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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: 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. 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: 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 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: 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: Recall the equation for calculating density recognise/draw simple diagrams to model the difference between solids, liquids and gases. understand why there is no change in the mass of a substance when it changes state. Explain the difference between a physical change and a chemical one Explain that temperature increase depends on the mass of the substance heated, the type of material and the energy input to the system Recall the equation for change in thermal energy Students should be able to interpret heating and cooling graphs that include changes of state Define latent heat 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 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: Describe what a chromosome is and where chromosomes are found in the cell. 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. 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