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Year 9 Science Learning Cycle 1 Overview
Learning Cycle Overview:
Chemistry LOE1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Chemistry LOE2:
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
Physics LOE1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Physics LOE2:
Hypothesis 4
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
Biology LOE1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
Biology LOE2:
Hypothesis 6
Hypothesis 7
Hypothesis 8
How are atoms different to each other?
Atoms are different to compounds, elements and mixtures
Atoms are the smallest particles known to scientists
Subatomic particles control which atom is which
Electrons arrange themselves in specific ways
How does the periodic table help us understand atoms?
The periodic table has always held information about elements
The periodic table can tell you about electronic configuration
The elements in group 1 and group 0 are equally reactive
All halogens are similar in group 7
How can we construct a model of the atom?
An atom cannot be divided into smaller units
There is only one type of carbon
The model for an atom has been updated over time
How can changes in heat affect atomic behaviour?
Density of a substance changes as it changes state
Energy is stored in atoms and molecules
It is easier to boil a bath of water than a cup of water
You can melt ice without raising the temperature
Gas particle KE is linked to its temperature
How are cells different?
Bacterial cells are identical to animal cells
Animal and plant cells have different contents
Cell differentiation is needed in all organisms
Cell specialisation happens in humans
Microscopes have helped us better understand cells
The nucleus is crucial in the cell
Chromosomes control who you are
Cells need to replicate accurately
Stem cells should not be investigated further
Week 1
Week 1/2
Week 2/3
Week 3/4
Week 4/5
Week 5
Year 9 Science | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Chemistry line of enquiry one:
Intentions for learning from AQA GCSE Specification:
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All substances are made of atoms. An atom is the smallest part of an
element that can exist.
Atoms of each element are represented by a chemical symbol,
Compounds are formed from elements by chemical reactions.
Compounds contain two or more elements chemically combined in
fixed proportions and can be represented by formulae.
Chemical reactions can be represented by word equations or equations
using symbols and formulae.
A mixture consists of two or more elements or compounds not
chemically combined together. The chemical properties of each
substance in the mixture are unchanged.
Mixtures can be separated by physical processes
Charges and masses of subatomic particles
In an atom the number of electrons is equal to the number of protons.
Atoms are very small; radius about 0.1 nm (1 x 10-10 m); the radius of a
nucleus is less than 1/10 000 of that.
Most of the mass of an atom is in the nucleus. The sum of the protons
and neutrons in an atom is its mass number.
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How are atoms different to each other?
Atoms of the same element can have different numbers of neutrons;
these atoms are called isotopes of that element.
Atoms can be represented in nuclide notation
The electrons in an atom occupy the lowest available energy levels.
Energy levels are filled up in the sequence 2,8,8,2
Lesson 1: Atoms are different to compounds, elements and
mixtures
Key words: atom, element, compound, mixture
Learning Intentions:
Students should develop an understanding that:
 Symbols & formulae can be used to show represent elements
& compounds
 Mixtures can be separated by a range of processes as the
components are not chemically bonded; unlike compounds
Success Criteria:
 Recall that all substances are made of atoms
 Recall that a substance made of one type of atom is an
element
 Recall that substances made of more than one type of atom
are either compounds or mixtures
 Identify how a range of mixtures could be separated using
physical techniques
Lesson 2: Atoms are the smallest particles known to scientists
Lesson 3: Subatomic particles control which atom is which
Lesson 4: Electrons arrange themselves in specific ways
Key words: proton, neutron, electron, nucleus, mass number
Key words: charge, mass, atomic number, isotope
Key words: energy levels
Learning Intentions:
Students should develop an understanding that:
 Atoms are very small, however are made up of even smaller
parts
 Each subatomic particle has a different charge and mass
Learning Intentions:
Students should develop an understanding that:
 Changing the subatomic particles changes the type of atom
Learning Intentions:
Students should develop an understanding that:
 Electrons occupy different energy levels outside of the nucleus
 The electrons fill up the lowest energy level first
Success Criteria:
 Recall the names of the subatomic particles
 Recall the charges and relative mass of each subatomic particle
 Identify where each particle goes in the model of the atom
 Explain why the mass number is worked out by adding the
number of protons to the number of neutrons
Success Criteria:
 Understand that changing the number of protons changes the
type of atom
 Relate this to the reason why we call the number of protons
the atomic number
 Identify how to calculate the number of neutrons from nuclide
notation
 Explain how isotopes are different to each other
Success Criteria:
 Recall the number of protons is always equal to the number of
electron in an atom
 Recall that electrons occupy energy levels (shells)
 Investigate how many electrons can be held in the first 3
energy levels
 Draw the electron arrangement for a range of the first twenty
elements
 Explain why atoms have an overall charge of zero
Year 9 Science | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Chemistry line of enquiry two:
Intentions for learning from AQA GCSE Specification:
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The elements in the periodic table are arranged in order of atomic
(proton) number
Elements in the same group in the periodic table have the same
number of electrons in their outer shell giving them similar chemical
properties.
Before the discovery of protons, neutrons the elements were arranged
by atomic weights. The early periodic tables were incomplete and
some elements were placed in inappropriate groups
Mendeleev created the modern periodic table; he left gaps for
elements that he thought had not been discovered
Knowledge of isotopes made it possible to explain why the order based
on atomic weights was not always correct.
The elements in Group 0 of the periodic table are called the noble
gases. They are unreactive.
The boiling points of the noble gases increase going down the group.
The elements in Group 1 of the periodic table, known as the alkali
metals and have a range of specific properties
In Group 1, increase with reactivity down the group because they can
lose the outer electron more easily.
Lesson 6: The periodic table can tell you about electronic
configuration
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How does the periodic table help us understand atoms?
The elements in Group 7 of the periodic table (known as the halogens)
have a range of specific properties.
In Group 7, decrease with reactivity down the group because they can
gain an electron less easily.
A more reactive halogen can displace a less reactive halogen from an
aqueous solution of its salt.
Lesson 5: The periodic table has always held information about
elements
Key words: element, atomic number, isotopes
Learning Intentions:
Students should develop an understanding that:
 The periodic table has changed over time to better group
elements with similar properties together
Success Criteria:
 Recall how the early periodic tables were arranged
 Describe how Mendeleev designed the modern periodic table
 Explain why the early periodic tables were not as sophisticated
as the modern one
 Evaluate the importance of isotopes in the design of the
modern periodic table
Lesson 7: The elements in group 1 and group 0 are equally reactive
Lesson 8: All halogens are similar in group 7
Key words: alkali metals, noble gases, reactivity
Key words: halogens, reactivity, displacement
Learning Intentions:
Students should develop an understanding that:
 The ability to gain a full outer energy level of electrons
determines an elements reactivity
Learning Intentions:
Students should develop an understanding that:
 Halogens react in a specific way dependant on their electronic
arrangement
 Reactivity in halogens can be tested using displacement
reactions
Key words: electrons, energy levels, period, group
Learning Intentions:
Students should develop an understanding that:
 Elements in the same group have the same number of outer
electrons
 The period the element is tells us how many energy levels are
being used
Success Criteria:
 Identify why elements in a group (column) are chemically
similar to each other
 Use group number and period number to accurately draw
electron arrangement of atoms
 Predict placement in the periodic table based on electronic
arrangement
Success Criteria:
 Relate the noble gases structure to their reactivity
 Relate the alkali metals structure to their reactivity
 Describe the physical properties of alkali metals
 Predict how the reactivity of alkali metals will change as you go
down the group.
Success Criteria:
 Relate the structure of halogens to their reactivity
 Describe the physical properties of the halogens
 Predict how the reactivity of alkali metals will change as you go
down the group
 Investigate how the reactivity of halogens changes using
displacement reactions
Year 9 Science | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Physics line of enquiry one: How can we construct a model of the atom?
Intentions for learning from AQA:
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Recognise numbers given in standard form
Describe the sub-atomic particles that make up an atom
Be able to describe what an electrons energy level is
Explain how energy level changes with distance from the nucleus
Be able to explain how isotopes differ
Represent atoms using atomic and mass number
Explain what happens when electrons are lost from elements
Explain why elements have no overall charge
Relate differences between isotopes to differences in
conventional representations of their identities, charges and
masses.
Explain what previous models of the atom where
Describe the plum pudding model and how this was altered by
Rutherford and Marsden’s alpha scattering experiment led to the
plum pudding model being replaced by the nuclear model.
describe why the new evidence from the scattering experiment
led to a change in the atomic model.
Lesson 3: The model for an atom has been updated over time
Key words: plum pudding model, nuclear model, theory
Learning Intentions:
Students should develop an understanding that:
 theories are always subject to change based on up to date
experimental findings
Success Criteria:
 recall
 describe
 explain
 evaluate the hypothesis
Lesson 1: An atom cannot be divided into smaller units
Lesson 2: There is only one type of carbon
Key words: proton, neutron, electron, charge
Key words: mass number, atomic number, isotope
Learning Intentions:
Students should develop an understanding that:
 atoms are made up from smaller subatomic particles
Learning Intentions:
Students should develop an understanding that:
 elements can exist in different forms (isotopes)
 an element has a specific atom and mass number
Success Criteria:
 recall the subatomic particles and their charges
 describe the arrangement of subatomic particles in different
elements
 explain how energy level changes with distance from the
nucleus
 evaluate the hypothesis
Success Criteria:
 recall what the atomic and mass number are for different
elements
 describe an element based on its subatomic particles
 explain differences between isotopes of elements, particularly
charges and masses
 evaluate the hypothesis
Year 9 Science | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Physics line of enquiry two: How can changes in heat affect atomic behaviour?
Intentions for learning from AQA:
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Recall the equation for calculating density
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recognise/draw simple diagrams to model the difference
between solids, liquids and gases.
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understand why there is no change in the mass of a
substance when it changes state.
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Explain the difference between a physical change and a
chemical one
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Explain that temperature increase depends on the mass of
the substance heated, the type of material and the energy
input to the system
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Recall the equation for change in thermal energy
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Students should be able to interpret heating and cooling
graphs that include changes of state
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Define latent heat
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use the particle model to explain the effect of changing
temperature on the pressure of a gas held at constant
volume.
Lesson 4: Density of a substance changes as it changes state
Lesson 5: Energy is stored in atoms and molecules
Key words: mass, volume, density, state
Key words: internal energy, kinetic energy, potential energy
Learning Intentions:
Students should develop an understanding that:
 as substances change state their density will also be altered
Learning Intentions:
Students should develop an understanding that:
 all molecules and atoms contain kinetic and potential energy
Success Criteria:
 recall the equation for calculating density
 describe the difference between solids, liquids and gases
 explain why there is no change in mass when a substance
changes state
 evaluate the hypothesis
Success Criteria:
 recall the equation for internal energy change
 describe how atoms and molecules contain energy
 explain how you could increase the kinetic energy of a
substances atoms
 evaluate the hypothesis
Lesson 6: It is easier to boil a bath of water than a cup of water
Lesson 7: You can melt ice without raising the temperature
Lesson 8: Gas particle KE is linked to its temperature
Key words: specific heat capacity, mass, temperature
Key words: specific latent heat,
Key words: volume, pressure
Learning Intentions:
Students should develop an understanding that:
 you can work out the energy change involved when the
temperature of a material changes
Learning Intentions:
Students should develop an understanding that:
 it is possible to change the state of a substance without
increasing it’s temperature
Learning Intentions:
Students should develop an understanding that:
 as the temperature of gas particles increases so does their
kinetic energy
Success Criteria:
 recall the equation for specific heat capacity
 describe an experiment where you could calculate the energy
change of a system
 explain that temperature increase depends on the mass of the
substance heated, the type of material and the energy input to
the system
 evaluate the hypothesis
Success Criteria:
 recall the equation to calculate the energy for a change of
state
 describe what specific latent heat is
 explain the different between specific latent heat for fusion
and vaporisation
 evaluate the hypothesis
Success Criteria:
 recall how temperature is linked to atomic kinetic energy
 describe how volume and pressure are linked in gases
 explain the effect of changing temperature on the pressure of
a gas held at constant volume using the particle model
 evaluate the hypothesis
Year 9 Science | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Biology line of enquiry one: How are cells different?
Intentions for learning from AQA:
Lesson 1: Bacterial cells are identical to animal cells
Lesson 2: Animal and plant cells have different contents
Key words: bacterial, eukaryote, prokaryote
Key words: nucleus, membrane, cell wall, chloroplast
Learning Intentions:
Students should develop an understanding that:
 cells of living organisms can be divided into different groups
based on their characteristics
Learning Intentions:
Students should develop an understanding that:
 animal and plant cells have similarities and differences in their
cellular organelles
Success Criteria:
 recall the key features of prokaryotic and eukaryotic cells
 describe how size varies between pro. and eu. cells
 explain why bacterial cells have different structures to animal
cells
 evaluate the hypothesis
Success Criteria:
 recall the key features of animal and plant cells
 describe the order of size between specific structures
 explain why plants have additional organelles compared to
animal cells
 evaluate the hypothesis
Lesson 3: Cell differentiation is needed in all organisms
Lesson 4: Cell specialisation happens in humans
Lesson 5: Microscopes have helped us better understand cells
Key words: differentiate, organelles
Key words: sperm, xylem, red blood cell
Key words: magnification, image, electron microscope, resolution
Learning Intentions:
Students should develop an understanding that:
 multi-cellular organisms need cell differentiation to achieve an
efficient division of labour
Learning Intentions:
Students should develop an understanding that:
 there are many specialised cells in animals and plants
Learning Intentions:
Students should develop an understanding that:
 different microscopes allow us to better understand the
microscopic world to different levels
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Identify plant, animal and bacterial cells and classify them as
eukaryotic or prokaryotic cells. Label diagrams of bacterial cells.
Describe the differences between eukaryotic and prokaryotic
cells in terms of structure and size.
Label diagrams of animal and plant cells. Describe the function of
the main organelles. Prepare slides of plant and animal cells and
describe the procedure. Correctly use a microscope to observe
cells under different magnifications. Describe the order of size of:
cell, nucleus, chromosome and gene.
Explain the need for differentiation in a multicellular organism.
Describe the differences between differentiation in plants and in
animals. Explain how specialised cells are adapted for their
function.
Describe the differences in magnification and resolution of light
and electron microscopes. Explain how electron microscopy has
increased understanding of organelles. Calculate the
magnification of a light microscope. Carry out calculations using
the formula: real size=(image size)/magnification Rearrange the
equation to calculate image size or magnification. Convert values
for the units: cm, mm, µm and nm.
Success Criteria:
 recall what differentiation means
 describe the differences between differentiation in plants and
in animals
 explain how specialised cells are adapted for their function
 evaluate the hypothesis
Success Criteria:
 recall specific cells which show specialism in humans
 describe the structure of these cells and how it differs from a
‘normal’ human cell
 explain how these adaptations allow it to carry out its role in
the body
 evaluate the hypothesis
Success Criteria:
 recall the different types of microscope
 describe their differences using magnification and resolution
 explain how to calculate the magnification of an image
 evaluate the hypothesis
Year 9 Science | Learning Cycle 1 | Medium Term Plan | Science 2015/16
Biology line of enquiry two: The nucleus is crucial in the cell
Intentions for learning from AQA:
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Describe what a chromosome is and where chromosomes
are found in the cell.
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Describe simply how and why body cells divide by.
Knowledge and understanding of the stages in mitosis are
not required. Draw simple diagrams to describe mitosis.
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Draw a simple diagram to describe the cell cycle in terms
of:
o cell growth, when the number of organelles
increases
o replication of chromosomes, so the genetic
material is doubled
o separation of the chromosomes: division of the
nucleus
o division of the cell to form two identical cells.
Lesson 8: Stem cells should not be investigated further
Key words: pluripotent, stem cells, unspecialised
Learning Intentions:
Students should develop an understanding that:
 stem cells are undifferentiated cells that can be turned into
any cell in the body and as such are at the centre of an ethical
debate
Success Criteria:
 recall what a stem cell is
 describe why the medical profession are so interested in stem
cells
 explain why some groups are for/against stem cell research
 evaluate the hypothesis
Lesson 6: Chromosomes control who you are
Lesson 7: Cells need to replicate accurately
Key words: DNA, chromosome, gene, karyotypes
Key words: mitosis, genetically identical, daughter cells
Learning Intentions:
Students should develop an understanding that:
 chromosomes are how genes are inherited from parent to
offspring
Learning Intentions:
Students should develop an understanding that:
 cells are able to replicate for growth and repair by a process
known as mitosis
Success Criteria:
 recall the order of size with cell, nucleus, chromosome and
gene
 describe how chromosomes are passed from one generation to
the next
 explain why you inherit half of your genetic material from mum
and dad
 evaluate the hypothesis
Success Criteria:
 recall the keyword that explains cell division
 describe simply how body cells divide
 explain using simple diagrams mitosis
 evaluate the hypothesis