appear. There are opportunities for differentiation by resource, length, grouping, expected level of outcome, and degree of support by the teacher, throughout the scheme of work. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another possible area for differentiation. Suggestions for assessment are included in each unit. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 109 The units within this scheme of work are: Unit Topic Unit 1 Motion Speed, distance and time Matter and forces Mass and weight Density Effects of forces Pressure Energy, work and power Energy Energy resources Work Power Unit 4 Simple kinetic molecular model of matter States of matter Molecular model Evaporation Pressure changes Unit 5 Matter and thermal properties Thermal expansion of solids, liquids and gases Thermal capacity Melting and boiling Unit 6 Transfer of thermal energy Conduction Convection Radiation Consequences of energy transfer Unit 7 Waves General wave properties Light Reflection of light Refraction of light Thin converging lens Dispersion of light Unit 2 Unit 3 Unit 8 v0.7 3Y06 Content Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 110 Unit Topic Content Unit 9 Electromagnetic spectrum Unit 10 Unit 11 Main features, applications and safety issues of electromagnetic waves Sound Sources of sound, propagation, speed and echoes Magnetism Properties of magnets, fields, permanent and electromagnets Unit 12 Electricity Electric charge Current, electromotive force and potential difference Resistance Electrical energy Dangers of electricity Unit 13 Electric circuits Circuit diagrams Series and parallel circuits Action and use of circuit components Electromagnetic effects Electromagnetic induction a.c. generator Transformer Force on a current-carrying conductor d.c. motor Radioactivity Detection of radioactivity Characteristics of the three kinds of emission Radioactive decay Half-life Safety precautions The nuclear atom – isotopes Unit 14 Unit 15 Teacher support Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past question papers, mark schemes and a resource list. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 111 An editable version of this course outline is available on Teacher Support. Go to http://teachers.cie.org.uk. The course outline is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org Resources The up-to-date resource list for this syllabus can be found at www.cie.org.uk Textbooks: Teaching and Assessing Practical Skills in Science, D Hayward, Cambridge University Press, 2003 ISBN 9780521753593 This book is endorsed by Cambridge International Examinations. IGCSE Physics, H Kennett and Tom Duncan, Hodder Education, 2009. ISBN 9780340981870 Physics for IGCSE, J Breithaupt and V Newman, Nelson Thornes, 2009. ISBN 9781408500194 Websites: This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or of the site’s owners (or their products/services). The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked and only the particular resources are recommended. Cambridge IGCSE Physics webpage www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=840 Worksheets: www.nuffieldfoundation.org/practical-physics Animation and video clips on particles, separating techniques and states of matter: Royal Society of Chemistry Particles in Motion, CD-ROM, 2006 A useful starting point for searches for relevant materials may be found at: www.physics.org/ www.iop.org/education/index.html Useful revision sites: www.bbc.co.uk/schools/gcsebitesize/science/ www.docbrown.info www.gcsescience.com/gcse-physics-revision.htm v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 112 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 1: Motion Recommended prior knowledge Learners are very likely to have studied parts of this unit previously, in Physics, Science or Maths lessons. They will need to be familiar with graphs and graph plotting here and, although they are not likely to have talked much in terms of the area under a graph or its gradient, they might well have met some of the ideas in other ways. Learners are bound to have some understanding of distance, speed and time and will almost certainly be able to conduct simple calculations in miles / hour or kilometres / hour even if they find metres / second trickier and do not see immediately how it all relates to the equation: v = x / t. Context Although the ideas met with in this part of the course are conceptually straightforward, learners often have difficulty with interpreting a distance / time graph, finding a speed / time graph more intuitive. This is an area where learners might be encouraged to perfect other skills such as graph plotting or mathematical calculation. Outline This unit contains ideas are very likely to be very familiar to many learners although the accompanying mathematics will in some cases prove to be a challenge. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources P1.1 Define speed and calculate speed from total distance total time Work with trolleys using ticker tape or light gates or ultrasound sensors and data-loggers to produce speed / time graphs for constant speed and constant acceleration. Some good work on velocity and acceleration with animations for learner use: www.fearofphysics.com/Xva/xva P1.3 Plot and interpret a speed / time graph and a distance / time graph P1.4 Recognise from the shape of a speed / time graph when a body is – at rest – moving with constant v0.7 3Y06 It would be best to avoid the abbreviation mph as it could cause confusion over the unit ‘m’. For average speed, it should be emphasized that the complete time of the journey should be included, including any time stopped. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Make your own space shuttle: www.nasaexplores.com/ Although not a syllabus requirement, the instructions here for a fun investigation involving ideas around terminal velocity can be useful for 113 Syllabus ref Learning objectives – P1.8 Suggested teaching activities speed moving with changing speed Learning resources learners following the extended syllabus: www.school.discovery.com/lessonplans / Demonstrate a qualitative understanding that acceleration is related to changing speed P1.2 (S) Distinguish between speed and velocity P1.5 (S) Recognise linear motion for which the acceleration is constant and calculate the acceleration P1.6 (S) Recognise motion for which the acceleration is not constant P1.7 (S) Calculate the area under a speed/time graph to work out the distance travelled for motion with constant acceleration Extend the trolley work to analyse the graphs further and calculate the acceleration. IGCSE Physics Coursebook CD-ROM Activity Sheet 2.2, 2.3, 2.4 This also includes the effect of force on acceleration: www.youtube,com/watch?v=f20yH5dHy Po&feature=relmfu Although not specifically part of the syllabus, work on thinking distance and braking distance of cars related to safety, is useful and relevant here. Stopping distances can be found from: www.driveandstayalive.com/info%20se ction/stopping-distances.htm#stopdist_table-for-dry-road For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core and Supplement Nov 2010 Paper 21 Q6(a)(i) Nov 2011 Paper 31 Q7(a) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 114 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 2: Matter and forces Recommended prior knowledge It is highly likely that many learners will have studied some Physics or General Science previously and it is almost certain that many of the ideas of this unit will have been met with in this way by the learners following this course. Learners will need to be familiar with graphs and graph plotting here. They will have encountered the term force but might well use it interchangeably with terms such as energy or pressure. Although they might well have encountered the unit newton, they may also have measured forces (especially weights) in other units, and this can lead to confusion. Some learners may have previously met the distinction between mass and weight, but the fact that weights in shops are virtually always in grams or kilograms, and that learners’ own personal body weights will be known to them in kilograms, pounds, or stones and pounds, is a problem. There is the feeling that ‘only scientists use newtons’. Scales calibrated in newtons are extremely useful here, although teachers will have to develop the concept that mass is constant anywhere in the Universe, whereas weight is the force of attraction of a large, close object. Apparent ‘weightlessness’ of orbiting astronauts causes further difficulty. Some learners will have learnt about density but few will be aware that it is an intrinsic property of a substance whereas mass is an extrinsic property of an object. Pressure cannot be taught easily without having an understanding of force. Context The ideas met with in some sections of this part of the course can prove conceptually difficult. This section on the effects of forces is an area where learners can perfect graph plotting skills. As is normally the case, practical lessons can bring this unit home to learners in a particularly direct fashion. Outline This mathematics involved in some areas of this part of the course will in some cases prove to be a challenge. This is a good topic for introducing new units and for distinguishing between mass and weight. The idea of force and its corresponding unit the newton will need to be familiar to the learners. Learners are not always aware of the way in which forces act. Many learners are tempted to believe that a stretched spring which exerts a force of 5.0 N at one end and (inevitably) the same force at the other end is somehow subject to a tension of 10.0 N. Where learners have previously carried out experiments on springs in parallel and series, such misunderstandings are less likely to arise. Equilibrium only requires consideration of balanced forces; moments are not considered in this syllabus. Only pressure caused by a solid, needs to be considered. Learners might well be aware that some units are merely special names for combinations of other units and the pascal and the joule can be used as examples of this. Graph plotting can be developed in the section that deals with springs and Hooke’s law. This is a unit in which teaching important skills such as accuracy, meticulousness, neatness and a systematic approach to problems can be encouraged without the danger of obscuring the topic being investigated. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 115 Syllabus ref Learning objectives Suggested teaching activities Learning resources P2 2.1 Be able to distinguish between the mass and weight of an object It is useful to ensure that learners have a feeling for the sizes of forces (in N) by asking them to estimate (e.g. weight of a laboratory stool, force required to open a drawer) and then to measure using a spring (newton) balance. The weight of a large apple being approximately 1 N is a useful example (Newton being associated with apples). There is much on this website about gravity, particularly to stretch the more able learners: www.curtin.edu.au/curtin/dept/physsci/gravity/index2.htm Know that the Earth is the source of a gravitational field Similarly, estimation and measurement of masses (in g and kg). Learners should appreciate that, although objects can have effectively no weight if very far from a large object such as the Earth, they still have mass and can cause damage if the hit something when moving. Use some ‘novelty’ demonstrations (e.g. pulling a sheet of paper from under a mass, without moving the mass) to show the idea of inertia. P2 2.1.2 (S) Demonstrate an understanding that mass is a property that ‘resists’ change in motion P2 2.1.4 (S) Describe, and use the concept of, weight as the effect of a gravitational field on a mass P2 2.2.1 Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation using the equation density = mass / volume or d = m/v Simple experiments measuring mass and volume of a liquid and calculating density. Using a solid, finding volume from height, width and depth. Describe the determination of the density of an irregularly shaped solid by the method of displacement, and make the necessary calculation Extend to the displacement method (e.g. Plasticine/modelling clay of different shapes in a measuring cylinder with water). P2 2.2.2 (S) v0.7 3Y06 IGCSE Physics Coursebook CD-ROM Activity Sheet 1.2 Determine the density of cooking oil by putting a measuring cylinder on an electronic balance. Take the readings with and without oil in the cylinder. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 116 Syllabus ref Learning objectives Suggested teaching activities Learning resources P2 2.3 Know that a force is measured in newtons (N) Use a simple experiment to stretch a steel spring. Further experience could be gained with a similar experiment to stretch a rubber band. IGCSE Physics Coursebook CD-ROM Activity Sheet 3.1 Describe how forces may change the shape and motion of a body Compress trapped gases in syringes; change the shape of malleable objects. IGCSE Physics Coursebook CD-ROM Activity Sheet 5.1 Plot extension / load graphs and describe the associated experimental procedure Use force sensors and newton meters to add and subtract the forces acting on bodies. Find the resultant of two or more forces acting along the same line Explain how a system is in equilibrium when there is no resultant force Equilibrium of everyday objects can be discussed, considering which forces cancel out (e.g. weight of a learner and the upward (normal) reaction of a chair). Also non-equilibrium situations can help to illustrate this (e.g. a ball released from a hand falling because it is no longer in equilibrium). P2 2.3.4 (S) Interpret extension/load graphs Use a home-made copper spring or stretch a length of copper wire and measure or show the limit of proportionality. P2 2.3.5 (S) State Hooke’s Law and recall and use the expression force = constant x extension (F = k x) P2 2.3.6 (S) Recognise the significance of the term ‘limit of proportionality’ for an extension / load graph P2 2.3.7 (S) Recall and use the relation between force, mass and acceleration (including the direction) v0.7 3Y06 Note that the elastic limit and the limit of proportionality may have very close values in practice, but the concepts are different. It is worth considering how the linearity of a newton meter scale depends on proportionality, and discussing how non-linearity would affect the scale. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 A lesson plan for a model bridge building investigation: www.school.discovery.com/lessonplans /programs/bridges/index.html Hooke’s Law: www.matter.org.uk/schools/content/hoo keslaw/index.html 117 Syllabus ref Learning objectives Suggested teaching activities Learning resources P2 2.4.1 Relate (without calculation) pressure to force and area Consider only pressure due to solids. Several activities here: IGCSE Physics Coursebook CD-ROM Activity Sheet 5.3 Show and discuss examples such as: drawing pins, stiletto heeled shoes, sharpened knives, cheese wire, snow shoes / skis and furniture leg cups. P2 2.4.2 (S) Recall and use the equation p = F /A Use the formula in specific cases and determine the pressure exerted on the ground by an elephant and someone wearing stiletto heeled shoes. For formative assessment learner progress could be assessed using past paper examination questions. Past paper questions: Core and Supplement Nov 2010 Paper 21 Q10(b) Jun 2011 Paper 32 Q3(b) Past papers can be accessed on Teacher Support at: http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 118 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 3: Energy, work and power Recommended prior knowledge Although Cambridge IGCSE Co-ordinated Sciences itself can be used as an introduction to Physics, it is unlikely that many learners will not have studied some Physics or General Science previously. The word energy, with a whole host of meanings and many subtle shades of emphasis, is likely to be part of a Cambridge IGCSE Co-ordinated Sciences learner’s vocabulary. When commencing the course, however, the learner is unlikely to be especially exact in distinguishing words such as force, energy, power and work. Part of this course must be to help learners use these terms appropriately and accurately when the context is purely scientific and to ensure that they realise that the terms are not simply interchangeable. It might well be argued that energy is the most basic idea in Physics and that every branch of Physics is the study of a corresponding energy. Again this idea is found by many learners to be vague, intangible and inaccessible. In many ways, the ideas of this unit are going to be constantly revisited in every other unit of the course. It is likely that most learners will have encountered the concept of energy sources and will realise that the maintenance of many aspects of modern life relies on readily available energy sources. The ideas of renewable and non-renewable energy sources and of the benefits and problems associated with the use of fossil fuels are almost certain to be familiar to learners at this stage. Likewise they will be aware of the concepts heat and heating but might well not think of it as a form of energy. The way in which energy relates to sciences other than Physics might also be understood to some extent. Learners might have heard of units such as the calorie or kilowatt-hour, but might not have encountered the joule. Context The concept of energy is hard to grasp, despite its being so crucial to the understanding of Physics. It is an idea that is best taught by using the term correctly and frequently throughout the course; examples of energy transfers could be included in almost any lesson. The section of this unit on renewable and non-renewable energy sources is an area where individual learners can investigate the issues through project work and personal research either through the internet or by the use of periodicals, textbooks or television programmes. Outline This unit contains ideas that, though superficially familiar to many learners, are unlikely to be properly understood. They are, however, ideas that are fundamental to this course and any proper understanding of the subject. They will need to be revisited constantly and the learners will need to become familiar with them in a thoroughly convincing fashion. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 119 Syllabus ref Learning objectives Suggested teaching activities Learning resources P3 3.1.1 Know that energy and work are measured in joules (J), and power in watts (W) A number of devices which convert energy from one form to another e.g. loudspeaker, steam engine, solar-powered motor, candle etc. can be used. A circus of simple experiments can be set up for learners to identify the energy conversions. Some unusual and fun energy change experiments: www.littleshop.physics.colostate.edu/ P3 3.1.2 Demonstrate an understanding that an object may have energy due to its motion (kinetic) or its position (potential), and that energy may be transferred and stored It is worth advising learners that, if energy appears to be lost in a transfer, the most likely explanation is that it has been transferred into thermal (heat) energy. Note that some syllabuses refer to thermal energy as internal. IGCSE Physics Coursebook CD-ROM Activity Sheet 6.1 Types of energy and efficiency (but unfortunate reference to ‘magnetic energy’, which is NOT a syllabus term. Teachers might decide that the classification of energy types here will cause confusion, and decide not to use the web page: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/energyefficiency/energytransf ersrev1.shtml P3 3.1.4 Give and identify examples of energy in different forms, including kinetic, gravitational, chemical, strain, nuclear, thermal (heat), electrical, light and sound P3 3.1.5 Give and identify examples of the conversion of energy from one form to another, and of its transfer from one place to another Force, work and power: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa/kinetic_energy/ P3 3.1.3 (S) Recall and use the expressions k.e. = ½ mv2 and p.e. = mgh IGCSE Physics Coursebook CD-ROM Activity Sheet 6.2 P3 3.1.6 (S) Apply the principle of energy conservation to simple examples v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 120 Syllabus ref Learning objectives Suggested teaching activities Learning resources P3 3.2.1 Distinguish between renewable and non-renewable sources of energy This website provides a useful investigation into alternative energy: www.altenergy.org/ P3 3.2.3 Know that the Sun is the source of all our energy resources except geothermal and nuclear Examples of both renewable and non-renewable sources of energy can be considered along with their advantages and disadvantages. Be careful with categorising wood; wood is a renewable resource, as is all biomass, although we sometimes use it in a non-sustainable way (deforestation). P3 3.2.4 Describe how electricity or other useful forms of energy may be obtained from chemical energy stored in fuel water, including the energy stored in waves, in tides, and in water behind hydroelectric dams geothermal resources nuclear fission heat and light from the Sun (solar cells and panels). P3 3.2.5 Give advantages and disadvantages of each method in terms of reliability, scale, and environmental impact P3 3.2.7 Demonstrate a qualitative understanding of efficiency P3 3.2.2 (S) Demonstrate understanding that energy is released by nuclear fusion in the Sun v0.7 3Y06 Learners are frequently confused about nuclear fuel, which is not a fossil fuel but is also non-renewable. Important discussions here to consolidate the learners’ understanding of energy processes both in physical and environmental impact terms. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 This website gives much interesting information about different types of power stations and includes a virtual tour of a power station: www.ergon.com.au/ IGCSE Physics Coursebook CD-ROM Activity Sheet 7.1, 7.2 Generating electricity from energy resources: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/mains/ 121 Syllabus ref Learning objectives Suggested teaching activities P3 3.2.6 (S) Recall and use the equation: efficiency = useful energy output x 100% energy input P3 3.3.1 Relate (without calculation) work done to the magnitude of a force and the distance moved In this and the following sections it may be useful to calculate (although only required for the extension paper) personal work done and power. For example, by walking up steps, recording the learner’s weight, the vertical height climbed and the time taken. When rolling barrels up inclined planes the same work is done as when lifting the barrel vertically but the distance is greater and so the force is less. P3 3.3.2 (S) Describe energy changes in terms of work done Recall and use W = F × d P3 3.4.1 Relate (without calculation) power to work done and time taken, using appropriate examples P3 3.4.2 (S) Recall and use the equation P = E / t in simple systems v0.7 3Y06 Learning resources Fusion in the Sun: www.youtube.com/watch?v=pusKlK1L5 To and www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aqa/atoms_radiation/nuclearf issionrev2.shtml IGCSE Physics Coursebook CD-ROM Activity Sheet 3.2 IGCSE Physics Coursebook CD-ROM Activity Sheet 8.1 Humans get tired holding heavy weights at a constant height but no work is done. Humans make poor shelves. Learners can find this idea difficult since they can feel that holding up a heavy weight is ‘hard work’; it must be emphasised that, for work to be done by a person, something must be moved against a force. Some worked examples: www.tutor4physics.com/examplesworkd one.htm Learners find rates quite hard at this stage; it is worth considering examples such as the rate of filling a bath and the time taken to fill it to a certain volume. For the teacher: www.tap.iop.org/mechanics/work_energ y_power/index.html Force, work and power: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aga_/kinetic_energy/ Force, work and power: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_aga/kinetic_energy/ Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 122 Syllabus ref Learning objectives Suggested teaching activities Learning resources For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core and Supplement Nov 2010 Paper 21 Q6(a)(ii) Nov 2010 Paper 22 Q3(b) Jun 2012 Paper 31 Q1 Jun 2012 Paper 21 Q5 Jun 2011 Paper 21 Q3 Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 123 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 4: Simple kinetic molecular model of matter Recommended prior knowledge It is important to use the temperature unit the degree Celsius rather than the degree centigrade. Learners should have encountered the term molecule and should be aware of the microscopic structure of matter. Evaporation will be familiar to learners, as will its cooling effect when water, or sweat, evaporates from their skin. Context Learners will know that solids have a definite volume and shape, and that fluids have a definite volume but take up the shape of their container, starting from the bottom. A gas such as air will fill a container (such as a classroom) completely, so has no definite volume or shape. Wet clothes hung outside will dry most quickly on a warm, windy day, especially if they are spread out to increase their surface area. Air trapped in a bicycle pump can be compressed, but only so far, because the pressure of the trapped air increases. Outline This unit contains ideas that are very familiar to many learners but their understanding is unlikely to be thorough. The relationship between macroscopic phenomena and molecular behaviour will probably be new to many but it is one of the foundations of all physics and the topics from this unit are excellent vehicles for introducing this relationship. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities P4 4.1.1 State the distinguishing properties of solids, liquids and gases Simple experiments can show that liquids flow, are incompressible and so on. P4 4.2.1 Describe qualitatively the molecular structure of solids, liquids and gases Interpret the temperature of a gas in terms of the motion of its Use examples of phenomena that are explained by the particle theory to build up understanding e.g. diffusion in liquids, diffusion of gases (bromine in air – fume cupboard required), crystal structure etc. v0.7 3Y06 Models using large spheres (e.g. table tennis balls) should be used to Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Learning resources Science diffusion: www.video.google.com/videoplay? IGCSE Physics Coursebook CD-ROM Activity Sheet 9.3 124 Syllabus ref Learning objectives Suggested teaching activities molecules illustrate as much as possible (e.g. crystal model). P4 4.2.4 Describe qualitatively the pressure of a gas in terms of the motion of its molecules Describe qualitatively the effect of a change of temperature on the pressure of a gas at constant volume P4 4.2.2 (S) Relate the properties of solids, liquids and gases to the forces and distances between molecules and to the motion of the molecules P4 4.3.1 Describe evaporation in terms of the escape of more energetic molecules from the surface of a liquid P4 4.3.3 Relate evaporation to the consequent cooling P4 4.3.2 (S) Demonstrate an understanding of how temperature, surface area and air flow over a surface influence evaporation Leave water in different vessels overnight and observe the rate at which evaporation occurs. P4 4.4.1 (S) Relate the change in volume of a gas to change in pressure applied to the gas at constant temperature and use the equation pV = constant at constant temperature A direct measuring Boyle’s Law apparatus can be used here. Useful graph plotting and interpretation skills are included. This is how a refrigerator works. Learners should experience the cooling effect of evaporation using a non-toxic volatile substance. They should consider how they can feel cold, even on a warm day, if they are wet. Place a partially inflated balloon in a bell-jar and reduce the pressure in the jar. Values from the graph can be used to illustrate the constancy of the product pV. Also use phrases such as ‘doubling the pressure halves the volume’ to explain inverse proportionality. v0.7 3Y06 Learning resources Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Extend this work by using the practical experiment suggested on this site about the temperature and pressure of a gas: www.school.discovery.com/lessonplans / Click on Physical Science → Temperature and Pressure IGCSE Physics Coursebook CD-ROM 125 Syllabus ref Learning objectives Suggested teaching activities Learning resources Activity Sheet 9.4 This website may provide an interesting interactive experience for a more able learner to explore the ideas around the gas laws: www.jersey.uoregon.edu/vlab/Piston/in dex.html For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core and supplement Nov 2011 Paper 31 Q7(d) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 126 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 5: Matter and thermal properties Recommended prior knowledge Many physics teachers do not like the term heat, preferring to refer to heating as a process rather than to heat as a form of energy. The Cambridge IGCSE Coordinated Sciences syllabus takes a more inclusive view. The terms thermal energy and internal energy are used most directly in the syllabus. It would be clumsy, however, to avoid the historical terms latent heat and specific heat capacity both of which appear in the syllabus. Although heat is in many ways as intangible and abstract as electricity, it is one with which most learners are more comfortable. The idea of temperature is one that learners ought to have encountered by the time they embark on this course although they might well use it interchangeably with the term heat. Not all learners will realise that heat is a form of energy and the historically separate unit the calorie only re-emphasises this perceived distinction. It is better not to mention the calorie at all. Similarly, it is important to use the temperature unit the degree Celsius rather than the degree centigrade. Context Although the concept of energy is hard to grasp, learners seem much more comfortable with the specific example of thermal energy and heating. Consequently, this unit or at least most of it can comfortably be taught towards the beginning of the course. This might well be because of the learner’s familiarity with heating. This acquaintance will have been developed from using domestic heating systems, cooking with oil or water and simple things like adjusting the temperature of the water in a bath or from a shower. It shows the importance of practical experience in general and the pedagogic importance of practical lessons in this subject. Outline This unit contains ideas that are very familiar to many learners but their understanding is unlikely to be thorough. The relationship between macroscopic phenomena and molecular behaviour will probably be new to many but it is one of the foundations of all physics and the topics from this unit are excellent vehicles for introducing this relationship. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources P5 5.1.1 Describe qualitatively the thermal expansion of solids, liquids and gases Experiments to show expansion of a metal rod and the ‘bar breaker’ demonstration. A large round bottom flask filled with (coloured) water and fitted with a long glass tube shows expansion of the water when heated gently. Thermal expansion of solids, liquids and gases: www.youtube.com/watch?v=EkQ2886 Sxpg P5 5.1.3 Identify and explain some of the The ‘fountain’ experiment shows the expansion of air and brings in v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 127 Syllabus ref Learning objectives Suggested teaching activities everyday applications and consequences of thermal expansion good discussion of the effect of pressure difference to stretch the more able learners. P5 5.1.4 Describe qualitatively the effect of a change of temperature on the volume of a gas at constant pressure P5 5.1.2 (S) Explain in terms of motion and arrangement of molecules the relative order of magnitude of the expansion of solids, liquids and gases Take a flask full of coloured water connected to a tube and immerse in hot water. The initial decrease in level of the water shows the expansion of the glass; the subsequent expansion of the liquid is greater and the water rises up the tube. P5 5.2.1 (S) Demonstrate an understanding of the term thermal capacity P5 5.2.2 (S) Describe an experiment to measure the specific heat capacity of a substance P5 5.2.3 (S) Recall and use the equation: energy = mass x specific heat capacity x change in temperature Metal blocks of different metals and of different masses can be heated with identical immersion heaters to show their different thermal capacities. Many texts use the term heat capacity, and learners should be made familiar with this term also. The syllabus uses the term thermal energy for energy transferred by heating. This energy will cause an increase in the internal energy of the blocks. This is a good point to remind learners of the difference between internal energy and temperature. P5 5.3.1 Describe melting and boiling in terms of energy input without a change in temperature P5 5.3.3 Describe condensation and solidification P5 5.3.5 State the meaning of melting point and boiling point P5 5.3.2 (S) Distinguish between boiling and v0.7 3Y06 Learning resources This can be extended to a quantitative determination of specific heat capacity. The word specific often means per kilogram. Heating and cooling curves can be plotted from experimental readings (e.g. timed temperature readings when heating ice until the water boils and during the solidification of stearic acid). Show that ice and water can only co-exist at the melting point, steam and water only at the boiling point. Simple and direct experiments to determine latent heat of Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 128 Syllabus ref P5 5.3.4 (S) Learning objectives Suggested teaching activities evaporation vaporisation and of fusion (e.g. using a low voltage immersion heater). Learning resources Use the terms latent heat of vaporisation and latent heat of fusion and give a molecular interpretation of latent heat For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core and supplement Nov 2010 Paper 21 Q8(a)(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 129 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 6: Transfer of thermal energy Recommended prior knowledge Learners will be familiar with the fact that thermal energy can move from one place to another, but this unit deals with the different processes involved. In many situations all three processes are acting, although one is likely to be dominant. In other cases, such as thermal energy reaching the Earth from the Sun, a single process can operate. Context The sections on thermal energy transfer are taught most easily and effectively in a conventional way with the usual experiments that show the distinction between transfer by conduction, convection and radiation. Outline This unit contains ideas that, though superficially familiar to many learners, are unlikely to be properly understood. They are, however, ideas that are fundamental to this course and any proper understanding of the subject. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources P6 6.1.1 Describe experiments to demonstrate the properties of good and bad conductors of heat Simple experiments to compare thermal conductivity e.g. using metal conductivity rods. Conduction in copper and steel: www.youtube.com/watch?v=eMGqkOT JCN0: P6 6.1.2 (S) Explain heat transfer in solids in terms of molecular motion Extend to a molecular account – a row of learners can be used to model the idea of increased vibration of particles as the process of conduction. IGCSE Physics Coursebook CD-ROM Activity Sheet 11.1 How does heat travel? www.coolcosmos.ipac.caltech.edu/cos mic_classroom/light_lessons/thermal/tr ansfer.html v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 130 Syllabus ref Learning objectives Suggested teaching activities Learning resources P6 6.2.1 Recognise convection as the main method of heat transfer in fluids Use simple experiments to illustrate convection e.g. dissolving a crystal of potassium manganate(VII) at the bottom of a large beaker that is heated by a gentle flame. Show convection in air using, for example, a mine ventilation model. Thermal convection: www.edumedia-sciences.com/en/a639thermal-convection P6 6.2.3 Describe experiments to illustrate convection in liquids and gases P6 6.2.2 (S) Relate convection in fluids to density changes P6 6.3.1 Recognise radiation as the method of heat transfer that does not require a medium to travel through P6 6.3.3 Identify infra-red radiation as the part of the electromagnetic spectrum often involved in heat transfer by radiation P6 6.3.2 (S) Describe experiments to show the properties of good and bad emitters and good and bad absorbers of infra-red radiation IGCSE Physics Coursebook CD-ROM Activity Sheet 11.2 What is infra-red radiation? www.science.hq.nasa.gov/kids/imagers/ ems/infrared.html Human body on infrared: www.youtube.com/watch?v=_WP2XwB hmAk Leslie’s cube type experiments show the effect of the colour of a surface on the emission of radiation. A thick (3 – 5 mm) sheet of copper, covered with lamp-black (powdered carbon) on one side, if heated strongly with a Bunsen burner on the other side, will emit noticeably more heat from the blackened side when the Bunsen burner is removed. Heating and cooling: www.bbc.co.uk/schools/gcsebitesize/sci ence/aqa/heatingandcooling/ IGCSE Physics Coursebook CD-ROM Activity Sheet 11.3 Absorption of infra-red can be easily shown by arranging two thermometers at equal distances from a working 12 V headlamp bulb. One thermometer has a blackened bulb (use a felt-tipped pen or poster paint). P6 6.4.1 v0.7 3Y06 Identify and explain some of the everyday applications and consequences of conduction, convection and radiation A good opportunity to carry out some investigative experiments involving rate of cooling and insulation. Discussion of the vacuum flask is a useful way to revise conduction, convection and radiation as is discussion of the domestic refrigerator. Obtain two identical stainless steel vacuum flasks; drill a hole in the outside of one so that air enters the vacuum. Compare by data-logging Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 131 Syllabus ref Learning objectives Suggested teaching activities Learning resources the rates of fall of temperature. For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core Nov 2011 Paper 31 Q4(a) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 132 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 7: Waves Recommended prior knowledge Learners might well be aware that waves can be used to transfer energy from one location to another and might well have been given basic definitions of wave motion. It is less likely that they will have encountered the distinction between oscillations of matter being used to transfer energy as a wave and the actual movement of matter with energy with it; this might be highlighted at this stage. Context There few challenging concepts in this unit, although some learners will struggle with the idea of frequency. It is also likely that there will be those who cannot invariably rearrange v = f λ and obtain the correct answer. Waves are often represented in diagrammatic forms and this unit can be used to emphasise the importance of clear and appropriate diagrams in explaining the subject both generally and in answering examination questions. Outline This unit contains ideas that relate to the common experiences of many learners and it can be used to show that everyday phenomena can be more thoroughly understood when a scientific explanation is offered. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources P7 7.1.1 Demonstrate understanding that wave motion transfers energy without transferring matter in the direction of wave travel Begin with waves on ropes and a ‘slinky’ spring to illustrate transverse and longitudinal waves. This website has clear demonstrations of transverse and longitudinal waves: www.members.aol.com/nicholas hl/waves/movingwaves.html P7 7.1.2 v0.7 3Y06 A ripple tank can then be used to show reflection and refraction of water waves. Use 3 cm (micro)wave equipment to illustrate reflection and refraction (beeswax blocks or Perspex cubes filled with paraffin). Describe what is meant by wave motion as illustrated by vibration in ropes, springs and by experiments using water waves Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 IGCSE Physics Coursebook CD-ROM Activity Sheet 14.1 133 Syllabus ref Learning objectives P7 7.1.3 State the meaning of and use the terms speed, frequency, wavelength and amplitude P7 7.1.5 Distinguish between transverse and longitudinal waves and give suitable examples P7 7.1.6 Identify how a wave can be reflected off a plane barrier and can change direction as its speed changes P7 7.1.4 (S) Recall and use the equation v = f λ P7 7.1.7(S) Interpret reflection and refraction using wave theory Suggested teaching activities Learning resources Find the wavelengths and frequencies for local radio stations and calculate c. Waves: www.bbc.co.uk/schools/gcsebit esize/science/aqa/waves/ Use a set of ripple tank projection slides to reinforce the ripple tank work and focus on more detailed discussion. Speed = frequency x wavelength: www.gcse.com/waves/vfl.htm For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core and Supplement Jun 2012 Paper 21 Q4(a)(i)(ii) Nov 2011 Paper 31 Q2a Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 134 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 8: Light Recommended prior knowledge Although the Physics units of Cambridge IGCSE Co-ordinated Sciences can be used themselves as an introduction to Physics, it is unlikely that many learners will not have studied some Physics or General Science previously. Light is something that will, in any case, have been within the experience of all learners. Learners are likely to be aware that light travels from a luminous source and is reflected and scattered by an object to the human eye where it is detected on the retina. Light may also travel from a luminous source directly to the eye. Words such as transparent, opaque and translucent are likely to be familiar to learners embarking on this course. Learners will probably be aware that light travels in straight lines and that its path is frequently represented by a ray. This rectilinear propagation is responsible for the formation of shadows and learners might well have encountered the concept of an umbra and a penumbra. These ideas can be used to explain solar and lunar eclipses. Not all learners will be aware that stereoscopic vision relies on the assumption that light travels in straight lines and that during image formation in a mirror, the eye is tricked into seeing something that isn’t where it seems to be. Learners are likely to have seen rainbows and to have related this to the passage of light through a triangular prism; it is unlikely, however, that a learner starting the Cambridge IGCSE Co-ordinated Sciences course will understand much of the physics that underlies these phenomena. Magnifying glasses and simple focusing experiments with lenses are also likely to be within the learners’ experience. Context Within the Cambridge IGCSE Co-ordinated Sciences course, Light can be treated as something of an isolated section and taught at any stage within the course. In particular, it does not need to be preceded by Waves. Mathematically it is straightforward and this would suggest that it is best suited to an early stage in the course. There are many practical investigations and demonstrations that can be conducted during this section of the course and learners can be made aware that a careful and meticulous approach, involving sharpened pencils, straight-edged rulers and general tidiness, can make the difference between an accurate experiment or drawing and a much less useful one. Outline This unit contains ideas that relate to the familiar experience of many learners. It can be used to introduce skills that will be needed in the rest of the course in a context that is not in itself a challenge. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 135 Syllabus ref Learning objectives Suggested teaching activities Learning resources P8 8.1.1 Describe the formation and characteristics of an optical image seen in a plane mirror Use simple experiments with optical pins to find the position of the image in a plane mirror. Use ray box experiments to investigate angle of incidence = angle of reflection. How to make a simple periscope: www.lightwave.soton.ac.uk/experiments /periscope/periscope.html P8 8.1.3 Use the law: angle of incidence = angle of reflection P8 8.1.2 (S) Perform simple constructions, measurements and calculations based on reflections in plane mirrors Extend to draw simple ray diagrams. P8 8.2.1 Describe an experimental demonstration of the refraction of light Use rectangular transparent blocks (Perspex or glass) with optical pins or ray boxes to investigate refraction. Develop this to experiments with a semicircular transparent block to investigate critical angle and total internal reflection. Instructions for a demonstration of total internal reflection: www.youtube.com/watch?v=Bl56CcLkz zc P8 8.2.2 Describe, using ray diagrams, the passage of light through parallelsided transparent material, indicating the angle of incidence i and angle of refraction r Investigate how total internal reflection is used in right-angled prisms, giving examples of their use (e.g. bicycle reflectors and prismatic binoculars. Total internal reflection can also be seen from certain angles in a fish tank and is part of the explanation of how a rainbow is formed. More details on further experiments related to total internal reflection and much more: www.phys.virginia.edu/Education/outre ach click on 8th grade Physical Science Sol Activities → PS.9 to find total internal reflection P8 8.2.4 State the meaning of critical angle P8 8.2.5 Identify and describe internal and total internal reflection using ray diagrams P8 8.2.3 (S) Describe the action of optical fibres and their use in medicine and communications technology IGCSE Physics Coursebook CD-ROM Activity Sheet 13.1 IGCSE Physics Coursebook CD-ROM Activity Sheet 13.2 Stress that optical fibres are solid glass, not hollow tubes, and that they must be very thin in order to ensure that the angle of incidence is always greater than the critical angle, ensuring multiple reflections. Use inexpensive ‘novelty’ light items to demonstrate optical fibres. IGCSE Physics Coursebook CD-ROM Activity Sheet 13.3 Coils of optical fibre can be bought and used with a torch to direct light into dark spaces or, if the torch is flashed rapidly, (or spaced fingers moved rapidly in front of it) to simulate communication (albeit greatly reduced in speed); the flashing can be compared to a very rapid type of v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 136 Syllabus ref Learning objectives Suggested teaching activities Learning resources ‘morse code’. P8 8.3.1 Describe the action of a thin converging lens on a beam of light using ray diagrams P8 8.3.2 Use the terms principal focus and focal length P8 8.3.4 Draw ray diagrams to illustrate the formation of a real image by a single lens P8 8.3.3 (S) Draw and interpret simple ray diagrams that illustrate the formation of real and virtual images by a single converging lens Investigate converging (convex) lenses by: - forming an image of a distant object (e.g. a tree or building seen from the laboratory window) - using cylindrical lenses with ray boxes and triple slits to bring parallel rays to a focus Explain principal focus as the point on the principal axis through which rays of light pass after refraction, if they were originally parallel to the principal axis. There is a large amount of information and teaching on this website: www.physicsclassroom.com/Class/refrn /U14L5a.html IGCSE Physics Coursebook CD-ROM Activity Sheet 13.4 Show that the more curved a lens, the smaller its focal length. Draw ray diagrams to scale to show the formation of a real image. It is useful to give learners two simple rules concerning image formation by a converging lens: - rays originally parallel to the axis will pass through the principal focus - rays though the centre of a (thin) lens will pass straight through without being refracted. This reduces the amount of learning needed to be able to find the nature of images formed for different object distances. Learners can make their own simple projector by shining a bright light (such as from a ray box without a slit) through a translucent material (such as greaseproof paper) with a small pencilled shape drawn on it – this will project an image onto the ceiling or white wall in a dim room. For a virtual image, learners need to know that for rule 1 (above) the refracted rays will not meet, so will have to be extended back to the point from which they appear to come (where the eye ‘thinks’ they have come from). A magnifying glass is an example of a use of such a virtual image. P8 8.4.1 v0.7 3Y06 Describe the dispersion of light by a glass prism Use a simple experiment, or demonstration, to show that white light from a ray box or slide projector is dispersed by a prism. A single slit can be Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 For prism work: www.mistupid.com/science/prism.htm 137 Syllabus ref Learning objectives Suggested teaching activities Learning resources cut from a piece of stiff card and inserted in the slide carrier of the projector to produce a ray that can be shone through the prism on to a screen. Although not part of the syllabus, learners will find it interesting to learn a little about mixing coloured lights at this stage. IGCSE Physics Coursebook CD-ROM Activity Sheet 15.1 Interactive colour mixing (no need for a colour mixing kit or blackout): www.phy.ntnu.edu.tw/java/shadow/sha dow.html For formative assessment, past paper examination questions may be used in the classroom. Past paper examination questions: Core and supplement Jun 2012 Paper 31 Q4(b) Jun 2012 Paper 21 Q6 Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 138 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 9: Electromagnetic spectrum Recommended prior knowledge This unit should be taught after (but not necessarily immediately after) Unit 7 on wave properties. Learners probably will have heard of infra-red radiation and ultraviolet radiation – although this is not separately mentioned in the syllabus) but will not necessarily follow what is meant by the phrase ‘invisible light’ which is sometimes applied to ultraviolet radiation. Context Inevitably, the study of infra-red radiation will link in with the study of the transfer of thermal energy and it might help if the electromagnetic spectrum could be studied before thermal transfer. Otherwise, the term radiation (used in many different ways in physics and frequently confused in the media) and can easily lead to confusion with ionising radiation. Outline This unit contains ideas that relate to the common experiences of many learners and it can be used to show that everyday phenomena can be more thoroughly understood when a scientific explanation is offered. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources P9 9.1 Describe the main features of the electromagnetic spectrum Include plenty of examples to show learners that they already have much general knowledge regarding the uses of electromagnetic waves. P9 9.3 Describe the role of electromagnetic waves in: – radio and television communications (radio waves) – satellite television and telephones (microwaves) – electrical appliances, remote controllers for televisions and intruder alarms (infrared) Quote frequency and wavelength values and show that as f increases, λ decreases. The electromagnetic spectrum: www.schooltube.com/video/6ea0d020a5 82f8d6b1c1/The-ElectromagneticSpectrum v0.7 3Y06 Identify the radio wave, microwave, infra-red and X-ray regions of the e.m. spectrum. Explain that the first three can be encoded with digital or analogue signals to transmit messages remotely. Explain that X-rays can be used both diagnostically and therapeutically in medicine and discuss the risks of using and of not using X-rays in medicine. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Electromagnetic spectrum: www.youtube.com/watch?v=UzI1z0u_70 0 and www.vimeo.com/16996376 Good presentation of electromagnetic waves showing the link between wavelength and uses: 139 Syllabus ref Learning objectives Suggested teaching activities Learning resources Discuss the likely dangers of using mobile phones and problems that arise when microwaves escape from faulty microwave ovens. P9 9.4 – medicine and security (Xrays). Demonstrate an understanding of safety issues regarding the use of microwaves and X-rays www.colorado.edu/physics/2000/index.pl click on Science Trek click on Electromagnetic Waves There is no particular reason for not quoting the exact (to 2 sig. figs) value 3.0 × 108 m / s here. The electromagnetic spectrum: www.bbc.co.uk/schools/gcsebitesize/sci ence/ P9 9.2 (S) State the approximate value of the speed of electromagnetic waves Calculate how long it takes for an intercontinental phone call to travel to a satellite (height ~35 000 km) and back and then for the reply to make the same journey. For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core and Supplement Nov 2010 Paper 22 Q3(c) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 140 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 10: Sound Recommended prior knowledge Learners might well be aware of simple sound phenomena and will probably know words such as pitch and loudness. They may have seen demonstrations that show the need for a medium to transmit sound and might well know that sound travels differently in different media. They are also likely to be aware that whilst the speed of sound is large, it is very substantially less than that of light (hence thunder being heard after the lightning, which is produced at the same time as the thunder). Similarly, a learner might be aware that sound spreads out in a way that light doesn’t (e.g. it can be heard round a corner), although the precise nature of diffraction is unlikely to be understood (and is not covered in this syllabus). Ultrasound is most likely to be associated with pre-natal scans; although it is also not covered specifically by this syllabus, it is worth mentioning it as ‘sound which is too high-pitched for a human to hear’ (and so having a frequency above approximately 20 kHz). Context Learners are unlikely to find the concepts in this unit particularly challenging, and it could be taught early in the course. Care will need to be taken when calculating the speed of sound by an echo method because it is common to forget that the sound must travel to a reflector and back to its source (next to the observer). Outline This unit contains ideas that relate to the common experiences of many learners and it can be used to show that everyday phenomena can be more thoroughly understood when a scientific explanation is offered. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources P10.1 Describe the production of sound by vibrating sources P10.3 State the approximate human range of audible frequencies Use a variety of musical instruments / vibrating rulers / pieces of card in the spokes of a bicycle wheel etc. to introduce this section. A signal generator and loudspeaker can be used to investigate the range of audible frequencies.(the usual range is considered to be ~20 Hz to ~ 20 kHz. Few teachers will hear frequencies as high as most of their learners and the upper limit is reduced as one get older. This website about sound waves is informative and includes audio: www.youtube.com/watch?v=usHtqr0_ HXU P10.4 Demonstrate an understanding that a medium is needed to transmit sound waves v0.7 3Y06 IGCSE Physics Coursebook CD-ROM Activity Sheet 12.1, 12.2 A bell in a bell jar that can be evacuated can be used to show that a medium is required for the transmission of sound (at the same time showing that light travels through a vacuum). Sound can still pass through Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 141 Syllabus ref Learning objectives Suggested teaching activities Learning resources P10.5 Describe and interpret an experiment to determine the speed of sound in air the structure holding the bell in place. Wave motion: www.youtube.com/watch?v=HlSCwV8 d5qM P10.7 Use of a cathode ray oscilloscope (c.r.o) and microphone gives a visual picture of amplitude and frequency. Relate the loudness and pitch of sound waves to amplitude and frequency Extension – learners can analyse the c.r.o. traces in more detail. P10.8 Describe how the reflection of sound may produce an echo A large-scale, outdoor echo method to determine the speed of sound in air can be used. Where a long metal fence is nearby, it is possible to strike it with a hammer and for a distant observer to hear the sound twice: once through the air, once through the fence. P10.2 (S) Describe transmission of sound in air in terms of compressions and rarefactions P10.6 (S) State the order of magnitude of the speed of sound in air, liquids and solids For formative assessment learner progress could be assessed using past paper examination questions. Past paper examination questions: Core and Supplement Nov 2010 Paper 22 Q3(a) Nov 2010 Paper 32 Q4(b) Jun 2012 Paper 31 Q4(a)(iii) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 142 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 11: Magnetism Recommended prior knowledge The linking of magnetic fields and electrical circuits is a part of the course that learners find one of the most challenging. It is probable that learners will have encountered magnets and magnetism at a fairly young age and the basic rules of like poles repelling and so on will have been known for many years when the Cambridge IGCSE Co-ordinated Sciences course is begun. It is surprising, however, that learners are so commonly uncertain about which materials are ferromagnetic. Learners at this stage often believe that aluminium and copper – and sometimes all metals – are ferromagnetic. The plotting of magnetic fields with iron filings, plotting compasses and other devices will probably have been dealt with earlier although what is actually shown by the patterns is not always properly understood. That repulsion is the only true test for a magnet might also have been met. Electromagnets may well have been made and learners are likely be familiar with many standard examples of temporary, permanent and electromagnets. Context Learners should find this short unit quite accessible and there are many examples of the use of magnets and electromagnets in everyday life to which reference can be made to illustrate the uses of each, and their relative advantages and disadvantages. Wherever possible, experiments should be performed by the learners themselves. Outline Magnetism can be used to tie physics into the everyday lives of learners and to help them see the relevance and importance of the subject as a whole. It can be a satisfying unit to teach and to learn. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources P11.1 Describe the properties of magnets Simple experiments with magnets to show attraction and repulsion, leading to investigation of the field patterns round bar magnets. P11.3 Identify the pattern of field lines round a bar magnet Extend to show the direction of the field lines using a plotting compass. This website called ‘Gallery of Electromagnetic Personalities’ contains brief histories of 43 scientists who have made major contributions, from Ampere to Westinghouse: www.ee.umd.edu/~taylor/frame1.htm P11.4 Distinguish between the magnetic properties of iron and steel v0.7 3Y06 Make and use a simple electromagnet. (Soft) iron is considered to be magnetically soft whilst steel is magnetically hard. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 This website has a very full lesson plan including making an electromagnet: 143 Syllabus ref Learning objectives P11.5 Distinguish between the design and use of permanent magnets and electromagnets P11.2 (S) Give an account of induced magnetism Suggested teaching activities Learning resources If a soft iron rod is held close to bar magnet, a plotting compass held near each end in turn of the iron rod can be used to show that the rod has magnetic poles induced in it be the nearby magnet, with poles formed in such a direction as to cause attraction. www.school.discovery.com/lessonplans / For formative assessment, past paper examination questions may be used in the classroom. Past paper examination questions: Core and Supplement Nov 2010 Paper 21 Q10(b) IGCSE Physics Coursebook CD-ROM Activity Sheet 16.1, 16.2 Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 144 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 12: Electricity Recommended prior knowledge Although Cambridge IGCSE Co-ordinated Sciences itself can be used as an introduction to Physics, it is unlikely that many learners will not have studied some Physics or General Science previously. The use of electricity will almost certainly have been within the experience of all learners although, since it is very commonly misunderstood or not understood at all, there might well be misconceptions that need to be addressed early on. The media rarely distinguish between voltage, current and power, and the idea that current is ‘used up’ as it passes through a circuit is curiously attractive and difficult to correct. Learners are likely to be aware that electricity is an enormously useful mechanism for transferring energy and are also likely to be aware that mains voltage electricity can be dangerous or even fatal. They might not realise how this relates to the human nervous system which itself relies on electrical impulses. The idea that electricity is solely industrial and not natural will also be difficult to counter but some learners will have encountered electric eels and many will be aware of the electrical nature of lightning. Most learners will have carried out simple experiments with light bulbs and cells and will know that a complete circuit is required before any energy can be transferred within the circuit. The fundamental effects of electricity – the heating, lighting, motor and (possibly) chemical effects – might well be within the experience of many learners. They might be familiar with fuses and circuit breakers (or ‘trip switches’). Similarly, they will probably have experienced various electrostatic effects. These might include making a balloon stick to the ceiling or hearing the crackling as a comb is pulled through hair that is dry and clean. Learners commonly confuse magnetism and electrostatics and it is wise to separate the topics – perhaps by putting them into separate years in the course; it is good if the correct use of terms like pole, north, south and magnetise can be fully understood before terms like charge, positive, negative and charging are met with or vice versa. Context Electricity is a fundamental and major component of many science courses and this is certainly true of this syllabus. It is also a topic that learners find difficult to understand, especially the concept of voltage. That electricity cannot be seen, heard or smelt renders it less accessible, and it would not be advisable for this to be the first unit taught. Simple practical experiments and the kinaesthetic experience of handling equipment might well assist in overcoming the difficulties many learners encounter; there are many practical experiments that can be demonstrated or performed in class. The coulomb is a unit which learners are unlikely to have encountered elsewhere. The relationship between voltage, current, charge and resistance can be developed by means of the long-used water analogy, using pressure, rate of flow of water, volume of water and narrowness of pipes to represent these electrical quantities. A pump does not make water, simply moves it, and this is the same for a battery, which does not make charge, but simply moves it. Outline This unit contains some ideas that do not immediately and directly relate to the familiar experience of many learners and the concepts learner tend to find somewhat hard to grasp. The teacher is likely to concentrate here on the basic ideas of the subject but experiments can be used to acquire the skills of graph plotting and calculations can be used to ensure that learners are adept are rearranging equations. There are likely to be several unfamiliar ideas encountered properly for the first time here, and learners should be encouraged to be meticulous in ensuring that the correct units are always included with numerical answers. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 145 Syllabus ref Learning objectives Suggested teaching activities Learning resources P12 12.1.1 Demonstrate understanding of current, potential difference, e.m.f. and resistance, and use with their appropriate units A Van de Graaff generator can be used with a microammeter to show that current is a flow of charge. Use simple circuits to measure current. This website contains a series of useful pages relating to electricity and magnetism. These are relevant to most of this unit: www.galaxy.net/~k12/electric/index.sht ml P12 12.1.3 Use and describe the use of an ammeter and a voltmeter The most difficult concepts to understand are usually found to be e.m.f. and p.d. – e.m.f. can be described as a measurement of the amount of energy given to the current in a circuit (for example, from the chemical energy stored in a battery), while p.d. can be described as the amount of energy lost by the current as it moves through the components in a circuit (for example, to thermal energy in a resistor). The sum of the e.m.f.s must then be equal to the sum of the p.d.s (by the law of Conservation of Energy); thus the idea behind Kirchoff’s 2nd law can be used, but the law itself is not a suitable topic for (I)GCSE learners. P12 2.1.2 (S) State that charge is measured in coulombs (C) Using the common analogy with a water circuit, a coulomb of charge can be compared with a litre of water. P12 12.2.1 Describe simple experiments to show the production and detection of electrostatic charges Use simple experiments with strips of insulating material (e.g. Perspex and cellulose acetate) rubbed with a cloth to show attraction and repulsion. P12 12.2.2 State that there are positive and negative charges Balloons or cling film can also be used to give a larger scale result. P12 12.2.4 P12 12.2.5 P12 12.2.3 (S) v0.7 3Y06 State that unlike charges attract and that like charges repel Learners are always impressed when a charged rod diverts a thin stream of flowing water. Remember wood can act as a conductor when discharging electrostatically charged objects. Show this and remind learners not to use wooden objects when rescuing someone from electrocution. Distinguish between electrical conductors and insulators and give typical examples Describe an electric field as a region in which an electric charge experiences a force Electric fields can be related to gravitational fields – the only way to know that they exist is to observe an effect which they cause (gravitational field cause an object with mass to fall; and electric fields cause a charged object to be attracted or repelled). Light, metal-coated balls ejected from a plastic tube on top of a charged Van de Graaff generator can be seen to be repelled by the dome as they fall near it, and this can help learners to visualise an invisible ‘force field’ around the dome. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 IGCSE Physics Coursebook CD-ROM Activity Sheet 18.1 This website has useful introductory work on static electricity: www.sciencemadesimple.com/static.ht ml For teachers' interest, look at www.amasci.com/emotor/sticky.html IGCSE Physics Coursebook CD-ROM Activity Sheet 17.1 IGCSE Physics Coursebook CD-ROM Activity Sheet 17.2 Static and current electricity: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_edexcel/static_elec/ 146 Syllabus ref Learning objectives Suggested teaching activities Learning resources For more able learners electric field patterns can be demonstrated. (e.g. two electrodes dipped in castor oil, contained in a petri dish). The electrodes are connected to a high voltage supply and semolina grains sprinkled around the electrodes show the field pattern). This is NOT suitable for learners to investigate themselves (high voltage risk). P12 12.3.1 State that current is related to the flow of charge P12 12.3.3 Use the term potential difference (p.d.) to describe what drives the current between two points in a circuit P12 12.3.2 (S) Demonstrate understanding that a current is a rate of flow of charge and recall and use the equation I = Q / t P12 12.3.4 (S) Distinguish between the direction of flow of electrons and conventional current P12 12.3.5 (S) Demonstrate understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit P12 12.4.1 State that resistance = p.d. / current and understand qualitatively how changes in p.d. or resistance affect current P12 12.4.2 v0.7 3Y06 Continue the circuit work, measuring potential differences with a voltmeter. An analogy with water being pumped round a closed system (e.g. central heating) can be useful here to enable the learners to have a mental picture which helps them to distinguish between current (the water) and e.m.f. (the energy from the water pump). Extend the circuit work using an ammeter and a voltmeter to measure I and V and so calculate resistance of a resistor. By using samples of nichrome or constantan wire of different lengths and diameters suitable resistance comparisons can be made. A good introductory lesson on current and e.m.f: www.mos.org/sln/toe/tennisballs.html Electrical quantities (current, p.d. power): www.bbc.co.uk/schools/gcsebitesize/sci ence/edexcel/generation_transmission_ electricity/electrical_quantitiesrev1.shtm l A vocabulary quiz could be used to test knowledge of quantities (from a description of, say, current), and units. IGCSE Physics Coursebook CD-ROM Activity Sheet 18.2 Recall and use the equation R = V/I Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 147 Syllabus ref Learning objectives P12 12.4.3 Describe an experiment to determine resistance using a voltmeter and an ammeter P12 12.4.5 Relate (without calculation) the resistance of a wire to its length and to its diameter P12 12.4.4 (S) Recall and use quantitatively the proportionality between resistance and length, and the inverse proportionality between resistance and cross-sectional area of a wire P12 12.5.1 (S) Recall and use the equations P = I V and E = I V t Suggested teaching activities Learning resources The investigation can be extended to give quantitative results. Resistance: www.bbc.co.uk/schools/gcsebitesize/sci ence/add_edexcel/controlling_current/r esistancerev1.shtml It should be explained that these are in fact only one equation, since: Electric power formula Ohm’s Law: www.sciencestage.com/v/591/electricpower-formula-ohm's-law.html energy transferred = power x time (E = P x t) IGCSE Physics Coursebook CD-ROM Activity Sheet 18.3 P12 12.6.1 Identify electrical hazards including: - damaged insulation - overheating of cables - damp conditions P12 12.6.3 Demonstrate understanding of the use of fuses P12 12.6.2 (S) Demonstrate understanding of the use of circuit-breakers The heating effect work can be extended to use a very thin wire (e.g. strand of iron wool in a circuit powered by two 1.5 V cells). A short piece of iron wool will ‘burn out’ illustrating the action of a fuse. IGCSE Physics Coursebook CD-ROM Activity Sheet 19.4 For formative assessment, past paper examination questions may be used in the classroom. v0.7 3Y06 Dad electrical hazards in the home: www.youtube.com/watch?v=Ym1a9_aX Ev8 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Past paper examination questions: Core and Supplement Nov 2010 Paper 21 Q10(a) 148 Syllabus ref Learning objectives Suggested teaching activities Learning resources Nov 2010 Paper 32 Q2(b) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 149 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 13: Electric circuits Recommended prior knowledge It is likely that this section of the course will be studied after Unit 12: Electricity, although there is certainly scope for dealing with Units 12 and 13 together. Learners commonly confuse magnetism and electrostatics and it is wise to separate the topics – perhaps by putting them into separate years in the course; it is good if the correct use of terms like pole, north, south and magnetise can be fully understood before terms like charge, positive, negative and charging are met with or vice versa. Context This part of the course completes the pure electricity topics that the Cambridge IGCSE syllabus requires although the distinction between Units 12 and 13 is somewhat arbitrary and could quite happily be taught together or subdivided differently should a teacher prefer. Some teachers will prefer to deal with electricity in its entirety and then move on to other units, whilst other teachers will teach a little electricity, move on to something else and then keep returning to it and cover it in small sections; this is a matter of taste and not one of right or wrong. Outline As with the previous electricity unit, it contains some ideas that do not immediately and directly relate to the familiar experience of many learners, and learners tend to find some these concepts somewhat vague and intangible. The teacher might concentrate here on the experiments that can be used underline the handling of information and obtaining the correct numerical answer rather than attempting to start by attempting to instill a philosophical and fundamental understanding of the ideas in the abstract – this can develop later. Calculation and formula manipulation can be emphasised, and the use of units and unit symbols will be important. As learners develop familiarity with the thinking behind the way in which different circuits operate, they will start to develop a deeper understanding of the underlying theory. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources P13 13.1.1 Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), lamps, ammeters, voltmeters and fuses Learners can be given experience of these components as parts of working circuits (perhaps a circus arrangement), setting circuits up from given diagrams and drawing circuit diagrams of actual circuits. What is electricity? www.education.leeds.ac.uk/resear ch/cssme/ElecCircuitsScheme.pdf Learners can be helped to set up circuits from diagrams by v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 This website shows the relationship between voltage 150 Syllabus ref P13 13.1.2 (S) Learning objectives Draw and interpret circuit diagrams containing magnetising coils, transformers, bells and relays Suggested teaching activities Learning resources asking them to build circuits on giant circuit diagrams drawn on newspaper laid out on the desks. current (unfortunately called ‘amperage’) and resistance. Learners can change the resistance and voltage in a circuit, switch on and see the effect on the lamp: www.jersey.uoregon.edu/vlab/Volta ge/ Measure the current at different points in a series circuit. IGCSE Physics Coursebook CDROM Activity Sheet 19.2 P13 13.2.1 Demonstrate understanding that the current at every point in a series circuit is the same P13 13.2.3 Calculate the combined resistance of two or more resistors in series P13 13.2.4 State that, for a parallel circuit, the current from the source is larger than the current in each branch P13 13.2.6 State that the combined resistance of two resistors in parallel is less than that of either resistor by itself P13 13.2.8 State the advantages of connecting lamps in parallel in a lighting circuit P13 13.2.2 (S) Recall and use the fact that the sum of the p.d.s across the components in a series circuit is equal to the total p.d. across the supply P13 13.2.5 (S) Recall and use the fact that the current from the source is the sum of the currents in the separate branches of a parallel circuit v0.7 3Y06 Electric circuits: www.bbc.co.uk/schools/gcsebitesiz e/science/add_edexcel/controlling_ current/circuitsrev1.shtml This work can then be extended with more able learners to a more detailed approach to series and parallel circuits. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 151 Syllabus ref Learning objectives Suggested teaching activities P13 13.2.7 (S) Calculate the effective resistance of two resistors in parallel Measurements of current in series and parallel circuits (e.g. with cells and lamps) could form the basis of the work on combinations of resistors. Learning resources Demonstrate with ammeters that the current flowing into a junction equals that flowing out. P13 13.3.1 (S) Describe the action of thermistors and light dependent resistors and show understanding of their use as input transducers P13 13.3.2 (S) Describe the action of a relay and show understanding of its use in switching circuits P13 13.3.3 (S) Recognise and demonstrate understanding of circuits operating as light sensitive switches and temperature-operated alarms using a relay Simple circuits can be used to investigate the operation of a light-dependent resistor and a thermistor connected in series with a milliammeter and a cell. A full explanation of how these are used in light sensitive switches and temperature-operated alarms requires an understanding of a potential divider and the concept of how logic gates can make decisions based on the value of the voltage at a point in a circuit. These switches and alarms should be related to everyday situations such as street lighting. Rectifier circuits: www.allaboutcircuits.com/vol_3/ch pt_3/4.html For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core + Supplement Nov 2010 Paper 32 Q2(a) Nov 2011 Paper 31 Q4(d) Past papers can be accessed on Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 152 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 14: Electromagnetic effects Recommended prior knowledge The linking of magnetic fields and electrical circuits is a part of the course that learners find one of the most challenging. It is probable that learners will have encountered magnets and magnetism at a fairly young age and the basic rules of like poles repelling and so on will have been known for many years when the Cambridge IGCSE Co-ordinated Sciences course is begun. It is surprising, however, that learners are so commonly uncertain about which materials are ferromagnetic. Learners at this stage very often believe that aluminium and copper – and sometimes all metals – are ferromagnetic. The plotting of magnetic fields with iron filings, plotting compasses and other devices will probably have been dealt with earlier although what is actually shown by the patterns is not always properly understood. That repulsion is the only true test for a magnet is also likely to have been met. Electromagnets will have been made and learners will be familiar with many standard examples of temporary, permanent and electro-magnets. Learners will need to have studied the Physics Unit 12: Electricity before embarking on this unit; they need to be familiar with current and voltage (and the distinction between them) before dealing with electromagnetism. Surprisingly, learners who might otherwise never confuse the terms motor and generator are sometimes tempted to do so when the motor effect and the generator effect are encountered within a short space of time. It is wise to teach them at different times and to emphasise the distinction between them (a motor converting electrical energy into kinetic energy, and a generator converting kinetic energy into electrical energy). The syllabus includes a d.c. motor and an a.c. generator, enabling teachers to draw attention to the difference in construction of these, namely that the motor uses a split ring commutator, and the generator slip rings. It is likely that learners will find the motor rather easier to understand than the generator and transformer, so normally it would be advisable to teach the motor first. Context Since learners find electromagnetism so challenging, it is probably best left to the end of the course; this ensures that they have the maximum possible understanding of most other topics and the proximity of the examination is likely to concentrate their determination and enthusiasm. Many learners are not especially clear about electromagnetic effects and wherever possible, they should be demonstrated by the teacher or – even better – performed by the learners themselves. The progression from inserting a magnet into a solenoid, to repeating the experiment with an electromagnet, to switching the electromagnet off instead of removing it from the solenoid and then switching it back on and finally to using the electromagnet with an a.c. supply is a clear and helpful way of introducing the transformer. Outline This unit contains ideas that relate directly to the way in which electricity is generated commercially, also to its transmission at high voltage and also to its use in motors. It can be used to tie the physics into the everyday lives of learners and to help them see the relevance and importance of the subject as a whole. It needs to be handled carefully, however, as it is strangely inaccessible to many and frequently misunderstood. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 153 Syllabus ref Learning objectives Suggested teaching activities Learning resources P14 14.1.1 (S) Describe an experiment which shows that a changing magnetic field can induce an e.m.f. in a circuit Experiment moving a permanent magnet in and out of a coil, connected to a very sensitive meter. This can be extended to show the same effect using an electromagnet moved in and out of the coil and then by simply switching the electromagnet on and off. P14 14.1.2 (S) State the factors affecting the magnitude of an induced e.m.f. Extend the experiments above to show the effects of the strength of the field (use a stronger permanent magnet or increase the current in the electromagnet), the speed of movement and the number of turns per metre in the coil. This website called ‘Gallery of Electromagnetic Personalities’ contains brief histories of 43 scientists who have made major contributions, from Ampere to Westinghouse: www.ee.umd.edu/~taylor/frame1.htm This site has a very full lesson plan including making an electromagnet: www.school.discovery.com/lessonpla ns/ Generating electricity: www.bbc.co.uk/schools/gcsebitesize/ science/edexcel/generation_transmis sion_electricity/ IGCSE Physics Coursebook CDROM Activity Sheet 16.1, 16.2 P14 14.2.1 (S) Describe a rotating-coil generator and the use of slip rings Make a working model generator – use a commercial science kit generator. P14 14.2.2 (S) Sketch a graph of voltage output against time for a simple a.c. generator Use a c.r.o. to show the voltage output. Make a large “generator” with cereal packets as magnets, a soup tin as the armature and mains wiring wrapped into a coil that connects to slip rings – it does not work but is much bigger and so easier for learners to see. The sine wave output of an a.c. generator on a c.r.o. can be simulated and explained by moving a board marker up and down regularly on a whiteboard, then walking across the board at a steady speed – this will produce quite a convincing sine wave and will show the effect of the c.r.o. timebase. This website describes the working of an a.c. generator: www.pbs.org/wgbh/amex/edison/sfeat ure/acdc_insideacgenerator.html Electromagnetic induction: www.ndt-ed.org/EducationResources/ or Electromagnetic induction: www.regentsprep.org/regents/physics /phys03/dinduction/default.htm Generating electricity: www.bbc.co.uk/schools/gcsebitesize/ For explanation and history of electromagnetic induction and the generator (starting with an advert, v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 154 Syllabus ref Learning objectives Suggested teaching activities Learning resources which can be skipped): www.youtube.com/watch?v=KGTZPT nZBFE IGCSE Physics Coursebook CDROM Activity Sheet 21.1 P14 14.3.1 (S) Describe the construction of a basic iron-cored transformer as used for voltage transformations P14 14.3.2 (S) Recall and use the equation: (Vp / Vs ) = (Np / Ns) P14 14.3.3 (S) Describe the use of the transformer in high-voltage transmission of electricity P14 14.3.4 (S) Recall and use the equation: Vp Ip = Vs Is (for 100% efficiency) P14 14.3.5 (S) Explain why energy losses in cables are lower when the voltage is high A simple worked example using specific values is often a clear way of showing the significance of high voltage transmission. Make a working model transformer (two ‘C-cores’ with suitable wire windings) to introduce the ideas and follow with a demonstration (demountable) transformer. Use the experiment from 4.5(a) but use a.c. rather than switching on and off. A demountable transformer can be used to show the construction, and transformers from broken or redundant equipment can provide a range of different types and sizes – this is especially useful if equipment relevant to learners’ everyday lives is used (e.g. a mobile phone charger). A model of a high-voltage transmission system can be used to demonstrate energy loss along a power line, with a bulb and voltmeter showing the advantage of step-up and step-down transformers. A relatively small length of resistance wire such as constantan can simulate a much greater length of steel and aluminium cable (as used in practice). For safety, the high voltage of the model should not exceed 50 V, and the wire should be screened to prevent learners or teachers touching it. For a general resource to explain electromagnetic induction, the generator and the transformer: www.bbc.co.uk/schools/gcsebitesize/ science/add_ocr/electric_circuits/main sproducedrev1.shtml How transformers work: www.energyquest.ca.gov/how_it_wor ks/transformer.html or Transformer animation: www.youtube.com/watch?v=VucsoEh B0NA Transmitting electricity: www.bbc.co.uk/schools/gcsebitesize/ science/edexcel/generation_transmis sion_electricity/ IGCSE Physics Coursebook CDROM Activity Sheet 21.2 P14 14.4.1 Describe the pattern of the magnetic field due to currents in straight wires and in solenoids P14 14.4.3 Describe applications of the magnetic effect of current, including the action of a relay v0.7 3Y06 Use iron filings on a suitably placed card to show the field patterns round a straight wire and a solenoid. The direction of the field can be shown with a plotting compass. If a thin sheet of Perspex is used in place of the card the apparatus can be mounted on an overhead projector to give a class demonstration. Perspex sheets with dozens of built-in plotting compasses are also available. Fields in 3D can be shown with commercially available cylinders Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Plotting magnetic fields: www.bbc.co.uk/schools/gcsebitesize/ science/ocr_gateway/living_future/5_ magnetic_field1.shtml or www.youtube.com/watch?v=JUZC67 9CwKs or 155 Syllabus ref Learning objectives Suggested teaching activities Learning resources P14 14.4.2 (S) Describe the effect on the magnetic field of changing the magnitude and direction of the current containing floating magnetic particles in a dense oil. www.bbc.co.uk/learningzone/clips/the -3d-magnetic-field-of-a-barmagnet/287.html Describe and interpret an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including the effect of reversing: the current the direction of the field Use the ‘catapult’ experiment or similar. P14 14.5.1 Use a relay mounted in a Perspex box and it can be seen and heard switching a mains circuit on and off. P14 14.5.2 (S) State and use the relative directions of force, field and current P14 14.6.1 (S) Describe the turning effect on a current-carrying coil in a magnetic field P14 14.6.2 (S) Relate this turning effect to the action of an electric motor P14 14.6.3 (S) Describe the effect of increasing: (a) the number of turns in the coil (b) the current Use two parallel strips of aluminium foil mounted a few mm apart vertically. Pass a current through them in the same direction and in opposite directions and watch them attract or repel; like currents attract and unlike currents repel. Force on current carrying conductor: www.youtube.com/watch?v=14SmN_ 7EcGY IGCSE Physics Coursebook CDROM Activity Sheet 20.1, 20.2 Fleming’s left hand rule shows the relative directions of force, field and current. Stress that the current is conventional (+ to -) and show how a direction into a page is indicated by a cross (for current) or several crosses (for magnetic field) – similarly dots to represent current or field out of the page. Make a model motor and investigate the effect of changing the number of turns. As with the generator, make a large and visible model with cereal packets and so on which does not work but is very clear to see. Make sure that learners do not confuse split-ring (commutator) with slip rings. Increase the current in the coil of an electric motor and see it speed up, and repeat for an increased number of turns on the coil. Direct current electric motor: www.youtube.com/watch?v=Xi7o8cM PI0E Explanation of how the motor works, with helpful illustrations: www.howstuffworks.com/motor.htm Model motor kits: www.practicalphysics.org/go/Experim ent_334.html Past paper question: Unit 5: Question Core 3 For formative assessment, past paper examination questions may be used in the classroom. Past paper questions: Core and Supplement Nov 2010 Paper 31 Q5(c)(d) Past papers can be accessed on v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 156 Syllabus ref Learning objectives Suggested teaching activities Learning resources Teacher Support at http://teachers/cie/org/uk v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 157 Scheme of work – Cambridge IGCSE® Co-ordinated Sciences (Physics) (0654) Unit 15: Radioactivity Recommended prior knowledge Radioactivity and atomic structure. It is likely that learners will be aware of the existence of radioactivity but beyond the general view that it is bad and dangerous they are unlikely to be well informed. Some will know that background radiation has been an omnipresent and unavoidable factor throughout history whilst others will believe that radioactivity is invariably man-made and a recently invented danger. Some of the course will involve the re-teaching of aspects of the subject that are firmly fixed within the learner’s understanding but which are simply wrong. Many learners firmly believe that after two-half-lives have passed, the radioactive sample has disappeared entirely whilst others will be certain that one may determine the half-life by placing a radioactive sample on a set of scales and waiting for the reading to halve. Another common misconception is a belief that exposure to ionizing radiation (as opposed to direct contact with the source of the radiation) contaminates objects and people, rather as exposure to a hazardous chemical would. Unless previously explained in the chemistry section of the course, learners are likely to be unfamiliar will the fact that different isotopes of an element have different physical properties, but identical chemical properties. The term ‘isotope’ is likely to be associated only with radioisotopes, and not with stable ones. Context An explanation of ionisation is included in Unit 3 (Chemistry) Atoms, elements and compounds and it would be preferable that this has been taught prior to radioactivity. Similarly, the term isotope is also included in Unit 3. Changes in the composition of a nucleus when particles are emitted clearly needs a prior understanding of nuclear structure. Radioactivity is a natural process which is associated with useful applications as well as risks. Risk of exposure to ionizing radiation can be compared with other risks in everyday life, such as crossing a road. With knowledge, risk can be calculated and informed decisions made balancing risk against advantage. Outline This unit contains ideas that are important in understanding physical changes involving one element becoming another. This is in contrast to chemical changes involving a regrouping of atoms. (Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only) Syllabus ref Learning objectives Suggested teaching activities Learning resources P15 15.1.1 Demonstrate understanding of background radiation For this unit demonstrations should only be carried out by a suitably trained adult, with no learner practical work involving radioactive materials. A small sample of a weakly radioactive rock can be used to demonstrate that radioactivity v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 158 Syllabus ref Learning objectives Suggested teaching activities P15 15.1.2 Describe the detection of -particles, -particles and -rays. (+ are not included: -particles will be taken to refer to –) Use a Geiger tube to detect background radiation and , and radiations. Emphasise that these radiations are emitted from the nucleus. Explain that radiation varies in intensity from location to location, partly dependent on the local rock type. (Weakly radioactive rocks can be useful to show that naturally occurring materials can be radioactive – many learners believe that all radioisotopes are man-made). Learning resources occurs naturally: CARE needed in storage and use, as with any radioactive material. This website has an interesting history of Marie Curie: www.aip.org/history/curie/contents. htm Half-life: www.bbc.co.uk/schools/gcsebitesiz e/science/add_edexcel/radioactive_ materials/radioactiveusesrev1.shtml P15 15.2.1 State that radioactive emissions occur randomly over space and time P15 15.2.2 Recall for radioactive emissions, and use to identify them: - their nature - their relative ionising effects - their relative penetrating abilities. Show that background activity varies randomly over time by observing the lack of pattern to emissions. This is particularly clear if a small loudspeaker can be connected to the detector so that random ‘clicks’ can be heard. This can also be demonstrated with a weak radioactive source if the detector is not so close to the source that the rate of detection is too rapid to hear individual clicks. Nuclear radiation: www.bbc.co.uk/schools/gcsebitesiz e/science/add_aqa/atoms_radiation /nuclearradiationrev1.shtml (pages 5 and 6 – some animation) Use a radiation detector with suitable absorbers to show penetrating abilities. Learners are often surprised at the inability of -particles to penetrate paper, but they need to be aware that their high relative ionising ability means that they are definitely not harmless. It should be explained that what makes α-particles and -particles different from other helium nuclei or electrons is their kinetic energy, and that they lose this energy as they collide with successive atoms which they ionise. Emphasise the links between the properties (penetration, ionisation, deflection by magnetic or electric fields) and the nature (charge, relative size, particles / e-m radiation). P15 15.2.3 (S) v0.7 3Y06 Describe the deflection of -particles, -particles and -rays in electric fields and magnetic Use a diffusion type cloud chamber to show particle tracks and lead to discussion of ionising effects. A spark counter could also be used. Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 159 Syllabus ref Learning objectives Suggested teaching activities Learning resources Nuclear radiation: www.bbc.co.uk/schools/gcsebitesiz e/science/add_aqa/atoms_radiation /nuclearradiationrev1.shtml (page 9) fields P15 15.2.4 (S) Interpret their relative ionising effects P15 15.3.1 State the meaning of radioactive decay For Core learners, this is limited to an appreciation that the composition of the nucleus changes when particles are emitted. P15 15.3.2 (S) Use equations (involving words or symbols) to represent changes in the composition of the nucleus when particles are emitted -particle emission is relatively easy to explain since the protons and neutrons are clearly present in the nucleus. However, once aware of the nature of -particles, able learners will need a simple explanation of how an electron can be emitted from a nucleus comprising only protons and neutrons. It can be useful to consider a neutron as a proton which is neutralised by a ‘hidden’ electron, which is released as a -particle is emitted. Proton number can be considered as the number of positive charges, and an electron as having a positive charge of -1. -ray emission does not affect proton number or nucleon number. Learners should learn to balance an equation in terms of nucleon number and proton number. P15 15.4.1 (S) Use the term half-life in simple calculations’ including the use of information in tables or decay curves Emphasise that a radioactive material decays nucleus by nucleus over time and not all at once. A very useful simulation is a tray of dice – when tipped repeatedly into another tray, the number of dice showing, say, ‘1’ represents the number of decayed nuclei – with approximately at least 50 dice this produces a good exponential decay curve. When only a small number of dice are left, the random nature of decay is simulated by the greater spread of graph points relative to the decay curve; this also demonstrates the impossibility of predicting the ‘life’ of a radioisotope rather than its ‘half-life’. If possible also an experiment with a Geiger counter and short half-life isotope to plot decay curves. Extend to work from data involving long half-lives. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 IGCSE Physics Coursebook CDROM Activity Sheet 23.3 This website has a good presentation to explain the meaning of the term ‘half-life’: www.colorado.edu/physics/2000/in dex.pl On the left-hand side click on Table of Contents. Scroll down to the bottom of the page and click on ‘Meaning of halflife’. There is also a useful half-life simulation – a graph is plotted as an isotope decays (a variety of 160 Syllabus ref Learning objectives Suggested teaching activities Learning resources isotopes can be chosen). Click on Half-life. Or www.youtube.com/watch?v=fToMbj 3Xz2c www.youtube.com/watch?v=PYn8v FmyGPM www.youtube.com/watch?v=Tp2M9 tndGG0 Uses of radioactivity: www.bbc.co.uk/schools/gcsebitesiz e/science/add_edexcel/radioactive_ materials/radioactiveusesrev1.shtml P15 15.5.1 Describe the hazards of ionising radiation to living things The emphasis should be on damage to the DNA in cells causing mutations. P15 15.5.2 Describe how radioactive materials are handled, used and stored in a safe way to minimise the effects of these hazards Risk is reduced by limiting exposure time, increasing distance to the user (e.g. by using tongs or other handling tools) and by using a shielding (such as lead). Storage should not be in a room used regularly by people. P15 15.6.1 Use the term isotope P15 15.6.2 Give and explain examples of practical applications of isotopes It should be stressed that not every isotope is radioactive, only certain radioisotopes. Isotopes of an element all have the same chemical properties. This should arise naturally from the teacher demonstrations where these are permitted, and is best integrated within the unit as a whole extending discussion to cover industrial and medical issues. The most common type of ionisation smoke detector uses Am-241, an emitter, half-life 432.7 years. v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 Nuclear radiation: www.bbc.co.uk/schools/gcsebitesiz e/science/add_aqa/atoms_radiation /nuclearradiationrev1.shtml (page 6) Advantages and disadvantages of using radioactive materials: www.bbc.co.uk/schools/gcsebitesiz e/science/add_edexcel/radioactive_ materials/ Isotopes: BBC - GCSE Bitesize: Isotopes Uses of radioactivity: www.bbc.co.uk/schools/gcsebitesiz e/science/add_edexcel/radioactive_ materials/radioactiveusesrev1.shtml 161 ® IGCSE is the registered trademark of Cambridge International Examinations. © Cambridge International Examinations 2013 v0.7 3Y06 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 162
